The workshop aims to allow participants to understand the main dynamics that are created in teamwork in educational contexts, acquiring the ability to recognize them and use them in a collaborative form.

It is also proposed to increase the knowledge relating to some of the main themes in the context of the methodology of the indispensable working groups in order to promote constructive activities in the team.

When dealing with the methodology of collaborative team work, reference will be made to communication styles, forms of communication and constructive communication in groups, roles in the group, implicit and explicit norms of work teams, types of leadership, the relationship between needs individual, group needs and needs of the institution, to the group climate, to the constructive aspects and to the emotions related to confrontation and conflict.

Each topic will be addressed by favoring the active participation of students, working on concrete cases, stimulating the possibility of experiencing live the construction of a working group and the emotions felt by working in a team.

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1. Knowledge and understanding: through the knowledge of the main theories, the student will be able to understand the dynamics of group work. 2. Ability to apply knowledge and understanding: with the notions learned, the student will be able to develop a particular sensitivity in the interpretation and application of the laboratory experience to the concrete case, keeping in mind both the fundamental principles and that the parties involved are people, placed in a specific social context. 3. Autonomy of judgment: this quality will be supported by learning the nature of the principles underlying the theory and practice of teamwork. To be applied, they must be provided with a content, which will inevitably be chosen by the student, future expert in education and training, according to his own general training. 4. Communication skills: the ability to express oneself appropriately will be solicited starting from the questions that the teacher will ask during the lessons, through the interventions of the students in the classroom and through the laboratory experiences. 5. Learning ability: the verification of this ability will be solicited by the teacher, through the questions posed during the lessons. Active participation in lessons and study allow you to acquire the necessary tools to be able to independently provide for an adequate update.

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

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Teaching

Laboratory Teaching

Innovative teaching methods

Since this is laboratory teaching, active-participatory-experiential methodologies will be constantly used with the help of images, videos and training tools such as observation grids for standardized educators, sociometric tools, simulations and role-playing.

Attendance

Laboratory with mandatory attendance of lessons

Course books

Any extracts from volumes and articles will be made available during the workshops

Assessment

Methods envisaged by the Regulations for laboratories

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

Teaching

Laboratory with mandatory attendance of lessons. Non-attending students not expected

Attendance

Laboratory with mandatory attendance of lessons. Non-attending students not expected

Course books

Nothing for non attending student. Laboratory with mandatory attendance of lessons. Non-attending students not expected

Assessment

Nothing for non attending student. Laboratory with mandatory attendance of lessos. Non-attending students not expected

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

Laboratory with mandatory attendance of lessos

For specific didactic information relating to your laboratory, it is necessary to contact the actual teacher who holds the single laboratory attended.