Contents of the Laboratory
Laboratory title: Educational culture and teacher training for the 2020

Laboratory programme
The Laboratory of General Education aims to raise awareness, to see and compare the preventive system inspired by the pedagogy of Giovanni Bosco, according to three basic articulations: prevention as action to contrast social exclusion, training as formation of human person, work culture for person, community and society.

Teaching methods
- In the presence and distance teaching and learning
- Interactive teaching and learning
- On line documents
- Internet communication
- Scientific research.
- Email: schistolini@uniroma3.it
- Website: www.sandrachistolini.it

Assessment methods
The schedule of the laboratory concerns visiting Training Centres in Rome
07/11/2015; 13/11/2015; 14/11/2015; 21/11/2015. Each visit will be followed by 50 students. Group of 5 students will prepare the power point concerning study and visit. Final presentation and conclusion of the laboratory will be on 1st December 2015, Aula Magna, via Ostiense 159 Roma 9:00-14:00 a.m.

Further information
Home page: www.sandrachistolini.it
Email: schistolini@uniroma3.it

Reference books and tools
- S. Chistolini, Scienza e formazione. Manuale del laboratorio universitario di pedagogia, Franco Angeli, Milano 2006
- On line documents concerning the pedagogy of Giovanni Bosco: www.sandrachistolini.it
- Scientific articles
- Personal computer, Word document, Power Point, digital camera, mobile telephone, tablet to be used during the university meetings.

The course includes an active involvement of the students throughout a specifically built platform, analysis and comment of the reference books. Course’s aim is to introduce the participants to think about technologies able to promote the crossing of certain beliefs and commonplaces that still permeate school. Firstly, that we are in front of a “controllable” phenomenon that must be rejected and kept outside school’s walls. Secondly, that it is a dimension dedicated to specialists and, for this reason, even if accepted, it must be confined into school’s specific spaces. Finally, that we are managing simple mechanical supports or mere tools that characterized in a negative way, according these beliefs, our time.
On the contrary, it is necessary and even more important to favour the diffusion, in the world of school and education, of a true and felt debate that helps teachers and educators to better comprehend with suitable keys, how languages and technological instruments (of old and new generation), proficiency and continuously used by young people, must be legitimately present in school in order to observe a real change in educational paradigms.

MARAGLIANO R., Adottare l’E-Learning a scuola (e-Book), Garamond, 2013.

MARAGLIANO R., PIREDDU M., Storia e pedagogia nei media (StudioDigitale) [Formato Kindle, Garamond, 2012.

a book to be chosen from the following

ASIMOV I, Io, Robot, Mondadori, Milano, 20013.

DICK P.K., Rapporto di minoranza e altri racconti, Fanucci, Roma, 2002.

GIBSON W., L’accademia dei sogni, Mondadori, Milano, 2005.

GIBSON W., Johnny Mnemonic, Mondadori, Milano, 2014.

EGGERS D., Il Cerchio, Mondadori, Milano, 2014.

MONCERI F., Anarchici. Matrix, Cloud Atlas, ETS, Pisa, 2014.

Course content

Course title:
Pedagogy of the school between reform of the education system and identity roots of the formation of the human person

Course programme:
The discipline “General Pedagogy” is one of the fundamental course in the curriculum for students to become teacher of Primary School. The discipline aims at forming knowledge and competences in the system of educational sciences preparing the students in pedagogy and theory of education. The scientific analysis and the open minded for a better understanding of the educational process develop reflective thinking and critical appreciation of the phenomenon, and characterize the action of education. The specific context of the study is the production of the meaning of education according to Authors and schools in constant interaction with the institutions which form the society. The main assumption is that the pedagogical thinking is a space of life in which the education draws is own discourse. The preparation in the field of pedagogy starts from reform school considering the legislative a new opportunity to define the profile of the teacher in Italy and Europe. It investigates the formative itinerary outlined by educators and pedagogues who interpreted the doing of school with the development of concepts and issues with respect to which we question and propose credible solutions for all. The connective tissue of the phases of development of the teaching is to seek the sense of being a person in the identification of which values educating generations who live in school the first experience of the educational community and full responsibility.

