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Course
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Credits
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Scientific Disciplinary Sector Code
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Contact Hours
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Exercise Hours
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Laboratory Hours
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Personal Study Hours
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Type of Activity
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Language
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22910057 -
LABORATORIO di PEDAGOGIA SPERIMENTALE e VALUTAZIONE SCOLASTICA
(objectives)
The Laboratory of Experimental Pedagogy and School Evaluation is part of the educational activities of Experimental Pedagogy. The Laboratory aims to promote the skills and abilities of students in the field of learning path evaluation and assessment, especially in relation to transversal skills evaluation.
The specific objectives of the Laboratory are as follows:
- develop technical-practical knowledge in the field of experimental pedagogy and school assessment
- acquire knowledge in the field of ministerial regulations for school assessment and evaluation;
- analyse assessment tools competencies according to ministerial regulations;
- designing learning paths for primary schools aimed at promoting pupils' transversal competences.
Through the Laboratory of Experimental Pedagogy and School Evaluation, students will be able to:
in terms of Knowledge and understanding:
- Knowledge of the main school evaluation and assessment tools;
- Knowledge of the most important ministerial regulations for school assessment and evaluation;
- Knowledge of the main theoretical foundations of Experimental Pedagogy.
In terms of Applying knowledge and understanding:
- Ability to design specific assessment and evaluation tools for primary school context;
- Ability to design evaluation tools for the promotion of transverse skills for primary school context.
In terms of Making judgements:
- Ability to design education project in the field of Experimental Pedagogy and School Evaluation;
- Ability to formulate judgements on learning assessment and evaluation tools, taking into consideration the INVALSI test and other international investigations on students assessment;
In terms of Communication skills:
- Ability to present the main characteristics of learning evaluation tools for primary school pupils in an orderly and reasoned way;
- Ability to critically expose the analyses carried out between different learning evaluation tools.
In terms of Learning skills:
- Willingness to explore the perspectives of Experimental Pedagogy and School Evaluation in educational research context.
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1
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M-PED/04
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-
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-
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8
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-
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Basic compulsory activities
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ITA |
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22910315 -
LABORATORY TEACHING NATURAL AND ENVIRONMENTAL SCIENCES
(objectives)
The Laboratory of Natural and Environmental Science Education offers technical and practical experiences that can be useful for planning and carrying out activities on natural sciences in kindergarten and primary school classes. Through selected examples related to specific topics and different learning stages of the students, we will explore fundamental disciplinary contents and available methodologies (individual and team-work, discussions and group presentations, short outdoor experiences, simple experiments and hands-on activities such as herbaria, analyses of images and films, and of the subsidiary).
By studying Laboratory of Natural and Environmental Science Education, the student will achieve the following learning objectives:
As regards knowledge and understanding:
-understand goals, planning and development, and tools of natural science education (development of content, planning of activities, creation and use of materials, observations, and experience).
As regards applying knowledge and understanding:
- ability to develop and implement teaching activities on natural and environmental sciences in the classroom, through ad hoc documentation and proper setting up of necessary instruments and materials.
ability to involve students in respecting the environment and living beings and to promote responsible behaviors in terms of sustainability
As regards independent thinking:
-Acquire an awareness of professional responsibility in terms of environmental ethics.
As regards communication skills:
-ability to communicate contents related to natural and environmental processes through a technical-scientific language, calibrated with the contextual school level.
- ability to set up teaching methodologies for group work, storytelling, class discussion aimed at understanding the natural processes and phenomena and related scientific knowledge.
As regards learning skills:
- openness to discussions and willingness to always improve their own skills and knowledge about nature and the environment and Natural and Environmental Science Education using the available recent literature on the topics.
- aptitude towards transmitting the acquired knowledge about natural and environmental topics in a comprehensible way, through continuous updates about issues related to natural processes and environmental conservation.
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1
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BIO/03
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8
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-
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-
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-
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Core compulsory activities
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ITA |
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22902605 -
Geography and teaching geography
(objectives)
The course aims to accompany students in understanding the elements of territory that form the structure of our everyday life, and to mould their reading of the geographic processes and their interactions based on three fundamental analysis procedures: morphology of the landscape, systemic, psychological-semantical.
After presenting the geographer’s instruments for the analysis of the territory (both cartographic and statistical), we will proceed to examine the different components of the territory, from those concerning the Science of the Earth to themes related to human geography.
The cues offered by the different themes will be considered for a didactic application.
1) Knowing how to apply in the analysis of a territory and in its description the concepts of geographical space, environment (environmental framework), territory, landscape,
place, scale, location, site, spatial distribution, distance, region, network, sense of place.
