Università Roma Tre

OBJECTIVES (STUDENTS WILL BE ABLE TO):
• UNDERSTAND THE ORGANIZATIONAL, TEACHING AND EVALUATION BASICS THAT HELP TO BUILD THE SCHOOL OF AUTONOMY AS A LEARNING ENVIRONMENT THAT PROMOTES AND ENHANCES THE SHARING, THE EXCHANGE AND THE UNITED COMPARISON;
• KNOW THE POTENTIAL OF THE ACTION RESEARCH AS A FUNCTIONAL STRATEGY TO INCREASE THE QUALITY OF EDUCATION, THE PROFESSIONAL DEVELOPMENT OF TEACHERS AND THE ORGANIZATIONAL LEARNING;
• GET THE LINKS BETWEEN EDUCATIONAL LEADERSHIP, CULTURE OF AUTONOMY AND CULTURE OF EVALUATION;
• KNOW THAT THERE IS A STRUCTURAL LINK BETWEEN THE INTENTIONAL TEACHING-LEARNING ACTIVITY AND THE CONTROL OF ITS DEVELOPMENT OVER TIME;
•RECOGNIZE THE SPECIALIZED FUNCTIONS OF TEACHING AND EVALUATION OF LEARNING
•DESCRIBE AND CRITICALLY INTERPRET THE CONNECTIONS BETWEEN COGNITIVE DEVELOPMENT AND EMOTIONAL/ MOTIVATIONAL DEVELOPMENT;
•DISTINGUISH THE FORMAL CHARACTERISTICS OF RIGID TEACHING FROM THOSE OF A MORE MODULAR AND FLEXIBLE TEACHING APPROACH;
•UNDERSTAND THE CONNECTIONS BETWEEN INDIVIDUALIZING TEACHING, VERTICAL CURRICULUM AND DEVELOPMENT OF SKILLS IN THE SCHOOL OF AUTONOMY;
•UNDERSTAND THE ELEMENTS THAT MAY CHARACTERIZE ASSESSMENT AS A TOOL FOR EVALUATION AND SELF-EVALUATION OF THE TEACHING-LEARNING PROCESS;
•CONNECT QUALITY AND RELEVANCE OF THE INFORMATION AVAILABLE TO THE QUALITY OF DECISIONS AT MACRO, MESO, MICRO EDUCATIONAL LEVELS;
•REPRESENT THE FORMAL MOMENTS STRUCTURING OF A DECISION;
• KNOW THE FORMAL FEATURES OF THE STRUCTURED AND SEMI-STRUCTURED TESTS;
• KNOW SOME TOOLS TO COLLECT INFORMATION, DOCUMENT AND TELL THE EDUCATIONAL EXPERIENCE: THE INTERVIEW, THE QUESTIONNAIRE, THE FOCUS GROUP, THE LOGBOOK;
•KNOW PLANNING AND TEACHING-LEARNING TOOLS: CONCEPT MAPS
•DESIGN AND DEVELOP TOOLS OF TEACHING-ASSESSMENT DOCUMENTATION;
•KNOW HOW TO PROMOTE THE CONDITIONS, IN DIFFERENT CONTEXTS, THAT ALLOW THE EVALUATION TO BECOME A TRUE STRATEGIC RESOURCE FOR IMPROVING THE QUALITY OF EDUCATIONAL PROCESSES AND OUTCOMES;
•WORK TO DEVELOP A LEARNING COMMUNITY, FACE TO FACE AND THROUGH NETWORK, IN ORDER TO MAKE MORE MEANINGFUL THE UNDERSTANDING OF THE TOPICS COVERED.