Teaching methods

- In the presence and distance teaching and learning
- Interactive teaching and learning
- On line documents
- Internet communication
- Scientific research
- E-mail: schistolini@uniroma3.it
- Website: www.sandrachistolini.it

Assessment methods

Two written verification texts for those who are annual students and one written verification text for those who are semester students. By October all students must read the programme. By May all verification texts are completed and the students present their own study in a written document The Student’s Sources in Education Studies call Manual of General Pedagogy. The oral exam follows from June according to sessions.

Reference books

Books for the following a typology of 6 groups of students, according to attendance at the lessons and period of study
AF - SF1 - SF2 and ANF - SNF1 - SNF2
Please read the file titled “Organizzazione del corso di Pedagogia generale 2015-2016/Organisation of the course of General Pedagoy 2015-2016” published on the website www.sandrachistolini.it
Annual examination (8 Credits).
Semester examination (4 Credits) for students who have already 4 Credits officially certificated (delibera).

By October the student must ask for the identification number and inform the teacher (schistolini@uniroma3.it)
in which group he/she belongs. Print this Programme and cross the square related to your group.

Compulsory attendance for Group 1: 20 hours first semester and 20 hours second semester

□ Group 1
AF: Annual students with Attendance study the following books:

1) S. Chistolini (a cura di), La scuola raccontata dai maestri. Dall’intercultura alla cittadinanza, Kappa, Roma 2010 or S. Chistolini (a cura di), La riforma della scuola. Riflessioni in memoria di don Mario Ferracuti, Andrea Livi, Fermo, 2015.
2) S. Chistolini, L’asilo infantile di Giuseppina Pizzigoni. Bambino e scuola in una pedagogia femminile del Novecento, Franco Angeli, Milano 2009 (first semester)
3) On line article selected in class.
4) A book from a given list of classics of Pedagogy available in www.sandrachistolini.it. The book must be borrowed from the library to show the capability of using the service.
5) S. Chistolini, Pedagogia generale. Insegnamento, scienza, disciplina, Franco Angeli, Milano 2013 (second semester)
Two written texts to be held at the end of first semester and at the end of second semester.
Presentation of the Manual of General Pedagogy: in May
Oral examination from June.

□ Group 2
SF1 Semester students with Attendance (first semester) study the following books:

1) S. Chistolini (a cura di), La scuola raccontata dai maestri. Dall’intercultura alla cittadinanza, Kappa, Roma 2010 or S. Chistolini (a cura di), La riforma della scuola. Riflessioni in memoria di don Mario Ferracuti, Andrea Livi, Fermo, 2015.
2) S. Chistolini, L’asilo infantile di Giuseppina Pizzigoni. Bambino e scuola in una pedagogia femminile del Novecento, Franco Angeli, Milano 2009 (first semester)
3) On line article selected in class.
Written text: end of first semester
Presentation of the Manual of General Pedagogy: in May
Oral examination from June.

□ Group 3
SF2 Semester students with Attendance (second semester) study the following books:

1) Chistolini, Pedagogia generale. Insegnamento, scienza, disciplina, Franco Angeli, Milano 2013.
2) A book from a given list of classics of Pedagogy. The book must be borrowed from the library to show the capability of using the service
Written text: end of second semester
Presentation of the Manual of General Pedagogy: in May
Oral examination from June.

□ Group 4
ANF: Annual students with No Attendance study the following books:
1) S. Chistolini, L’asilo infantile di Giuseppina Pizzigoni. Bambino e scuola in una pedagogia femminile del Novecento, Franco Angeli, Milano 2009.
2) S. Chistolini, La pedagogia di Giambattista Vico tra tradizione e modernità, Edizioni Accademiche Italiane, Saarbrücken, with B. Fuchs, 2014 oppure S. Chistolini (a cura di), La riforma della scuola. Riflessioni in memoria di don Mario Ferracuti, Andrea Livi, Fermo, 2015.
3) On line scientific article, ask the teacher (first semester). Article to be selected from the list of website published in the file titled “Organizzazione del corso di Pedagogia generale 2015-2016/Organisation of the course of General Pedagoy 2015-2016”. The article can be on one of the topics present in the books indicated under 1) and 2).
4) A book from a given list of classics of Pedagogy. The book must be borrowed from the library to show the capability of using the service (second semester)
5) V. Burza - S. Chistolini - G. Sandrone, Pedagogia generale. Per l’insegnamento nel Corso di Laurea in Scienze della formazione primaria, La Scuola, Brescia 2014 (second semester)
Two written texts to be held at the end of first semester and at the end of second semester.
Presentation of the Manual of General Pedagogy: in May
Oral examination from June.

