The course is aimed at acquiring the principles of the most scientifically accredited and effective theories of school programming and evaluation comma and at the knowledge and cooperative mastery of the methodologies of planning and implementation in the various operational phases and evaluation of educational interventions in the school environment,

The theoretical and methodological skills acquired represent basic and indispensable training conditions and prerequisites for the complete professional profile of the pedagogue

Specifically, the training objectives are:

.-knowing and being able to use the correct linguistic definition related to the formulation of the objectives of school planning

- knowing the procedural phases and the architecture of teaching planning and curricular design

- knowing the theory and method of developing an integrated curriculum

- knowing and applying the main methodologies of school evaluation and planning of pedagogical intervention in problems of school adaptation

the program will focus on in-depth knowledge and practical implementation in a pedagogical key of the following theoretical and methodological contents.

1. : the theories of school programming analysis of case studies evidence-based methods of planning and evaluation case study and practical exercises

2. the constituent elements and phases of planning learning to plan spaces and times coordinating interventions and resources role and functions of the pedagogist case studies and practical exercises inclusive teaching and special educational needs role and functions of the pedagogist

3. the contents and functions and the types and strategies of intervention in the different special educational needs case studies and practical exercises

4. the evaluation of training needs at school role and function of the pedagogist processes and functions of school evaluation in special educational needs case studies and practical exercises

knowledge and understanding skills know the characteristics of teaching planning and curricular design

know and understand the contents of school planning

Know the main methods of evidence-based programming

know the problems related to the choice of teaching methodologies based on the problems within the school

know the steps and constituent elements of planning

know the concept of special educational needs and the categories included in the definition

know the major adaptation problems and the pedagogical implications

knowledge and understanding skills

applied knowing and applying the main programming methodologies in reference to specific school problems

knowing and designing the phases of a teaching proposal to start an educational action

knowing how to implement educational content in school problem-solving situations

knowing and supporting the appropriate motivations for selecting specific educational content

knowing and applying the strategies for evaluating training needs knowing the methods for evaluating the outcomes of an educational intervention in the classroom

autonomy of judgment

ability to select information and scientific data for further information for the formulation of an educational project in the classroom

ability to identify the types of educational interventions most suited to a more adequate formulation of an educational objective in the classroom context

ability to consciously choose the most appropriate evaluation procedures for a complex situation at school ability to identify times and ways to involve the different partners in a school project

ability to select and make available material and bibliographic research and databases for scientific in-depth analysis communication skills ability to present judgments and knowledge, problems and possible educational interventions to colleagues, managers and parents ability to illustrate the methods and contents of school evaluation to sector and non-sector personnel

ability to learn ability to independently acquire cognitive analysis and reflection strategies with respect to the different educational contexts

ability to critically analyze the results of the various measurements with respect to the educational objectives formulated

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

Ongoing assessment activities will be carried out with structured self-assessment tests

To allow students to know and evaluate their level of preparation and acquisition of the contents of the program covered

Teaching

Frontal lessons, presentation of case studies and exercises in class.

The materials prepared by the teacher will be inserted into the platform.

The in-person elections will be integrated with optional exercises in small groups or individually to delve deeper into some of the topics covered or answer questions that emerged during the lessons.

The insights will be the subject of collective discussion the next lesson.

The materials produced can be shared on the Moodle platform.

Innovative teaching methods

Up to that point teaching methods frontal lessons presentation of case studies and exercises in class the materials prepared by the teacher will be inserted into the platform lessons in presence will be integrated with optional exercises in small groups or individually to deepen some of the topics covered or answer questions that emerged during the lessons the insights will be the subject of collective discussion in the following lesson the materials produced can be shared on the Moodle blended learning platform

Course books

Study texts

1.From planning to evaluation. Models and methods for educators and trainers. author Emanuela Torre, Carocci editions  

2. The integrated curriculum.  authors Berta Martini Chiara Michelini. Franco Angeli editions

In-depth texts

1. Methodology of educational planning skills tools contexts. author A.Traverso .Carocci editions

2. The inclusion of the child with complex disabilities in the classroom. authors Mauro Mario Coppa, Veronica Cisini

Michele Babini, Rosalinda Ricciardi .Humanitas editions

3.BES special educational needs at school . A A V V Erickson editions

Assessment

The expected learning outcomes will be assessed through a written test that includes three open questions and an oral interview.

The evaluation criteria are the following: 1.relevance and effectiveness of the answers the relationship to the contents of the program 2 the level of articulation of the answer; 3: adequacy of the disciplinary language used.

Each of the criteria is assessed on the basis of a four-level rating scale: 1: insufficient; 2.sufficient; 3.good; 4.excellent, with equal weight assigned to each criterion.

The initial evaluation expressed in thirtieths

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

To promote exercise methods for non-attending students, the case studies that will be presented and discussed during the elections will be shared and published on the Moodle blended learning platform

Course books

Study texts

1.From planning to evaluation. Models and methods for educators and trainers. author Emanuela Torre, Carocci editions  

2. The integrated curriculum.  authors Berta Martini Chiara Michelini. Franco Angeli editions

In-depth texts

1. Methodology of educational planning skills tools contexts. author A.Traverso .Carocci editions

2. The inclusion of the child with complex disabilities in the classroom. authors Mauro Mario Coppa, Veronica Cisini

Michele Babini, Rosalinda Ricciardi .Humanitas editions

3.BES special educational needs at school . A A V V Erickson editions

Assessment

The expected learning outcomes will be assessed through a written test that includes three open questions and an oral interview.

The evaluation criteria are the following: 1.relevance and effectiveness of the answers the relationship to the contents of the program 2 the level of articulation of the answer; 3: adequacy of the disciplinary language used.

Each of the criteria is assessed on the basis of a four-level rating scale: 1: insufficient; 2.sufficient; 3.good; 4.excellent, with equal weight assigned to each criterion.

The initial evaluation expressed in thirtieths

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.