The frequency of the course will enable students to develop the following knowledge, skills and competences:
- Identify the limitations of traditional models of training and guidance;
- To know the model of "diachronic orientation-training";
- Understanding the relationship between training and guidance;
- Recognize the role of educational institutions in the construction process of educational guidance;
- Understand and analyze, in a critical, information tools on the training of the student;
- Identify the characteristics that define the decision-making processes in relation to the processes of simulation;
- Recognize the structural obstacles to the function orientation;
- Know the modular organization of education in the perspective of educational continuity and vertical curriculum;
- Identify the functions of evaluation as a key element in the modular organization of teaching;
- Know the relationship between modular organization of teaching, training credits and certification of competences;
- Understand the dynamics of the organization university orientation;
- Know the guidelines and recommendations of the EU in relation to guidance and lifelong learning.

ASSESSING TO UNDERSTAND IS THE CORE THEME OF THE COURSE. SPECIFIC OBJECTIVES TO BE CARRIED OUT DURING THE LECTURES ARE THE FOLLOWING:
- TO DEFINE THE ROLE OF ASSESSMENT;
- TO REFLECT ON THE CHANGES THAT HAVE AN IMPACT ON ASSESSMENT;
- TO CLASSIFY THE TOOLS FOR ASSESSMENT;
TO DEFINE THE RELATIONSHIP BETWEEN TEACHING AND ASSESSMENT;
- TO IDENTIFY THE ELEMENTS AND FUNCTIONS OF ASSESSMENT;
- TO BUILD OBJECTIVE KWOLEDGE TESTS;
- TO ANALYSE DATA COLLECTED THROUGH THE TESTS;
- TO MARK THE VARIOUS KINDS OF TESTS ADEQUATELY.

OBJECTIVES (STUDENTS WILL BE ABLE TO):
• UNDERSTAND THE ORGANIZATIONAL, TEACHING AND EVALUATION BASICS THAT HELP TO BUILD THE SCHOOL OF AUTONOMY AS A LEARNING ENVIRONMENT THAT PROMOTES AND ENHANCES THE SHARING, THE EXCHANGE AND THE UNITED COMPARISON;
• KNOW THE POTENTIAL OF THE ACTION RESEARCH AS A FUNCTIONAL STRATEGY TO INCREASE THE QUALITY OF EDUCATION, THE PROFESSIONAL DEVELOPMENT OF TEACHERS AND THE ORGANIZATIONAL LEARNING;
• GET THE LINKS BETWEEN EDUCATIONAL LEADERSHIP, CULTURE OF AUTONOMY AND CULTURE OF EVALUATION;
• KNOW THAT THERE IS A STRUCTURAL LINK BETWEEN THE INTENTIONAL TEACHING-LEARNING ACTIVITY AND THE CONTROL OF ITS DEVELOPMENT OVER TIME;
•RECOGNIZE THE SPECIALIZED FUNCTIONS OF TEACHING AND EVALUATION OF LEARNING
•DESCRIBE AND CRITICALLY INTERPRET THE CONNECTIONS BETWEEN COGNITIVE DEVELOPMENT AND EMOTIONAL/ MOTIVATIONAL DEVELOPMENT;
•DISTINGUISH THE FORMAL CHARACTERISTICS OF RIGID TEACHING FROM THOSE OF A MORE MODULAR AND FLEXIBLE TEACHING APPROACH;
•UNDERSTAND THE CONNECTIONS BETWEEN INDIVIDUALIZING TEACHING, VERTICAL CURRICULUM AND DEVELOPMENT OF SKILLS IN THE SCHOOL OF AUTONOMY;
•UNDERSTAND THE ELEMENTS THAT MAY CHARACTERIZE ASSESSMENT AS A TOOL FOR EVALUATION AND SELF-EVALUATION OF THE TEACHING-LEARNING PROCESS;
•CONNECT QUALITY AND RELEVANCE OF THE INFORMATION AVAILABLE TO THE QUALITY OF DECISIONS AT MACRO, MESO, MICRO EDUCATIONAL LEVELS;
•REPRESENT THE FORMAL MOMENTS STRUCTURING OF A DECISION;
• KNOW THE FORMAL FEATURES OF THE STRUCTURED AND SEMI-STRUCTURED TESTS;
• KNOW SOME TOOLS TO COLLECT INFORMATION, DOCUMENT AND TELL THE EDUCATIONAL EXPERIENCE: THE INTERVIEW, THE QUESTIONNAIRE, THE FOCUS GROUP, THE LOGBOOK;
•KNOW PLANNING AND TEACHING-LEARNING TOOLS: CONCEPT MAPS
•DESIGN AND DEVELOP TOOLS OF TEACHING-ASSESSMENT DOCUMENTATION;
•KNOW HOW TO PROMOTE THE CONDITIONS, IN DIFFERENT CONTEXTS, THAT ALLOW THE EVALUATION TO BECOME A TRUE STRATEGIC RESOURCE FOR IMPROVING THE QUALITY OF EDUCATIONAL PROCESSES AND OUTCOMES;
•WORK TO DEVELOP A LEARNING COMMUNITY, FACE TO FACE AND THROUGH NETWORK, IN ORDER TO MAKE MORE MEANINGFUL THE UNDERSTANDING OF THE TOPICS COVERED.

