The course is aimed at acquiring the fundamental theoretical and methodological principles of Educational Planning and Didactics. The course aims, in particular, at the mastery of the concepts, methodologies and phases that characterize the design. This knowledge constitutes essential training elements to exercise the professionalism of the Pedagogist.
Specifically, the course aims to promote the following educational objectives in students:
· know the concept of design competence;
. know what is meant by an educational project;
. know what are the bases on which to build an educational project;
. know what is contained within the educational project in order to the purpose for which it was structured and in relation to the vision and conception of the world that transpires;
. know which horizons must be taken into consideration for good planning with a particular focus on education for sustainability and education in interculture;
· know the different types of projects, as well as the models and design guidelines;
· be able to distinguish the main extensions of design competence and their dimensions;
· knowing how to plan the phases of educational and didactic research (context analysis, project idea, aims, methodology and organization, results);
. know in depth the complex context of the prison, its educational emergency and the potential of the theatre to structure educational projects within it in relation to the school, the university and the territory.

The program will focus on the development of the following theoretical-methodological contents:
· the development of design competence;
- the extensions of design competence (contextual, methodological, procedural, social, space-time, managerial-economic, evaluative)
. the “intensive” dimensions of planning competence (pedagogical, didactic, educational, social, cultural);
· pedagogical intentionality and pedagogical planning;
· the systemic approach and the "educating community";
· the planning of the educational evaluation;

. good theatre pedagogy practices between old and new diversities;

. the theatre in prison opens its doors to schools, universities and the local institutions.

There are no prerequisites.

In relation to the Educational Planning and Didactics course, the student must show possession:
· the mastery of the basic knowledge of the discipline (knowledge and understanding);
· understanding of the fundamental concepts of the discipline (knowledge and understanding);
· the ability to apply knowledge and concepts to reason according to the logic of the discipline (applied knowledge and understanding / applying knowledge and understanding);

- autonomy of judgment (making judgments) evaluating the adequacy of epistemological and pedagogical choices and managing the variables pertaining to different disciplinary and cultural fields;
· Communication skills, using the specific language of the discipline (communication skills);
· Ability to learn (learning skills), demonstrating full autonomy in reading the study materials related to the course, independently seeking educational, design and didactic solutions.

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

Application exercises of theoretical formulations.

Teaching

Lectures and group work through expressive exercises. Seminars and in-depth conferences. Critical viewing of films.

Innovative teaching methods

Forum-Theatre. For expressive and communicative teaching in a humanizing and transforming climate.

Attendance

There are no attendance or other obligations.

Course books

1. Methodology of educational planning by Andrea Traverso Ed. Carocci, 2016
2. For a pedagogy of theatre: Good Practices between old and new diversities by Vito Minoia, Ed. Aracne, 2018

Assessment

The expected objectives are verified through a written test consisting of three open-ended questions.
The duration of the test is 60 minutes.
The evaluation criteria are as follows:
- relevance and effectiveness of the responses in relation to the contents of the program;
- the level of articulation of the response;
- adequacy of the disciplinary language used.
Each of the criteria is assessed on the basis of a four-level scale of values / judgments with equal weight
assigned to each criterion. The final evaluation is expressed out of thirty.

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

Non-attending students are invited to consult the didactic material uploaded on Moodle. Please note that all communications will be sent to the @campus institutional email

Attendance

There are no attendance.

Course books

1. Methodology of educational planning by Andrea Traverso Ed. Carocci, 2016
2. For a pedagogy of theatre: Good Practices between old and new diversities by Vito Minoia, Ed. Aracne, 2018

Assessment

The expected objectives are verified through a written test consisting of three open-ended questions.
The duration of the test is 60 minutes.
The evaluation criteria are as follows:
- relevance and effectiveness of the responses in relation to the contents of the program;
- the level of articulation of the response;
- adequacy of the disciplinary language used.
Each of the criteria is assessed on the basis of a four-level scale of values / judgments with equal weight
assigned to each criterion. The final evaluation is expressed out of thirty.

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.