2) Knowing how to use the following tools in a didactic study project of the territory: geographical maps, mental maps, statistical data, images and
visual sources, new technologies, direct observation (exit on the ground), atlases, textbooks (critical analysis), word processing, descriptions, maps
conceptual.
3) Knowing how to develop a lesson or a didactic path of geography in a thematic form (eg human-nature relationships, climate change, impact
environmental and resource use such as water, oil, soil, effects of globalization, diversity and social inequalities in the world, growth and
diffusion of the world population ...) and in regional form (eg regions - physical, cultural, economic, geopolitical, etc. - main of Italy,
Europe, world).
4) Knowing how to design local space study activities that include the development of the sense of place, critical reflection on lived space,
the strengthening of orientation, the analysis of transformation processes, the experimentation of planning for the future also as forms of
active participation in decision-making processes.
5) Knowing how to present a region through the geographical analysis of the landscape, the environment, the economy, identity and social diversity e
cultural, territorial heritage, values and critical areas.
7) Knowing how to analyze geographically different territories of the planet identifying the main environmental, socio-economic and cultural differences,
geopolitical.
8) Knowing how to identify aspects of globalization in social, political, economic, environmental interactions between different areas of the planet and one's own
territory.
9) Knowing how to develop geographical themes referring them to the principles of environmental, economic and social sustainability.
10) Knowing how to develop geographical themes related to problems of socio-spatial justice (inequalities and deprivation at different scales, human development,
migrations, conflicts, relationships between regions of the planet).
11) To develop within a geographical analysis the theme of multiple identity, planetary, local, national, religious, ethnic, of places (territorial,
regional level), also in a multicultural and intercultural sense.
12) Knowing how to include in a geographical analysis the dimension of change (coevolution, processes, models) with comparisons on a local scale,
national, global and glocal.
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8
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M-GGR/01
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60
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-
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-
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-
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Core compulsory activities
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ITA |
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22902606 -
Laboratory of Geography and teaching geography
(objectives)
The laboratory aims to introduce students to the principles of the cartographic technique, the use of statistic and IT sources for reading and interpreting the landscape. It envisages:
1.A practice exercise on the analysis of the landscape through the correlation between the symbolic language of topographic cartography and the language of virtual globes (Google Earth);
2.A graphic elaboration test on a satellite map;
3.The building and interpretation of a graph based on Istat data.
In terms of independent judgment, the student must have acquired the following basic skills:
- awareness of the ethical and cultural responsibility connected to the exercise of the teaching function and the assumption of the consequent duties towards the students, their families, the scholastic institution, the territory;
- aptitude to self-assess one's own professional preparation and the effectiveness of the didactic action in changing the space of action;
- aptitude to renew teaching practices through openness to research, experimentation and innovation and direct experience in the field.
In terms of communication skills, the student must be able to use geographical maps, symbols and images to bring children to form an awareness of their own action space and orient themselves in it; and to use cartography as a teaching tool.
In terms of learning ability the student will have to be able to learn how to use and create maps, symbols and images to bring children to form an awareness of their own action space and orient themselves in it; and to use cartography as a teaching tool.
In terms of knowledge and understanding, the student will acquire knowledge and understanding of the phenomena that characterize the social, cultural and territorial reality in order to guarantee an effective reception of the nursery and primary school students, through the learning of the tools to know and to interpret the territory and to orientate oneself in the lived space.
Furthermore, he will develop an attitude to renew teaching practices through openness to research, experimentation and innovation and direct field experience.
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1
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M-GGR/01
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-
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-
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8
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-
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Core compulsory activities
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ITA |
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22910251 -
Artistic- expressive audiovisual disciplines
(objectives)
This course, by analysing the development of different artistic and expressive forms– mainly visual and audio visual - compared to the evolution of old and new media, aims to provide historical-theoretical knowledge of visual, audiovisual and cinematographic language, from the origins to today's forms within the contemporary media landscape, in order to understand the latter's shaping and to study its peculiar aspects. General aim of the course is to make students "digital citizens" able to critically analyse visual and audiovisual texts and narratives, and to know the main aspects of today's media, its educational value and the effects at the level of perception of social phenomena.
- Knowledge and understanding:
knowledge of the origins and the main stages in the development of visual, audiovisual and cinematographic language from the analogue system to the digital one; understanding the latest developments in the media, its potential and its risks; knowledge of the basic vocabulary of cinematic language; distinction between education through media and media education as language and culture.
- Applying knowledge and understanding:
The student will be able to apply this knowledge to the critical analysis of visual, audiovisual and media products, in order to identify and to implement targeted choices of audio-visual narratives inherent to the specific ages and situations of the subjects targeted by the educational-didactic action.