The frequency of the course will enable students to develop the following knowledge, skills and competences:
- Identify the limitations of traditional models of training and guidance;
- To know the model of "diachronic orientation-training";
- Understanding the relationship between training and guidance;
- Recognize the role of educational institutions in the construction process of educational guidance;
- Understand and analyze, in a critical, information tools on the training of the student;
- Identify the characteristics that define the decision-making processes in relation to the processes of simulation;
- Recognize the structural obstacles to the function orientation;
- Know the modular organization of education in the perspective of educational continuity and vertical curriculum;
- Identify the functions of evaluation as a key element in the modular organization of teaching;
- Know the relationship between modular organization of teaching, training credits and certification of competences;
- Understand the dynamics of the organization university orientation;
- Know the guidelines and recommendations of the EU in relation to guidance and lifelong learning.

ASSESSING TO UNDERSTAND IS THE CORE THEME OF THE COURSE. SPECIFIC OBJECTIVES TO BE CARRIED OUT DURING THE LECTURES ARE THE FOLLOWING:
- TO DEFINE THE ROLE OF ASSESSMENT;
- TO REFLECT ON THE CHANGES THAT HAVE AN IMPACT ON ASSESSMENT;
- TO CLASSIFY THE TOOLS FOR ASSESSMENT;
TO DEFINE THE RELATIONSHIP BETWEEN TEACHING AND ASSESSMENT;
- TO IDENTIFY THE ELEMENTS AND FUNCTIONS OF ASSESSMENT;
- TO BUILD OBJECTIVE KWOLEDGE TESTS;
- TO ANALYSE DATA COLLECTED THROUGH THE TESTS;
- TO MARK THE VARIOUS KINDS OF TESTS ADEQUATELY.

Knowing the intercultural dimension of the Italian school and the main strategies of integration of foreign pupils.
Identify the key factors that determine international migration.
Knowing the statistics on immigration in Italy.
Comparing different definitions of "cultural difference".
Understanding the links between migration and immigration.

The course aims to provide a framework of key concepts of social pedagogy (processes and education systems, educative emergencies, educational and cultural needs) through the use of several disciplinary approaches.
Moreover, the course aims to develop research and intervention skills in the educational and social fields, with particular regard to the planning of education programs targeted to groups at risk of social exclusion.
Therefore, through the reflections and proposals of several authors (john dewey, bertrand schwartz, paulo freire, aldo capitini), the course will focus on a perspective of education as a means of combating social exclusion.

