TEACHING

The course "Didattica" (6 credits - M-PED / 03) is one of the training activities associated with the degree course in Philosophy - Philosophy and Human Sciences [FT2] and allows the student to acquire knowledge and understanding of the methodological foundations for teaching and for managing teaching paths in secondary schools of first and second grade and in training institutes.

Knowledge and understanding: Know and analyze critically the didactic design models, teaching methods and techniques for active, autonomous and responsible learning.
Applying knowledge and understanding: Apply the methodological-didactic knowledge gained with study and personal experience in a variety of real-life training situations; formal, non-formal and informal (personal and experiential), to address and solve problems in the teaching of specific subjects of study.
Making judgements: Collect, select and interpret useful information to design teaching activities; arguing the methodological choices made; to detect the ethical and social implications associated with the use of training activities.
Communication skills: Being able to communicate information, ideas, concepts, define methodological problems and propose resolving strategies by discussing and arguing with peers (students), teachers and trainers, and with decision-makers in policy formers.
Learning skills: Promote learning transfer from and through training practices, working and interacting in the complexity of teaching contexts and in formative learning situations.

There is no propedeuticity. All students can attend the course if they are interested in educational and training processes, and particularly in secondary school education.

Scientific teaching fundamentals.
Didactic design models and curriculum organization (for goals, content, conceptual maps, epistemologies and processes, real situations and problems).
Teaching methods: lessons, labs, investigative, participative, individualized.
Active learning techniques: simulation (role play), procedural and tutorial, responsible (action, outdoor, service), creative (brainstorming) and cooperative.

A) Tessaro Fiorino, Progettazione didattica per la scuola secondaria, Metodi attivi e tecniche partecipative (Dispense e materiali online)

B) For non-attending students, a text chosen from:
̶- Ellerani, Piergiuseppe, Metodi e tecniche attive per l’insegnamento, Anicia, Roma 2012
̶- Giannandrea, Lorella, Traiettorie del sé. Dispositivi per la costruzione dell'identità nei percorsi di formazione, FrancoAngeli, Milano 2012
̶- Limone, Pierpaolo, Ambienti di apprendimento e progettazione didattica. Proposte per un sistema educativo transmediale, Carocci, Roma 2012
̶- Ozmon, Howard, and Samuel M. Craver. Philosophical foundations of education. Prentice Hall, 2007
̶- Pedler, Mike. Action learning in practice. Gower Publishing, Ltd., 2011
̶- Perla, Loredana, L’eccellenza in cattedra. Dal saper insegnare alla conoscenza dell’insegnamento, FrancoAngeli, Milano 2011
̶- Recalcati,Massimo, L'ora di lezione, Einaudi, 2014
̶- Rivoltella, Pier Cesare, Neurodidattica. Insegnare al cervello che apprende, Raffaello Cortina, Milano 2012
̶- Romiszowski, Alexander Joseph. Designing instructional systems: Decision making in course planning and curriculum design. Routledge, 2016
̶- Triani Pierpaolo, Disagi dei ragazzi, scuola, territorio. Per una didattica integrata, La Scuola, Brescia 2011

- Online verification (on text A) with closed questions (learning outcomes nr: 1).
- Written exam (on texts A and B) with open questions (learning outcomes nr: 3).
- Case study: analysis of an educational-didactic activity on a topic of interest, with a short, critical-reflective relationship (learning outcomes n. 2-3-4-5). Students who carry out the case study, in groups or individually, during the course, presented their work in the classroom (in attendance or online).

Lessons and interactive teaching. The PITLAV (Personalization-Information-Transfer-Laboratory-Analysis-Verification) technique will be used to give students the opportunity to discuss the analytical and decision-making active techniques (case study, incident, autobiography), simulative (role play, dramatization, script ), in situation (action learning, demonstrations and exercises), social (brainstorming, cooperative learning, peer tutoring).

Italian

Ca ’Foscari applies Italian law (Law 17/1999; Law 170/2010) for support and accommodation services available to students with disabilities or with specific learning difficulties. If you have a motor, visual, hearing or other disability (Law 17/1999) or a specific learning disorder (Law 170/2010) and you require support (classroom assistance, technological aids for carrying out exams or exams individualized, accessible format material, note retrieval, specialist tutoring to support the study, interpreters or other) contact the Disability and DSA office disable@unive.it.

written

This subject deals with topics related to the macro-area "Human capital, health, education" and contributes to the achievement of one or more goals of U. N. Agenda for Sustainable Development