Specific learning objectives
Basic Skills Every Student Should Have:
• teaching in different educational contexts, from early childhood to old age;
• the role of the educator;
• formal and informal teaching strategies;
• PCM (Project Cycle Management)
• European project planning and management
Descriptors
Knowledge and understanding:
planning and organizing learning in informal context
• Cognisance: intentional/incidental learning;
• Experiential: practice and judgement;
• Relationship: learning through mentoring and team working ;
Applied knowledge and understanding:
• know how to teach in specific educational contexts in child care and community services
Making judgments:
• Acquire the ability to reflect and work in groups in order to define your own personal vision in designing education projects: assessment, project planning and implementation, and evaluation.
Communication skills:
• Learning to interact in a group (how to listen, interact, express a personal opinion)
Learning skills:
• Acquisition and / or consolidation of learning how to learn skills, autonomy in materials research and in different studying techniques .
Themes and content
Method of teaching:
• Didactics definition and meaning
• How people Learn
• Practical application of teaching and learning
• Approaches methods and techniques: Frontal Lecture; Autonomous Learning; Exercising; Case Study; Simulation/Dramatizing; Research/Guided Discovery; Internet Navigation and ITC; Cooperative Learning; Problem Solving; Training on the Job laboratory, animation and theatrical animation.
• The educator and his role
• Teaching in kindergarten
• Street education
• Extracurricular activities and school
Educational design:
• Approaches
• Project Cycle Management
• The project team
• Techniques for detection, representation, analysis, validation of data
• Responsibility and how to delegate
• Stakeholders and context
• Documentation and communication
• Interpersonal and group relationships
Didactic method
The approach aims active student participation: students and teacher are working in many ways to promote education and to take joint responsibility for learning with:
• stimulus materials (articles, movies, experiences, testimonies), discussion and reflection in large groups and small groups.
• Role games, case study analysis, and critical analysis
• Use of ICT and multimedia
• Classroom integration in presence with online virtual classroom
• Group design simulation
• Theoretical interactive lessons, especially as the initial definition of problem solving, and final debriefing.
| Author | Title | Publisher | Year | ISBN | Note |
| De Rossi Marina | Didattica deell'animazione | Carrocci | 2018 | ||
| Terlizzi, Tania | Didattica del nido d'infanzia (Edizione 1) | Junior | 2010 | 9788884345073 | |
| Messetti Giuseppina | Didattica e progettazione (Edizione 1) | quiedit | 2015 | 9788864643687 | |
| Maccario Daniela | L'educazione difficile (Edizione 1) | Carocci | 2009 | 9788874665884 |
Exam program and assessment method
The assessment methods is different for attending and non-attending students
Attending students
(Students are considered "attending" if they fulfil the course attendance requirements established by the teacher)
Attending students have to work and reflecting on specific materials (online platform), and to produce at least one individual and one group task.
Compulsory texts:
1. Messetti G. (a cura di, Didattica e progettazione, QuiEdit, Verona, 2015
2. De Rossi M., Didattica dell’animazione – contesti, metodi, tecniche, Carrocci, Roma 2018.
The exam will take place in a special session, placed immediately after the end of the course and will include a written test consisting of 20 questions with multiple choice answers. The evaluation will take: 2/3 test and 1/3 of the individual and group task.
Non-attending students
Non-attending students will have a complete knowledge of the following texts:
3. Messetti G. (a cura di, Didattica e progettazione, QuiEdit, Verona, 2015
4. De Rossi M., Didattica dell’animazione – contesti, metodi, tecniche, Carrocci, Roma 2018.
5. Terlizzi T., Didattica del nido d'infanzia, Junior, Bergamo, 2010
6. Maccario D., L’educazione difficile. La didattica nei contesti socio-culturali e assistenziali, CarocciFaber, Roma, 2009 (Contesti educativi socio-culturali)
The exam will take place with written test:
20 Multiple-Choice Questions on Texts:
1. Messetti G. (a cura di, Didattica e progettazione, QuiEdit, Verona, 2015
2. De Rossi M., Didattica dell’animazione – contesti, metodi, tecniche, Carrocci, Roma 2018.
Two open questions on each of the following texts:
1. Terlizzi T., Didattica del nido d'infanzia, Junior, Bergamo, 2010
2. Maccario D., L’educazione difficile. La didattica nei contesti socio-culturali e assistenziali, CarocciFaber, Roma, 2009 (Contesti educativi socio-culturali)