- Making judgements:
the student will be able to develop a greater critical sense with respect to the forms of expression in today's media culture, images and audiovisual narratives - in continuity with the visual tradition developed over the centuries - and a greater awareness of how media works.
- Communication skills:
the student will be able to use and master old and new forms of expression that also involve audiovisual language.
- Learning skills: the student will learn to use the artistic and audiovisual disciplines in order to improve his or her learning ability and that of his or her potential learners, orienting the central cores of the disciplines to promote high quality learning processes.
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8
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L-ART/06
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60
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-
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-
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-
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Core compulsory activities
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ITA |
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22910252 -
Artistic-expressive audiovisual disciplines laboratory
(objectives)
The laboratory aims to provide students with skills related to different methods of film analysis, as well as the analysis of narratives and audiovisual products (fiction films, documentaries, TV series, web content). Through the screening and the analysis of films and other audiovisual texts, the laboratory aims to directly involve students through critical reflections and debates, in order to stimulate a critical eye on visual and audiovisual media, its rhetorical strategies and language, and to promote an autonomy of judgement which is essential also to exercise an active and inclusive “digital citizenship”.
- Knowledge and understanding:
The student will know the main theories of film analysis and, in a broader sense, how to construct an audiovisual narrative, in connection with the visual narrative tradition (still and moving images)
- Applying knowledge and understanding: the student will be able to apply the main theories and methodologies to the film analysis.
- Making judgements: the student will learn to take a critical and conscious look at the various types of visual and audiovisual contents and narratives, and will be able to recognize some of the rhetorical strategies of audiovisual and media language.
- Communication skills: the student will be able to use different and current forms of expression in order to improve and make communication more effective.
- Learning skills: the student will be able to use the audiovisual language to improve his or her learning skills and those of his or her potential learners, in order to enhance also a critical understanding of current socio-cultural phenomena.
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1
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L-ART/06
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-
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-
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8
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-
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Core compulsory activities
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ITA |
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22910053 -
DIRITTO SCOLASTICO
(objectives)
Aim of the course is to provide the students the basics of the school law, taking into account the following topics to be in-depth analyzed: the legal sources; the rights and duties of the teacher in the kindergarten and in the elementary school; the legal status of the teacher; the administrations involved and their respective functional competences (Municipalities, Health Agencies, Trade Unions, etc.); the multilevel school system: from the State to the Regions, from European bodies to international institutions; the main Courts judgments and the analysis of the most important case studies.
- Knowledge and understanding:
to define and identify the epistemological and methodological field of the discipline;
to know the public authorities system in the national, European and international context.
- Applying knowledge and understanding:
to analyze the administrative tools aimed to satisfy individual and group educational needs;
to examine in the specific context the legislative and organizational processes.
- Making judgements:
to apply the theoretical precepts to the concrete solutions supplied by the political decision maker;
to evaluate regulatory innovations.
- Communication skills:
to use communication strategies in social and professional contexts;
to develop the competence in finding personalized solutions according to the specific questions.
- Learning skills:
to put in practice the aptitude for empirical research in working contexts;
to lead the carrying out of scientific studies in the search for solutions to concrete problems, with particular reference to families, schools and various services of the integrated educational system.
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4
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IUS/09
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30
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-
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-
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-
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Core compulsory activities
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ITA |
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22910061 -
PEDAGOGIA INCLUSIVA e DISABILITY STUDIES
(objectives)
The purpose of this Course is to promote knowledge about the scientific and cultural evolution of Special Pedagogy, from its beginnings to current events. In particular, after an analysis of the fundamental stages of this evolution, attention will be focused on the passage (still subject to debate) from the definition of Special Pedagogy to Inclusive Pedagogy. Everything will be analyzed and argued in the light of the international perspective of Disability Studies, a field of study that questions a series of questions concerning the definition of disability and its social representation, to the point of making it the object of a paradigmatic study to analyze how society behaves with otherness. The link between Disability Studies, Institutional Analysis and Socioanalysis will then be the subject of study, which constitute two other rather significant currents of thought in the perspective of the analysis proposed in this Course.
With the study of Inclusive Pedagogy and Disability Studies the student will be able to achieve the following training objectives.
In terms of knowledge and understanding:
- knowledge and understanding of the salient aspects of the History of the Education of the Disabled
- knowledge and understanding of the evolution of Special Education from the beginning to Inclusive Education.
