The course is aimed at the acquisition of the fundamental theoretical and methodological principles of the discipline THEORY AND METHODS OF SCHEDULING AND SCHOOL ASSESSMENT
The course aims, in particular, at the mastery of the concepts, methodologies and phases that characterize scheduling. Such knowledge constitutes essential training elements for the exercise of the Pedagogist's professionalism.
Specifically, the training objectives are:

The program will focus on the development of the following theoretical-methodological content :

There is no propaedeuticity

Knowledge and understanding

•  knowledge the characteristics of educational scheduling and curricular design
• knowledge  the phenomenon of school drop out
• knowledge the concept of competence;
• knowledge the main methodologies supporting competence-based teaching;
• knowledge the stages of a competence-based teaching proposal (UdA);
• knowledge the purposes of universal design (UDL).
• knowledge the deductive, interactive and inductive design models.

Applying knowledge and understanding

• Knowledge and understanding of the main methodologies supporting competency-based teaching;
• Knowledge and understanding of the stages of a competency-based teaching proposal (UDL);
• Knowledge and understanding of the first principle of UDL (provide multiple means of representation); and
• Knowledge and understanding of the second principle of UDL (provide multiple means of action and expression)
• Knowledge and understanding of the third principle of UDL (provide multiple means of involvement)
• Knowledge and design the modes of training intervention in DaD

Making judgements

• Ability to hypothesize designs, learning units consistent with learners' educational needs
• Ability to identify teaching methodologies appropriate to different classroom contexts;
• Ability to select teaching strategies most appropriate to the different cognitive styles of learners; 
•  Ability to design and produce multimodal materials accessible to each and every one;

Learning skills

Ability to independently analyze barriers and facilitators related to different educational contexts;
Ability to critically analyze the technological tools to be used

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

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

Teaching

Frontal, dialogic participatory lectures. Materials prepared by the lecturer will be posted on the platform.

In-person lectures will be supplemented by optional small-group exercises to explore some of the topics covered. Students, to do research, will be able to use their mobile devices and the most suitable technological applications to present their work (Google slides, Canva or Genial.ly or other...). The insights will be discussed collectively; the materials produced can be shared in the Moodle platform (blended learning)

Innovative teaching methods

In-person lectures will be supplemented by optional small-group exercises to explore some of the topics covered in more depth. Students, to do research, will be able to use their mobile devices and the most suitable technological applications to present their work (Google slides, Canva or Genial.ly or other...). The insights will be discussed collectively; the materials produced can be shared in the Moodle platform (blended learning)

Course books

Study texts

1. Dalla progettazione alla valutazione didattica, Elisabetta Nigris, Barbara Balconi, Luisa Zecca, Pearson

2. Il Curriculo Integrato di Berta Martini, Chiara Michelini, FrancoAngeli

3. Tecnologie e Nuovo PEI, Enrico Angelo Emili, Stefano Pascoletti, Anicia

For further study

Ambienti digitali inclusivi Digital and inclusive environment, di Enrico Angelo Emili e Cristina Gaggioli, Form@are,2017

Un intervento educativo-didattico inclusivo, con l’uso delle tecnologie, per un’alunna con disabilità intellettiva, G.F. Dettori, B. Letteri (2022), Media Education 13(1): 129-140. doi: 10.36253/me-12505  https://oaj.fupress.net › med › article › download

Assessment

Final written test with three open questions aimed at ascertaining students' knowledge and skills.

The evaluation criteria for the open questions are as follows: 

1) relevance and effectiveness of the answers in relation to the program content

2) degree of articulation of the answer

3) adequacy of disciplinary language used

4) additional appreciable requirement is the ability to critically discuss the topics covered. 

The final grade is expressed in thirtieths. 

Disabilità e DSA

Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.

A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.

Teaching

Frontal, dialogic participatory lectures. Materials prepared by the lecturer will be posted on the platform.

In-person lectures will be supplemented by optional small-group exercises to explore some of the topics covered. Students, to do research, will be able to use their mobile devices and the most suitable technological applications to present their work (Google slides, Canva or Genial.ly or other...). The insights will be discussed collectively; the materials produced can be shared in the Moodle platform (blended learning)

Course books

Study texts

1. Dalla progettazione alla valutazione didattica, Elisabetta Nigris, Barbara Balconi, Luisa Zecca, Pearson

2. Il Curriculo Integrato di Berta Martini, Chiara Michelini, FrancoAngeli

3. Tecnologie e Nuovo PEI, Enrico Angelo Emili, Stefano Pascoletti, Anicia

For further study

Ambienti digitali inclusivi Digital and inclusive environment, di Enrico Angelo Emili e Cristina Gaggioli, Form@are,2017

Un intervento educativo-didattico inclusivo, con l’uso delle tecnologie, per un’alunna con disabilità intellettiva, G.F. Dettori, B. Letteri (2022), Media Education 13(1): 129-140. doi: 10.36253/me-12505  https://oaj.fupress.net › med › article › download

Assessment

Final written test with three open questions aimed at ascertaining students' knowledge and skills.

The evaluation criteria for the open questions are as follows: 

1) relevance and effectiveness of the answers in relation to the program content

2) degree of articulation of the answer

3) adequacy of disciplinary language used

4) additional appreciable requirement is the ability to critically discuss the topics covered. 

The final grade is expressed in thirtieths. 

Disabilità e DSA

Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.

A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.