GENERAL TEACHING WITH LABORATORY

Module GENERAL TEACHING

The course aims to achieve knowledge of the conceptual nuclei relating to the epistemological status of the discipline, offering food for thought on theoretical models and practices regarding active and cooperative as well as innovative teaching. The laboratory will allow us to plan an interdisciplinary UDA but also to prepare training projects and educational interventions aimed at managing and interpreting the complex educational-didactic reality.

Knowledge and understanding. Students know the theoretical-epistemological status of teaching as a complex science and its dimension in correlation with other sciences, in particular with those of education; they are able to understand the key concepts relating to teaching knowledge on the basis of the dialectical interaction between research and action and the mutual connections between the planning moment, the teaching event and the evaluation moment; to understand the different configurations of teaching (laboratory, metacognitive, modular, for research, for projects, for skills, etc.); to know the tools of educational planning framed in a critical key: the paths, the modules, the learning units and the main aspects of planning and evaluation in the educational field.

Applied knowledge and understanding. Students are able to process the knowledge acquired to prepare training projects and educational interventions aimed at managing and interpreting the complex educational-didactic reality; they are capable of setting up processes and paths, making use of effective planning and evaluation tools in the training field; I am able to use mediators and planning and evaluation tools in general teaching.

Autonomy of judgement.  Students are able to independently evaluate the various methodological-didactic options for the individualization of paths and to indicate suitable training proposals, making coherent choices regarding contents, tools, spaces, times, materials. Communication skills. Students are able to explain the contents learned and argue a thesis correctly using the concepts of the pedagogical language; they are able to present and discuss project documents and describe how an educational experience is planned.

Learning ability. Attending lessons constitutes a moment of discussion, comparison and important teaching support. However, students will have to progressively become independent from the teacher, acquiring the ability to deepen their knowledge and develop it in a personal way with originality. students will be guided to reflect on their learning and self-evaluate their path to monitor, regulate and direct the learning process to develop skills in school planning and evaluation theoretical-epistemological status of teaching as a complex science and its dimension in correlation with other sciences, in particular with those of education; they are able to understand the key concepts relating to teaching knowledge on the basis of the dialectical interaction between research and action and the mutual connections between the planning moment, the teaching event and the evaluation moment; to understand the different configurations of teaching (laboratory, metacognitive, modular, for research, for projects, for skills, etc.); to know the tools of educational planning framed in a critical key: the paths, the modules, the learning units and the main aspects of planning and evaluation in the educational field.

Applied knowledge and understanding. Students are able to process the knowledge acquired to prepare training projects and educational interventions aimed at managing and interpreting the complex educational-didactic reality; they are capable of setting up processes and paths, making use of effective planning and evaluation tools in the training field; I am able to use mediators and planning and evaluation tools in general teaching. Autonomy of judgement. of judgment.  Students are able to independently evaluate the various methodological-didactic options for the individualization of paths and to indicate suitable training proposals, making coherent choices regarding contents, tools, spaces, times, materials. Communication skills. Students are able to explain the contents learned and argue a thesis correctly using the concepts of the pedagogical language; they are able to present and discuss project documents and describe how an educational experience is planned. Learning ability. Attending lessons constitutes a moment of discussion, comparison and important teaching support. However, students will have to progressively become independent from the teacher, acquiring the ability to deepen their knowledge and develop it in a personal way with originality. students will be guided to reflect on their learning and self-evaluate their path to monitor, regulate and direct the learning process to develop skills in school planning and evaluation.

The lessons will be carried out through a "mixed" methodology of a frontal and laboratory nature in the classroom through the active and collaborative participation of the students.

Know the basic elements that characterize general teaching in relation to its specific object of investigation and the methodologies underlying it, also in relation to one's own professional experience.

The lessons are optional but strongly recommended, as they are characterized by the active participation of male and female students. Attending lessons allows you to progressively acquire mastery of the contents, to discuss topics and problems with colleagues and the teacher, and to constantly check your own learning levels. The frontal lessons will alternate with moments of group and individual work.

• Presentation of the course and meaning of the specific object of investigation of general teaching;

• The framework of scientific knowledge of teaching, defined in its main articulations: the object, the field and the research;

• The forms of teaching action: the functions of the teacher and the student, the places of teaching practice and the main methods of investigation;

• Teaching outside of school;

• School-territory relationship according to the principle of horizontal subsidiarity;

• The reference regulations of the school of autonomy;

• Empirical research methods

• The curriculum and its planning;

• The vertical curriculum;

• The Key Competencies Recommendations;

• Curriculum design;

• Educational planning and its phases;

• Examples of educational planning;

• The design of the interdisciplinary UDA;

• Evaluation and checks: what are the differences

• The teaching professionalism of the 20th century;

• Profiles of the nursery and primary school teacher;

• The school of capacity-actions;

• Active and cooperative methodologies;

• Motivation to learn in school. The theoretical frameworks of reference

• The motivational dynamics of the student;

• The factors that influence the student's motivational dynamics

• Tools for analyzing students' motivation problems;

• Interventions on class-related factors;

• The impact of ICT on motivation to learn;

• Intrinsic and extrinsic motivation according to Deci and Ryan

C. Laneve, Manuale di didattica, Scholè, Brescia 2017

P. Mulè, La didattica per competenze. Presupposti epistemologici e ambientali di apprendimento, Pensa Multimedia Lecce, 2017

R. Viau, La motivazione ad apprendere in ambito scolastico, Anicia, Roma 2022

D. Gulisano, Scuola, competenze e capacit-azioni. Nuove sfide didattico-pedagogiche per la professionalità attiva del docente. Un'indagine esplorativa, Pensa Multimedia, Lecce 2019

 W. Brandani, M. Tomisich, La progettazione educativa. Il lavoro sociale nei contesti educativi, Carocci Faber, 2013

The assessment of learning, aimed at ascertaining the acquisition of disciplinary contents and their operational application, will be carried out in written form through the administration of structured and free items (questions). The written test must be completed within a pre-established time. Attending students will have the opportunity to carry out ongoing tests, in laboratory mode.

- Definition of the concept of teaching;

-Relationship between teaching and disciplinary teaching;

- What is meant by teaching as a pedagogical science?

- what are the teaching models of the 20th century?

What are the principles of teaching?

What is meant by planning and what are the phases?

What is meant by curriculum?

What's the debate about evaluation?

What is meant by the school of action capabilities?

What is skills-based teaching and how is it implemented?

How many types of skills do you know?

What are the reference regulations in Europe and Italy on key skills?

What is meant by didactic polycentrism?

What is meant by the centrality of empirical research?

What are the differences between quantitative and qualitative methods?

What are the characteristics of the narrative method?

What are the frameworks of motivation?

What are the factors that influence the motivational dynamics of the student?

What are the observation grids for avoidance strategies?

How do we intervene on class-related factors?

What is the impact of ICT on motivation to learn?

What is the difference between intrinsic and extrinsic motivation according to Deci and Ryan?