- knowledge and understanding of the Disability Studies perspective
- knowledge and understanding of the perspective of Institutional Analysis and Socioanalysis
- knowledge and understanding of the current state of the education and training system regarding inclusive processes
In terms of applying knowledge and understanding:
- skills to make connections between the different perspectives analyzed, detecting the invariants and the variants, both on the synchronic and on the diachronic level;
- skills to identify the problematic nodes emerging from the interaction of the different perspectives analyzed
- skills to identify the implications and operational repercussions in the scholastic and university world
In terms of Making judgements
- Skills to produce a personal and original critical analysis of the topics dealt with by placing it in the current context of the national and international training system
In terms of Communication skills:
- be able to debate the topics dealt with in the classroom supporting their positions with facts, personal experiences, significant considerations
- be able to carry out analysis and synthesis of the topics dealt with, both with personal exhibitions and through group work
- be able to argue in an original way the personal elaboration of the topics dealt with
In terms of Learning skills:
- demonstrate openness and interest in the topics dealt with;
- be available to investigate the repercussions that the questions analyzed may have on the personal repertoire of knowledge, expectations, values and beliefs;
- demonstrate involvement and active participation in collective reflections and analyzes;
- show a degree of transferability of the topics dealt with to the professional field.
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8
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M-PED/03
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60
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-
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-
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-
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Core compulsory activities
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ITA |
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22910015 -
LABORATORIO DI PSICOLOGIA DELLO SVILUPPO PER L'INCLUSIONE
(objectives)
The general aim is to apply the acquired knowledge in the Course of Developmental Psychology for Inclusion, with particular attention to: the development of educational paths to prosociality in educational contexts; the assessment tools of psycho-social skills and adaptive and maladaptive behaviors during development.
Students will achieve the following learning objectives.
Knowledge and understanding of:
- intervention models aimed at developing prosocial behaviors in the classroom;
- methods and tools for assessing psycho-social skills and adaptive/maladaptive behaviors.
Applying knowledge and understanding of:
- intervention models for the development of prosocial behavior in the classroom;
- methods and tools for the assessment of psycho-social skills and adaptive/maladaptive behaviors.
Making judgements in:
- identifying and choosing intervention models appropriate to the educational needs and objectives of the students;
- choosing methodologies and assessment tools consistent with the target and objectives of the interventions.
Communication skills:
- aimed at appropriately interacting in educational settings;
- aimed at appropriately interacting according to the age and characteristics of the pupils;
- aimed at fostering social and emotional skills and adaptive behavior of pupils.
Learning skills in:
- analyzing intervention models in the classroom based on criteria of effectiveness and efficiency;
- learning skills in choosing assessment tools based on validity and reliability requirements.
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1
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M-PSI/04
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-
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-
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8
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-
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Core compulsory activities
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ITA |
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22902612 -
English language laboratory 4th year
(objectives)
The laboratory class aims at the deepening of linguistic competencies concerning classroom management during the English lesson and the use of classroom English, particularly focusing on the hypothesis of introducing specific didactic techniques (CLIL, Content-based Learning and Task-based Learning).
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2
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L-LIN/12
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-
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-
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16
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-
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Other activities
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ITA |
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22902613 -
Suitability English language B2
(objectives)
Laboratory provided by the CLA.
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2
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L-LIN/12
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-
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-
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-
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-
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Other activities
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ITA |
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22910064 -
TIROCINIO 4° ANNO
(objectives)
The master's degree course in primary education sciences involves compulsory activities of indirect internship (preparation, reflection and discussion of activities, documentation for the final report of the Internship) and directed in schools. The training activities relating to the FOURTH annuity of the course take place for a total of 175 hours (7 CFU) and provide for: a first phase (period October/January of each academic year-the semester) of training carried out at the university parallel to a first Period of observation of micro and macro context of educational institutions affiliated with CdLM; A second phase (period March/May of each academic year-II semester) carried out at the university in parallel to the realization, preferably in pairs or trio of students, of a UD/UDA conceived with the supervision of the tutors assigned to the year Of course.
By participating in the internship activities planned for the fourth year, the student will be able to achieve the following educational objectives:
In terms of knowledge and understanding:
• knowledge and analysis of regulatory and theoretical sources related to programming for kindergarten and primary school by identifying the differences in targeting between programs and programming
• knowledge and skill in using the different didactic strategies (lesson, group work, individual work, discussion, mimesis, game, storytelling, etc.) and critical selection of didactic tools and materials (textbooks, books, computers, field trips, specially designed learning materials etc.)
