Corso di laurea magistrale a ciclo unico in
Scienze della Formazione Primaria

The student will be required:

- to learn to organise the classroom as a learning environment and a community of relations based on principles and criteria that are pedagogically well-grounded and critically assimilated;

- to be familiar with the training and application potential of a variety of teaching approaches and methods, including those based on play, in relation to a scientific-based vision of learning and teaching, taking into account the potential of the educational formation process;

- to adopt and apply integrated and flexible teaching strategies based on the requirements and the real processes of learning enacted by students and related to the conditions of teaching;

- to know and master design/planning models, implementation of open and flexible activities divided by varying levels of difficulty also in order to share them with the group of classroom teachers;

- to consolidate professional reflexivity relating to one’s own work and the work of others in teaching contexts, within the context of a dynamic and developmental vision of the teacher’s professional profile;

- to develop pathways for educational "in the field" research based on processes of observation, documentation, innovation, evaluation of the teaching activity and its results.

Knowledge and understanding

- Knowledge and critical understanding of the theoretical foundations of the discipline, paying particular attention to recent developments and to the key research issues.

- Knowledge and critical understanding of theoretical assumptions and operating principles related to educational-teaching planning, the use of teaching models, strategies and tools, paying particular attention to measures consistent with a competency-based approach to teaching.

Ability to apply knowledge and understanding

- Acquisition of basic operating skills in reference to educational-teaching planning, the use of teaching models, strategies and tools, paying particular attention to the principles and solutions consistent with a competency-based approach to teaching that responds to diverse educational needs.

- Acquisition of skills in planning teaching-educational pathways that respond even to complex needs, through forms of integrated support which assist the individual and involve the class group, in collaboration with colleagues, families and other professional specialisms in the territory.

- Organisation and implementation of teaching interventions consistent with the skills to be achieved and with the specificities of the class group to which the teaching interventions are targeted.

Making judgements

- Critical analysis of educational projects in order to grasp the basic criteria also in relation to theoretical frameworks studied and identification of possible directions of development.

- Ability to evaluate programs, materials, teaching devices in view of their theoretical and scientific foundations, the consistency with the needs and operating environments, the potential effectiveness against final results expected.

- Ability to think in terms of design logic to increase the effectiveness of teaching.

Communication skills

-  Ability to use scientific language correctly and effectively.

-  Ability to effectively document projects, interventions, results in education.

 Learning skills

-Ability to work autonomously to improve their own learning, also from the reflection of the experience.

- Ability to identify and use sources and tools needed for their own continuing education.  

Knowledge and understanding

- Knowledge and critical understanding of the theoretical foundations of the discipline, paying particular attention to recent developments and to the key research issues.

- Knowledge and critical understanding of theoretical assumptions and operating principles related to educational-teaching planning, the use of teaching models, strategies and tools, paying particular attention to measures consistent with a competency-based approach to teaching.

Ability to apply knowledge and understanding

- Acquisition of basic operating skills in reference to educational-teaching planning, the use of teaching models, strategies and tools, paying particular attention to the principles and solutions consistent with a competency-based approach to teaching that responds to diverse educational needs.

- Acquisition of skills in planning teaching-educational pathways that respond even to complex needs, through forms of integrated support which assist the individual and involve the class group, in collaboration with colleagues, families and other professional specialisms in the territory.

- Organisation and implementation of teaching interventions consistent with the skills to be achieved and with the specificities of the class group to which the teaching interventions are targeted.

Making judgements

- Critical analysis of educational projects in order to grasp the basic criteria also in relation to theoretical frameworks studied and identification of possible directions of development.

- Ability to evaluate programs, materials, teaching devices in view of their theoretical and scientific foundations, the consistency with the needs and operating environments, the potential effectiveness against final results expected.

- Ability to think in terms of design logic to increase the effectiveness of teaching.

Communication skills

-  Ability to use scientific language correctly and effectively.

-  Ability to effectively document projects, interventions, results in education.

 Learning skills

-Ability to work autonomously to improve their own learning, also from the reflection of the experience.

- Ability to identify and use sources and tools needed for their own continuing education.  

Knowledge and understanding

- Knowledge and critical understanding of the theoretical foundations of the discipline, paying particular attention to recent developments and to the key research issues.

- Knowledge and critical understanding of theoretical assumptions and operating principles related to educational-teaching planning, the use of teaching models, strategies and tools, paying particular attention to measures consistent with a competency-based approach to teaching.

Ability to apply knowledge and understanding

- Acquisition of basic operating skills in reference to educational-teaching planning, the use of teaching models, strategies and tools, paying particular attention to the principles and solutions consistent with a competency-based approach to teaching that responds to diverse educational needs.

- Acquisition of skills in planning teaching-educational pathways that respond even to complex needs, through forms of integrated support which assist the individual and involve the class group, in collaboration with colleagues, families and other professional specialisms in the territory.

- Organisation and implementation of teaching interventions consistent with the skills to be achieved and with the specificities of the class group to which the teaching interventions are targeted.

Making judgements

- Critical analysis of educational projects in order to grasp the basic criteria also in relation to theoretical frameworks studied and identification of possible directions of development.

- Ability to evaluate programs, materials, teaching devices in view of their theoretical and scientific foundations, the consistency with the needs and operating environments, the potential effectiveness against final results expected.

- Ability to think in terms of design logic to increase the effectiveness of teaching.

Communication skills

-  Ability to use scientific language correctly and effectively.