LEARNING OBJECTIVES (THE STUDENT IS ABLE TO): IDENTIFY AND DISCUSS THE NEW CONCEPTS OF KNOWLEDGE SUGGESTED BY THE NEW TECHNOLOGIES; DESCRIBE DIFFERENT WAYS OF WEB COMMUNICATION AND THEIR POSSIBLE APPLICATIONS IN EDUCATION.
SOCIAL ACHIEVEMENTS (THE STUDENT IS ABLE TO): COMMUNICATE EFFICIENTLY, IN PRESENCE AND ONLINE, WITH HIS OWN TEAM MEMBERS; COLLABORATE TO THE CREATION AND THE DEVELOPMENT OF A LEARNING COMMUNITY WHICH MAIN GOAL IS TO GIVE FURTHER RELEVANCE TO THE COURSE TOPICS; PRESENT TO THE CLASSROOM HIS OWN CONSIDERATIONS AND THE MATERIAL PRODUCED WORKING IN TEAM.

The course aims to give theoretical and methodological knowledge to learn talking abilities with people with disabilities, within the family and work, as well as the helping relationship context.
It aims to collect educational stuff for the building of the “Documentation Centre on integrating university”. It aims to acquire the basic knowledge about learning disabilities (LD), and to understand the history of adult dyslexics. In particular, it aims to find creative resources used at school and to build a documentation center on dyslexia in adults.
It aims to analyze and to understand the specific dynamics of the helping relationship according to the F. Montuschi’s Counseling methodology and the E. Berne’s theory of transactional analysis.
Finally, it aims to identify and to develop stereotypes and prejudices in working with people with disabilities.

•IDENTIFY THE REFERENCE PARADIGMS OF RESEARCH IN EDUCATION (POSITIVISTIC / QUANTITATIVE APPROACHES AND INTERPRETATIVE / QUALITATIVE APPROACHES);
•RECOGNIZE THE MAIN PHASES OF EDUCATIONAL RESEARCH;
•MAKE THE DISTINCTION BETWEEN EXPERIMENTAL AND NON-EXPERIMENTAL RESEARCH AND BETWEEN QUANTITATIVE AND QUALITATIVE RESEARCH;
•BE FAMILIAR WITH THE MAIN THEORIES OF MEASUREMENT IN THE EDUCATIONAL FIELD;
•GATHER, PROCESS AND REPRESENT DATA;
•CONSTRUCT AND USE CHECKLISTS, QUESTIONNAIRES, INTERVIEWS, STRUCTURED AND SEMI-STRUCTURED TESTS, SYSTEMATIC GRIDS OF OBSERVATION;
•IDENTIFY THE CHARACTERISTICS OF THE MOST IMPORTANT STATISTICAL SAMPLES;
•SIMULATE SIMPLE PATHS OF INVESTIGATION;
•ANALYZE THE RELATIONSHIP BETWEEN EDUCATIONAL RESEARCH AND TEACHING PRACTICE.

CAPTURING THE SPECIFIC TERMS OF EXPERIMENTAL PEDAGOGY; DISCUSS THE CONTRIBUTIONS OF EXPERIMENTAL MODELS TO MANAGEMENT OF TEACHING-LEARNING PROCESS.

THE PURPOSE OF THE COURSE OF PSYCHOLOGY OF ADOLESCENCE IS TO PROVIDE SOME BASIC NOTIONS ABOUT DIFFERENT THEORETICAL AND EMPIRICAL STUDIES THAT HAVE CONTRIBUTED TO THE KNOWLEDGE OF THIS SPECIFIC PERIOD OF HUMAN DEVELOPMENT AND ALSO TO ILLUSTRATE AND TO DISCUSS THE MOST IMPORTANT DEVELOPMENTAL TASKS OF ADOLESCENCE.
A MORE SPECIFIC ASPECT REGARDS THE PROBLEMS CONCERNING THE RELATIONS BETWEEN ADULTS AND ADOLESCENT STUDENTS IN EDUCATIONAL SETTINGS.

objective of the course is the student's introduction to the problem of the trauma of memory and memory in an interdisciplinary perspective. starting from research on memory freudian individual and collective the course will compare the subsequent development of psychoanalytic research, neuropsychological, social psychological, philosophical and cultural on the theme of the processing of mourning.

The course aims at providing the scientific and disciplinary contents for understanding the individual and group processes affecting (and affected by) social psychological systems (e.g., individual differences, attitudes, communication, social interaction). The course aims also at providing the tools necessary to understand the contribution of applied social psychological science to address important social issues in real-life domains, such as health promotion, environmental education, and pro-sustainability human behaviour.

THE COURSE AIMS TO GIVE THE STUDENT A BASIC KNOWLEDGE IN THE FIELD OF MUSICOLOGY, HISTORY AND SOCIOLOGY OF MUSIC

Knowing the intercultural dimension of the Italian school and the main strategies of integration of foreign pupils.
Identify the key factors that determine international migration.
Knowing the statistics on immigration in Italy.
Comparing different definitions of "cultural difference".
Understanding the links between migration and immigration.

The course aims to provide a framework of key concepts of social pedagogy (processes and education systems, educative emergencies, educational and cultural needs) through the use of several disciplinary approaches.
Moreover, the course aims to develop research and intervention skills in the educational and social fields, with particular regard to the planning of education programs targeted to groups at risk of social exclusion.
Therefore, through the reflections and proposals of several authors (john dewey, bertrand schwartz, paulo freire, aldo capitini), the course will focus on a perspective of education as a means of combating social exclusion.

LEARNING OBJECTIVES (THE STUDENT IS ABLE TO): IDENTIFY AND DISCUSS THE NEW CONCEPTS OF KNOWLEDGE SUGGESTED BY THE NEW TECHNOLOGIES; DESCRIBE DIFFERENT WAYS OF WEB COMMUNICATION AND THEIR POSSIBLE APPLICATIONS IN EDUCATION.
SOCIAL ACHIEVEMENTS (THE STUDENT IS ABLE TO): COMMUNICATE EFFICIENTLY, IN PRESENCE AND ONLINE, WITH HIS OWN TEAM MEMBERS; COLLABORATE TO THE CREATION AND THE DEVELOPMENT OF A LEARNING COMMUNITY WHICH MAIN GOAL IS TO GIVE FURTHER RELEVANCE TO THE COURSE TOPICS; PRESENT TO THE CLASSROOM HIS OWN CONSIDERATIONS AND THE MATERIAL PRODUCED WORKING IN TEAM.

The course aims to give theoretical and methodological knowledge to learn talking abilities with people with disabilities, within the family and work, as well as the helping relationship context.
It aims to collect educational stuff for the building of the “Documentation Centre on integrating university”. It aims to acquire the basic knowledge about learning disabilities (LD), and to understand the history of adult dyslexics. In particular, it aims to find creative resources used at school and to build a documentation center on dyslexia in adults.
It aims to analyze and to understand the specific dynamics of the helping relationship according to the F. Montuschi’s Counseling methodology and the E. Berne’s theory of transactional analysis.
Finally, it aims to identify and to develop stereotypes and prejudices in working with people with disabilities.

•IDENTIFY THE REFERENCE PARADIGMS OF RESEARCH IN EDUCATION (POSITIVISTIC / QUANTITATIVE APPROACHES AND INTERPRETATIVE / QUALITATIVE APPROACHES);
•RECOGNIZE THE MAIN PHASES OF EDUCATIONAL RESEARCH;
•MAKE THE DISTINCTION BETWEEN EXPERIMENTAL AND NON-EXPERIMENTAL RESEARCH AND BETWEEN QUANTITATIVE AND QUALITATIVE RESEARCH;
•BE FAMILIAR WITH THE MAIN THEORIES OF MEASUREMENT IN THE EDUCATIONAL FIELD;
•GATHER, PROCESS AND REPRESENT DATA;
•CONSTRUCT AND USE CHECKLISTS, QUESTIONNAIRES, INTERVIEWS, STRUCTURED AND SEMI-STRUCTURED TESTS, SYSTEMATIC GRIDS OF OBSERVATION;
•IDENTIFY THE CHARACTERISTICS OF THE MOST IMPORTANT STATISTICAL SAMPLES;
•SIMULATE SIMPLE PATHS OF INVESTIGATION;
•ANALYZE THE RELATIONSHIP BETWEEN EDUCATIONAL RESEARCH AND TEACHING PRACTICE.

CAPTURING THE SPECIFIC TERMS OF EXPERIMENTAL PEDAGOGY; DISCUSS THE CONTRIBUTIONS OF EXPERIMENTAL MODELS TO MANAGEMENT OF TEACHING-LEARNING PROCESS.

THE PURPOSE OF THE COURSE OF PSYCHOLOGY OF ADOLESCENCE IS TO PROVIDE SOME BASIC NOTIONS ABOUT DIFFERENT THEORETICAL AND EMPIRICAL STUDIES THAT HAVE CONTRIBUTED TO THE KNOWLEDGE OF THIS SPECIFIC PERIOD OF HUMAN DEVELOPMENT AND ALSO TO ILLUSTRATE AND TO DISCUSS THE MOST IMPORTANT DEVELOPMENTAL TASKS OF ADOLESCENCE.
A MORE SPECIFIC ASPECT REGARDS THE PROBLEMS CONCERNING THE RELATIONS BETWEEN ADULTS AND ADOLESCENT STUDENTS IN EDUCATIONAL SETTINGS.

objective of the course is the student's introduction to the problem of the trauma of memory and memory in an interdisciplinary perspective. starting from research on memory freudian individual and collective the course will compare the subsequent development of psychoanalytic research, neuropsychological, social psychological, philosophical and cultural on the theme of the processing of mourning.

The aim of the course is to provide students with aesthetic knowledge of classic and modern interpretations of the Art of Tragedy, the psychological and the social approach.

THE AIM OF THIS COURSE IS TO REJECT SOME OF THE MOST COMMON PREJUDICES AND POPULAR IDEAS ABOUT LANGUAGE AND LANGUAGES – WHICH ARE STILL WIDELY FOUND IN SCHOOL AND AMONG EDUCATIONALISTS – AND TO REPLACE THEM WITH THE ACQUISITIONS OF CURRENT RESEARCH IN THE SCIENCES OF LANGUAGE.

The course aims to acquire the fundamentals of sociological knowledge with particular reference to the science of sociology. From an examination of the historical development of the discipline of thinking through learning of the main authors, the course proposes an approach to the major theories, categories, and sociological trends.

The course intends to analyze the transformations of educative processes in relationship to changes of society through the study of principal classical and contemporaneous sociological theories.
The school system will be studied as a fundamental actor in development processes of society, it will be also paid attention to cultural and socio-educative policies, socialization processes, cultural marginality, social participation of children in public spaces of modern towns.

THE COURSE AIMS AT ACQUIRING BASICS OF SOCIOLOGICAL KNOWLEDGE WITH SPECIFIC REFERENCE TO SCIENTIFIC FEATURE OF SOCIOLOGY. STARTING FROM THE ANALYSIS OF HISTORICAL DEVELOPMENT OF DISCIPLINE THROUGH MAIN LINE AUTHORS AN APPROACH TO MAJOR THEORIES AND STREAMS IS PROPOSED. SPECIFIC PROBLEMS OF METHODOLOGY AND TECHNIQUES ARE ANALYZED, TOGETHER WITH SAMPLING AND REPRESENTATIVENESS, QUANTITATIVE AND QUALITATIVE RESEARCH, AND EMPIRICAL PROCEDURES BASED ON MIXED METHODS (QUALI-QUANTITATIVE PERSPECTIVE). MAIN CONCEPTS AND THEIR EMPIRICAL USES ARE EXPLAINED. PECULIAR EXEMPLES OF FIELD RESEARCH ARE GIVEN.

OBJECTIVES.
(THE STUDENT IS ABLE TO):
•PLAN, ORGANIZE AND EVALUATE MEASURES FOR PROMOTION, ENTERTAINMENT AND READING COMPREHENSION AND ENJOYMENT OF READING;
•KNOW THE COGNITIVE, AFFECTIVE AND EMOTIONAL COMPONENTS INVOLVED IN READING;
•ASSESS THE QUALITY OF THE BOOKS IN RELATION TO CHILDREN’S COGNITIVE DEVELOPMENT;
•BUILD READING COMPREHENSION TESTS ON DIFFERENT TYPES OF TEXT;
•KNOW THE VARIETY OF READING PRACTICES IN MULTIMEDIA ENVIRONMENTS AND CONDUCT SHARED READING EXPERIENCES;
•BECOME BETTER AWARE OF THE RELATIONSHIP BETWEEN READING, WRITING, LISTENING, TELLING AND BUILDING OF SELF AND IDENTITY;
•KNOW THE MAIN FEATURES OF THE SHARED READ AND APPRECIATE IT IN DIFFERENT EDUCATIONAL CONTEXTS;
•COLLABORATE ON THE DEVELOPMENT OF AN ONLINE LEARNING “NARRATIVE COMMUNITY” THAT MAKES MORE MEANINGFUL THE UNDERSTANDING OF THE TOPICS COVERED;
•SHARE READINGS, CONSIDERATIONS, PERSONAL OR PRODUCED IN THE WORKING GROUP PAPERS;
•COMMUNICATE EFFECTIVELY, FACE TO FACE AND THROUGH THE NETWORK WITH COLLEAGUES OF THE COURSE, WITH THE TUTORS AND THE TEACHER.

the course aims to acquisiction of a basic critical skills on theme of education. The method used, typical of philosophical research, tends to refer to critical screen the historical- theoretical concept of the concept itself of paideia, some fundamental issues of its terms (be, reason, person, ethos, polis, societas, freedom, paideia) some local and major history moments. in particular it attempts to put in evidence the ancient roots of paideia, highlighting the historical-conceptual features of western tradition and the input coming from current historical-political scene. It will take care of a basic knowledge of philosophical vocabulary and a basic capacity of critical argument.

- identify and analyze the basic aspects of teaching that make it special and worthy
- understand the importance of dialogue and cooperation among different professional features so as to integrate and include diversity
- identify training contexts and experiences that allow to create dialogue and synergy among the various schools and extracurricular operators, such as music therapy
- build individualized and personalized plans based on personal pecularity of students, with a strong respect to personal guidance
- develop and implement teaching strategies according to the aims of integration and
inclusion
- test formative evaluation procedures and tools to work out the functions of students with disabilities
- learn about the grounds of animation and play theorists
- make students accustomed to animation experience and play methodology, also in the process of integration
- build educational activities in curricular and extra-curricular settings
- contribute to build learning groups of students to share and discuss, in presence and on-line, about knowledge and experiences acquired during the training course.

the main objectives and learning outcomes of the course are:
- to provide students with historical, theoretical, epistemological and methodological knowledge concerning the field of adult education.
- to develop abilities and competences in the field of qualitative methodologies.
- to promote analysis and understanding abilities of relevant literature, concerning the topics of adult education.

The course aims to acquire the fundamentals of sociological knowledge with particular reference to the science of sociology. From an examination of the historical development of the discipline of thinking through learning of the main authors, the course proposes an approach to the major theories, categories, and sociological trends.

The course intends to analyze the transformations of educative processes in relationship to changes of society through the study of principal classical and contemporaneous sociological theories.
The school system will be studied as a fundamental actor in development processes of society, it will be also paid attention to cultural and socio-educative policies, socialization processes, cultural marginality, social participation of children in public spaces of modern towns.

THE COURSE AIMS AT ACQUIRING BASICS OF SOCIOLOGICAL KNOWLEDGE WITH SPECIFIC REFERENCE TO SCIENTIFIC FEATURE OF SOCIOLOGY. STARTING FROM THE ANALYSIS OF HISTORICAL DEVELOPMENT OF DISCIPLINE THROUGH MAIN LINE AUTHORS AN APPROACH TO MAJOR THEORIES AND STREAMS IS PROPOSED. SPECIFIC PROBLEMS OF METHODOLOGY AND TECHNIQUES ARE ANALYZED, TOGETHER WITH SAMPLING AND REPRESENTATIVENESS, QUANTITATIVE AND QUALITATIVE RESEARCH, AND EMPIRICAL PROCEDURES BASED ON MIXED METHODS (QUALI-QUANTITATIVE PERSPECTIVE). MAIN CONCEPTS AND THEIR EMPIRICAL USES ARE EXPLAINED. PECULIAR EXEMPLES OF FIELD RESEARCH ARE GIVEN.

OBJECTIVES.
(THE STUDENT IS ABLE TO):
•PLAN, ORGANIZE AND EVALUATE MEASURES FOR PROMOTION, ENTERTAINMENT AND READING COMPREHENSION AND ENJOYMENT OF READING;
•KNOW THE COGNITIVE, AFFECTIVE AND EMOTIONAL COMPONENTS INVOLVED IN READING;
•ASSESS THE QUALITY OF THE BOOKS IN RELATION TO CHILDREN’S COGNITIVE DEVELOPMENT;
•BUILD READING COMPREHENSION TESTS ON DIFFERENT TYPES OF TEXT;
•KNOW THE VARIETY OF READING PRACTICES IN MULTIMEDIA ENVIRONMENTS AND CONDUCT SHARED READING EXPERIENCES;
•BECOME BETTER AWARE OF THE RELATIONSHIP BETWEEN READING, WRITING, LISTENING, TELLING AND BUILDING OF SELF AND IDENTITY;
•KNOW THE MAIN FEATURES OF THE SHARED READ AND APPRECIATE IT IN DIFFERENT EDUCATIONAL CONTEXTS;
•COLLABORATE ON THE DEVELOPMENT OF AN ONLINE LEARNING “NARRATIVE COMMUNITY” THAT MAKES MORE MEANINGFUL THE UNDERSTANDING OF THE TOPICS COVERED;
•SHARE READINGS, CONSIDERATIONS, PERSONAL OR PRODUCED IN THE WORKING GROUP PAPERS;
•COMMUNICATE EFFECTIVELY, FACE TO FACE AND THROUGH THE NETWORK WITH COLLEAGUES OF THE COURSE, WITH THE TUTORS AND THE TEACHER.

the course aims to acquisiction of a basic critical skills on theme of education. The method used, typical of philosophical research, tends to refer to critical screen the historical- theoretical concept of the concept itself of paideia, some fundamental issues of its terms (be, reason, person, ethos, polis, societas, freedom, paideia) some local and major history moments. in particular it attempts to put in evidence the ancient roots of paideia, highlighting the historical-conceptual features of western tradition and the input coming from current historical-political scene. It will take care of a basic knowledge of philosophical vocabulary and a basic capacity of critical argument.

- identify and analyze the basic aspects of teaching that make it special and worthy
- understand the importance of dialogue and cooperation among different professional features so as to integrate and include diversity
- identify training contexts and experiences that allow to create dialogue and synergy among the various schools and extracurricular operators, such as music therapy
- build individualized and personalized plans based on personal pecularity of students, with a strong respect to personal guidance
- develop and implement teaching strategies according to the aims of integration and
inclusion
- test formative evaluation procedures and tools to work out the functions of students with disabilities
- learn about the grounds of animation and play theorists
- make students accustomed to animation experience and play methodology, also in the process of integration
- build educational activities in curricular and extra-curricular settings
- contribute to build learning groups of students to share and discuss, in presence and on-line, about knowledge and experiences acquired during the training course.

the main objectives and learning outcomes of the course are:
- to provide students with historical, theoretical, epistemological and methodological knowledge concerning the field of adult education.
- to develop abilities and competences in the field of qualitative methodologies.
- to promote analysis and understanding abilities of relevant literature, concerning the topics of adult education.