Teaching and Assessment Design
A.Y. 2024/2025
Learning objectives
The course aims to provide students with the basics of teaching and assessment design, with an interdisciplinary approach to the humanities and philosophical research, for training and updating activities.
Expected learning outcomes
Knowledge and understanding
At the end of the course, the student:
- knows the fundamental elements of didactics and pedagogical knowledge and can appreciate their developments
- knows the teaching methods and how to use them to teaching and learning processes
- Understands the function of teaching practices in building community knowledge.
Ability to apply knowledge and understanding
At the end of the study path, the graduate
- can apply teaching and pedagogical knowledge to the presentation of philosophical problems
- can interpret pedagogical doctrines by relating them to their processing contexts and their respective functions
- can apply knowledge of teaching for small groups to activate and develop team learning.
At the end of the course, the student:
- knows the fundamental elements of didactics and pedagogical knowledge and can appreciate their developments
- knows the teaching methods and how to use them to teaching and learning processes
- Understands the function of teaching practices in building community knowledge.
Ability to apply knowledge and understanding
At the end of the study path, the graduate
- can apply teaching and pedagogical knowledge to the presentation of philosophical problems
- can interpret pedagogical doctrines by relating them to their processing contexts and their respective functions
- can apply knowledge of teaching for small groups to activate and develop team learning.
Lesson period: Second semester
Assessment methods: Esame
Assessment result: voto verbalizzato in trentesimi
Single course
This course can be attended as a single course.
Course syllabus and organization
[Blended learning]
Responsible
Lesson period
Second semester
Course syllabus
1. Teaching design: teaching as a design science.
Main learning and teaching paradigms: instructionism, cognitivism, constructivism, socio-cultural constructivism, experiential learning, interactionism.
Approaches and design models; constructive alignment.
2. Assessment: summative assessment, formative assessment. Feedback and types of feedback. Evaluation tools and methods.
Integration for 9 ECTS exam:
3. didactic methodologies: description of the main didactic strategies with case analysis for understanding the techniques and tactics located in the different contexts of application.
Online course: available on MyAriel and Teams
The teaching is delivered in blended learning (partly in-person and partly online) according to a weekly class schedule that will be presented by February 2025.
The in-person lectures will be distributed in mainly according to BIP Blended Intensive Program.
Recording of in-person and synchronous classes via videoconferencing: yes, lectures will be recorded and made available for the entire academic year.
Main learning and teaching paradigms: instructionism, cognitivism, constructivism, socio-cultural constructivism, experiential learning, interactionism.
Approaches and design models; constructive alignment.
2. Assessment: summative assessment, formative assessment. Feedback and types of feedback. Evaluation tools and methods.
Integration for 9 ECTS exam:
3. didactic methodologies: description of the main didactic strategies with case analysis for understanding the techniques and tactics located in the different contexts of application.
Online course: available on MyAriel and Teams
The teaching is delivered in blended learning (partly in-person and partly online) according to a weekly class schedule that will be presented by February 2025.
The in-person lectures will be distributed in mainly according to BIP Blended Intensive Program.
Recording of in-person and synchronous classes via videoconferencing: yes, lectures will be recorded and made available for the entire academic year.
Prerequisites for admission
No prior knowledge is needed
Teaching methods
In-person:
- lectures, pair/group activities, discussions
Online:
- asynchronous: video-lectures, e-tivities.
- Synchronous: lectures, discussions, pair/group work.
- lectures, pair/group activities, discussions
Online:
- asynchronous: video-lectures, e-tivities.
- Synchronous: lectures, discussions, pair/group work.
Teaching Resources
Assignments for both 6 and 9 ECTS exams:
1a.Laurillard D. (2015). Insegnamento come scienza della progettazione. Costruire modelli pedagogici per apprendere con le tecnologie. Milano: FrancoAngeli.
1b. Laurillard D(2012). Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. Routledge.
2.Wiggins, G. & McTighe, J. (2004). Fare Progettazione: La "teoria" di un percorso didattico per la comprensione significativa. Roma: LAS.
3.
a. Hadji. C. (2022). La valutazione delle azioni educative. Brescia: La Scuola.
or
b. Hadji. C. (2023). Una valutazione dal volto umano. Oltre i limiti della società della performance. Scholé
4. Digital materials and resources available through the online course.
5. Online activity to be submitted in digital format through the online course.
Additional assignments for 9 ECTS exam:
6a. Rivoltella, P.C. (2013). Fare didattica con gli EAS. Episodi di Apprendimento Situati. Brescia: La scuola.
or
6b. Fiore, F. & Morrone, G. (2019). Esercizi di pensiero. Fare filosofia con gli EAS. Brescia: Scholè.
7. Online activity to be submitted in digital format through the online course.
1a.Laurillard D. (2015). Insegnamento come scienza della progettazione. Costruire modelli pedagogici per apprendere con le tecnologie. Milano: FrancoAngeli.
1b. Laurillard D(2012). Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. Routledge.
2.Wiggins, G. & McTighe, J. (2004). Fare Progettazione: La "teoria" di un percorso didattico per la comprensione significativa. Roma: LAS.
3.
a. Hadji. C. (2022). La valutazione delle azioni educative. Brescia: La Scuola.
or
b. Hadji. C. (2023). Una valutazione dal volto umano. Oltre i limiti della società della performance. Scholé
4. Digital materials and resources available through the online course.
5. Online activity to be submitted in digital format through the online course.
Additional assignments for 9 ECTS exam:
6a. Rivoltella, P.C. (2013). Fare didattica con gli EAS. Episodi di Apprendimento Situati. Brescia: La scuola.
or
6b. Fiore, F. & Morrone, G. (2019). Esercizi di pensiero. Fare filosofia con gli EAS. Brescia: Scholè.
7. Online activity to be submitted in digital format through the online course.
Assessment methods and Criteria
oral exam: The purpose of the oral exam will be to test the knowledge and skills acquired by students in light of the activities and other course topics.
Evaluation criteria:
- knowledge of the theoretical aspects of the topics discusses during the course (exposition);
- ability to exemplify concepts (understanding);
- capacity of use and apply concepts (development);
- use of language.
The examination procedures for students with disabilities and / or with SEN must be agreed with the professor, after contacting the competent office.
Evaluation criteria:
- knowledge of the theoretical aspects of the topics discusses during the course (exposition);
- ability to exemplify concepts (understanding);
- capacity of use and apply concepts (development);
- use of language.
The examination procedures for students with disabilities and / or with SEN must be agreed with the professor, after contacting the competent office.
Unita' didattica A
M-PED/03 - METHODOLOGIES OF TEACHING AND SPECIAL EDUCATION - University credits: 3
Lessons: 20 hours
Unita' didattica B
M-PED/03 - METHODOLOGIES OF TEACHING AND SPECIAL EDUCATION - University credits: 3
Lessons: 20 hours
Unita' didattica C
M-PED/03 - METHODOLOGIES OF TEACHING AND SPECIAL EDUCATION - University credits: 3
Lessons: 20 hours
Professor(s)
Reception:
Friday from 9am to 12am on Microsoft Teams. Please read information
Online in Microsoft Teams