□ Group 5
SNF1 Semester students with No Attendance study the following books (first semester):

1) S. Chistolini, L’asilo infantile di Giuseppina Pizzigoni. Bambino e scuola in una pedagogia femminile del Novecento, Franco Angeli, Milano 2009.
2) S. Chistolini, La pedagogia di Giambattista Vico tra tradizione e modernità, Edizioni Accademiche Italiane, Saarbrücken, with B. Fuchs, 2014 or S. Chistolini (a cura di), La riforma della scuola. Riflessioni in memoria di don Mario Ferracuti, Andrea Livi, Fermo, 2015.
Written text: end of first semester
Presentation of the Manual of General Pedagogy: in May
Oral examination from June

□ Group 6
SNF2 Semester students with No Attendance study the following books (second semester)

1) V. Burza - S. Chistolini - G. Sandrone, Pedagogia generale. Per l’insegnamento nel Corso di Laurea in Scienze della formazione primaria, La Scuola, Brescia 2014.
4) A book from a given list of classics of Pedagogy. The book must be borrowed from the library to show the capability of using the service (second semester)
Written text: end of second semester
Presentation of the Manual of General Pedagogy: in May
Oral examination from June

Further information

Home page: www.sandrachistolini.it
Email: schistolini@uniroma3.it

The course aims to provide students with basic knowledge of the historical development of the concepts of school, education and pedagogy in the Western world. Particular attention will be given to the training of the Italian school system post-unification. The course will be held seminar readings of some classics of twentieth-century educational thought. Students will also be invited to participate in online activities prepared on the platform of the Department which will host discussion forums, exchange of educational materials and bibliographic information. And 'therefore mandatory enrollment of students to the platform Formonline.

G. Genovesi, Storia della scuola in Italia dal Settecento a oggi, Laterza, Roma-Bari 2010
S. Santamaita, Storia dell’educazione e delle pedagogie, Bruno Mondadori, Milano 2013
John Dewey, Il mio credo pedagogico, La nuova Italia, Firenze (disponibile in PDF sulla piattaforma Formonline)

Course description

The course aims to promote and to foster the acquisition of the theoretical and methodological foundations which characterize teaching and learning processes. The course is intended to develop the ability to analyze and to describe the contexts and learning environments in the perspective of experimental pedagogy. It aims to build the basis for a systematic approach based on the evaluation process in the perspective of regulation and self-regulation of learning.

General objectives

* describe the main features of teaching and learning processes in relation to the complexity of nowaday social and cultural environment.

* describe and analyze in school contexts aspects characterizing the ecological perspective in educational systems

* illustrate the most significant phenomena of the teaching-learning process and highlight the elements useful for the identification and analysis of variables both in terms of quality and quantity

* analyze plans, procedures, and tools related to observational processes

* outline the steps which characterize the observational procedure

* identify the main differences between the various types of observational tools

* detect and describe some of the phenomena that characterize the monitoring and evaluation as a regulator of the process of teaching-learning

* explain the reasons why the assessment is a formative moment aimed at improving the quality of teaching and learning in the framework of self-efficacy

* relate learning models and teaching functions

* identify modalities of effective communication of the evaluation in a socio-relational and affective perspective

The course will pay particular attention to the issue of digital natives, especially with regard to the relationship between information technology and learning processes. The subject of digital learning environments, such as web and social networks will also be addressed.

Testi di esame

Olmetti Peja D., Il metodo osservativo nei contesti formativi.,Monolite, Roma 2009

Olmetti Peja D., Fregola C., Zona U., Conoscere il bambino reale. Uno sguardo ecologico sull'apprendimento, Marzo 2015, Formato Kindle, Amazon

Olmetti Peja D; Zona U., Fregola C., Un introduzione ai processi e le teorie dell’apprendimento2015, Formato Kindle, Amazon

Fregola C., Olmetti Peja D., Superare un esame. Trasformare ansia, emotività e studio in risorse strategiche, EDISES, Napoli 2007

Reading text (one among the following)

Gardner H., Verità, bellezza, bontà, Feltrinelli, