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:

• know and be able to appropriately use the proper language of school scheduling;
• know the characteristics of the phenomenon of school dropout;
•  know the characteristics of educational scheduling and curricular design
• know the concept of competence;
• know and apply the main methodologies supporting competence-based teaching;
• know and design the stages of a competence-based teaching proposal (UDA);
•  know the purposes of universal design (UDL)
• know and apply the first principle of UDL (provide multiple means of representation)
• know and apply the second principle of UDL (provide multiple means of action and expression)
• know and apply the third principle of UDL (provide multiple means of involvement)
• know the deductive, interactive and inductive design models.
•  know and be able to design the phases of networked (DaD) and blended mode training;
• know and be able to design the modes of training intervention in DaD

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

• competence-based teaching;
• the European key competencies;
•  the inclusive educational project;
• the cultural axes;
• the national directions for the curriculum (first cycle of education );
• curricular design and the vertical curriculum;
•  the stages of competence-based instructional design;
• the principles of Universal Design for Learning (UDL) for barrier-free universal design;
•  the production of multimodal materials accessible to each and everyone;
•  the modes of training (presence, distance, blended);
•  networked design (DaD);
•  the design models (deductive, inductive, interactive);
•  the implementation of the training intervention (webinars, DaD, flipped classroom, reality tasks).

There is no propaedeuticity

Knowledge and understanding.

Know the characteristics of educational programming and curricular design
Know the phenomenon of school dropout
Know the concept of competence;
Know the main methodologies to support skills-based teaching;
Know the phases of a teaching proposal for skills (UdA);
Know the purposes of universal design (UDL)
Learn about deductive, interactive, and inductive design patterns.
Know the National Indications and the most important European reference documents

Applying knowledge and understanding.

Know and apply the main methodologies to support skills-based teaching;
Know and plan the phases of a teaching proposal for skills (UdA);
Know and apply the first principle of UDL (provide multiple means of representation)
Know and apply the second principle of UDL (provide multiple means of action and expression)
Know and apply the third principle of UDL (provide multiple means of engagement)
Know and be able to plan the training intervention methods in DaD

Making judgments.

Ability to hypothesize designs and learning units consistent with the educational needs of the students;
Ability to identify teaching methodologies suited to different classroom contexts;
Ability to select the most appropriate teaching strategies, identify the key issues relevant to educational success.
 Ability to design and produce multimodal materials accessible to each and every one;
Ability to use different bibliographic material and databases for further information.
Ability to learn (learning skills).;

Ability to learn (learning skills).;

Ability to independently analyze barriers and facilitators relating 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

Not foreseen

Teaching

Teaching methods
Frontal lessons, participatory dialogue. The materials prepared by the teacher will be inserted into the platform.

Innovative teaching

The in-person lessons will be integrated with optional exercises in small groups to delve deeper into some of the topics covered. To carry out research, students will be able to use their mobile devices and the most suitable technological applications to present their work (Google slide, Canva or Genial.ly or other...). The insights will be the subject of collective discussion; the materials produced can be shared on the Moodle platform (blended Learning)

Obligations
There are no attendance obligations

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

Mode of verification Assessment method

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

The evaluation criteria for open questions are as follows:

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

2) degree of articulation of the response

3) adequacy of the disciplinary language used

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

The final evaluation is expressed in thirtyths

Disability and DSA

Students who have registered their disability certification or DSA certification at the Inclusion and Right to Study Office can ask to use the concept maps (by keywords) during the exam.

To this end, it is necessary to send the maps, two weeks before the exam session, to the course teacher, who will verify their consistency with the indications of the university guidelines and may request their modification.

Innovative teaching methods

Innovative teaching methods

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)

Attendance

Attendance not compulsory

Course books

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

Assessment

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. 

Students who have registered their disability certification or DSA certification at the Inclusion and Right to Study Office can ask to use concept maps (for keywords) during the exam. To this end, it is necessary to send the maps, two weeks before the exam session, to the course teacher, who will verify their consistency with the indications of the university guidelines and may request their modification.

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

Obligations There are no attendance obligations

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

Attendance

There are no attendance obligations

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

Assessment

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. 

Students who have registered their disability certification or DSA certification at the Inclusion and Right to Study Office can ask to use concept maps (for keywords) during the exam. To this end, it is necessary to send the maps, two weeks before the exam session, to the course teacher, who will verify their consistency with the indications of the university guidelines and may request their modification.

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.