-  Ability to effectively document projects, interventions, results in education.

 Learning skills

-Ability to work autonomously to improve their own learning, also from the reflection of the experience.

- Ability to identify and use sources and tools needed for their own continuing education.  

Knowledge and understanding

- Knowledge and critical understanding of the theoretical foundations of the discipline, paying particular attention to recent developments and to the key research issues.

- Knowledge and critical understanding of theoretical assumptions and operating principles related to educational-teaching planning, the use of teaching models, strategies and tools, paying particular attention to measures consistent with a competency-based approach to teaching.

Ability to apply knowledge and understanding

- Acquisition of basic operating skills in reference to educational-teaching planning, the use of teaching models, strategies and tools, paying particular attention to the principles and solutions consistent with a competency-based approach to teaching that responds to diverse educational needs.

- Acquisition of skills in planning teaching-educational pathways that respond even to complex needs, through forms of integrated support which assist the individual and involve the class group, in collaboration with colleagues, families and other professional specialisms in the territory.

- Organisation and implementation of teaching interventions consistent with the skills to be achieved and with the specificities of the class group to which the teaching interventions are targeted.

Making judgements

- Critical analysis of educational projects in order to grasp the basic criteria also in relation to theoretical frameworks studied and identification of possible directions of development.

- Ability to evaluate programs, materials, teaching devices in view of their theoretical and scientific foundations, the consistency with the needs and operating environments, the potential effectiveness against final results expected.

- Ability to think in terms of design logic to increase the effectiveness of teaching.

Communication skills

-  Ability to use scientific language correctly and effectively.

-  Ability to effectively document projects, interventions, results in education.

 Learning skills

-Ability to work autonomously to improve their own learning, also from the reflection of the experience.

- Ability to identify and use sources and tools needed for their own continuing education.  

Frontal lessons with participation using exercise practice; reconstruction and analysis of cases; laboratory didactics; simulations.

The following will be assessed:

- familiarity with the fundamental concepts of the discipline;

- critical, personal assessment of the knowledge gained;

- the use of knowledge gained to interpret didactic-educational phenomena and issues relating to the extra-curricular domain;

- the use of conceptual and logical-operational tools for the assessment and/or the critique of assumptions behind teaching interventions;

- the interest and commitment demonstrated.   

Mastery of the language proper to the discipline will go towards the final evaluation. 

The examination will involve a written test supplemented by an oral assessment interview. The written exam is divided into semi-structured questions, in the form of a short essay, and a critical analysis of the case or reasoned elaboration of a project hypothesis. The oral supplements  the written test and focuses on the deepening of a topic covered during the course.   

At the final interview, students may also present a more in-depth personal assessment in the form of an individual learning portfolio (the methods used to prepare and submit documentation will be detailed during the course.

The course is divided into four modules.

1. Course introduction. The action teaching as mediation.

2. Planning of teaching: foundations, models, teacher skills.  The curricular approach to teaching: origins, developments, basic concepts (subject, discipline, curriculum), operational logics, current position and prospects. Planning 'for skills': theoretical foundations, model, operational criteria. Teaching-educational planning, duties of schools and of teachers: from building to managing to evaluating teaching sequences. 

3. Building the 'method': teaching models and choice of intervention strategies.  Basic concepts: teaching method and  model; teaching techniques and aids. Cognitivist didactics: fundamentals, operational criteria, duties of the teacher; teaching models and techniques. Socio-constructivist teaching didactics: foundations, operational criteria, duties of the teacher;  teaching models and techniques. Building the method within the context of the situation and competences of the teacher.   

4. Competency-based teaching. Competency-based approach  at school: origins, foundations, contemporary developments. Competence as a pedagogic-didactic category: concept and construct; theories of learning and curricular morphology; criteria for the development and management of learning situations; evaluation 'by competences.    

Damiano E., La mediazione didattica. Per una teoria dell’insegnamento,  Milano, La Scuola, 2013.   

Rossi P.G., Rivoltella P.C., L’agire didattico. Manuale per l’insegnante, brescia, La Scuola, 2012 oppure Castoldi M.,Didattica generale, Milano, Mondadori Università, 2010.

Bertagna G., Triani P., Dizionario di didattica, Brescia, La Scuola, 2013. 

Cisotto L., Psicopedagogia e didattica. Processi di insegnamento e di apprendimento, Roma, Carocci, 2005.

 Maccario D., A scuola di competenze. Verso un nuovo modello didattico, Torino, SEI, 2012.

Attinà M., La scuola primaria. L'anima della tradizione, le forme della modernità, Milano, Mondadori, 2012.

The student will prepare one of the following texts to be chosen.

- Borkowski J.G., Muthukrisnhna N., Didattica metacognitiva. Come insegnare strategie efficaci di apprendimento, Trento, Erickson, 2011;

- Bruner J., La mente a più dimensioni, Bari, Laterza, 1988; Feltrinelli, 1999;

- Damiano E.,  Il sapere dell'insegnare. Introduzione alla Didattica per concetti con esercitazioni, Milano, Angeli, 2007;   

- Gardner H., Educazione e sviluppo della mente. Intelligenze multiple e apprendimento, Trento, Erikson, 2005;

- Spear-Swerling L., Sternberg R.J., Le tre intelligenze. Come potenziare le capacità analitiche, creative, pratiche, Trento, Erickson, 2003.

Information will be provided during lessons on the assessment criteria for the texts on the course, relating to the learning objectives of the course and the competences that are subject to the final assessment.