In terms of applying knowledge and understanding:
• ability to design and plan an original 20 hours educational and teaching intervention addressed to kindergarten or primary school pupils, depending on the option chosen by the trainees
• ability to use effective organisational and management methods to promote a positive social climate and an appropriate learning environment
In terms of Making judgements
• ability to select and implement relational patterns functional to the management of the class group
• ability to verify and assess the results of the learning experience in quantitative and qualitative terms
• ability to self-assess the effectiveness of one's own educational and didactic intervention
In terms of Communication skills:
• ability to select and implement relational and interpersonal skills functional to participation in the work team and in school life
• be able to use different expressive languages to promote learning in order to respect every single learner’s different cognitive style
In terms of Learning skills:
• propensity towards experimentation using innovative strategies and methodologies
• ability to analyse and manage problem situations
• respect and appreciation of individual differences
• ability to carry out research-action interventions
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7
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-
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-
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-
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-
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Other activities
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ITA |
Optional Group:
OPZIONALI - (show)
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8
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|
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22902621 -
English and teaching english
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Also available in another semester or year
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22910031 -
ULTERIORI ATTIVITA' FORMATIVE
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Also available in another semester or year
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22910254 -
creative expressiveness laboratory
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Also available in another semester or year
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22910248 -
Writing methodologies
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Also available in another semester or year
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22910249 -
Cultural antropology
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Also available in another semester or year
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22910250 -
Sociology of the arts
(objectives)
The sociology of the arts course offers a broad view of the arts, artists and artists (literature, music, figurative arts) in their educational, cognitive function of different social realities and their change over time. Sometimes a predictive function of what can actually happen. It is a theoretical and empirical-experiential study of different artistic forms: literature, music, figurative arts (from museums to street art), with particular attention to the history and social role of the artists. The arts are privileged bridges for the knowledge of social identity, of the world, for education to empathy, for the development of critical and autonomous capacity, against prejudice and gender stereotypes, promoting the civil awareness of living in a community. Sociologists in the past have used examples artistic as demonstrative of some collective social and mental processes, today the sociology of the arts puts into discussion the relationship between science (as rationality) and art (as irrationality), the admissibility of a scientific study of art and social representativeness of a single person who tells the motions of the soul, observes and describes what he sees and what he hears of human existence. For example, reading novels provides a social framework in the first instance, but it is also a way to get to an idea of justice and its application in society. Literature can, through a particular form, as Aristotle argued, induce compassion in readers by placing them in the condition of people intensely participating in the sufferings and bad luck of others, because they identify in ways that highlight possibilities for themselves. An excellent example comes from Dickens' story "Difficult times": the little Grandgrinds are not taught to love, but only to make calculations. Repression of emotions leads them from adults to destructive and irrational emotions. Adam Smith, initiator of modern economics, did not believe that rationality was emotionless and dedicated himself to elaborating a theory of emotional rationality using the condition of the reader. literary works, because he attached great importance to literature as a source of civil and moral guidance. It becomes more and more noun and aware, in the sociological field, that the construction of reality, and therefore of different identities, both individual and collective, takes place from childhood through artistic experiences (from reading fairy tales, etc.) and in the role of creator of a work that of the user, which "provinces finite with meanings", summarize collective ideas of what was, is, and can become. During the lectures, some exponents of the artistic world will be invited, engaged in the social field; an experiential laboratory will be proposed on research methodologies (qualitative and quantitative) and the analysis of the arts and the development of one's own and others' creativity as an instrument of social relationship and development of the 'empathy.
- With the study of sociology of the arts, the students will be able to achieve the following educational objectives.
- In terms of knowledge and understanding of social reality, social relations between artists, works and civil society, development of empathy
- In terms of the ability to apply knowledge and understanding of one's social construction of reality through literary narration and artistic works, the social criticism of the past and the contemporary, the identification of gender stereotypes in artistic works.
- In terms of autonomy of judgment for the criticism and evaluation of the artistic works and the life of the artists most useful for the educational paths of the children.
- In terms of communication skills, the enrichment of the expressive and demonstrative abilities of social realities and emotional states through the arts.
- In terms of learning ability, knowledge, memorization, critical reflection in the choice of fables and artistic works, stimulating cultural trips for girls, research methodology and proposal of artistic workshops in the classroom.
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4
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SPS/08
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30
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-
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-
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-
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Other activities
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ITA |
|
22910729 -
Glottodidactics
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Also available in another semester or year
|
|
22910730 -
LABORATORY OF LEARNING AND TEACHING OF HANDWRITING
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Also available in another semester or year
|
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22910833 -
ECONOMIC AND FINANCIAL EDUCATION LAW
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Also available in another semester or year
|
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22911137 -
DIDACTICS OF CREATIVE EXPRESSIVENESS
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Also available in another semester or year
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Università Roma Tre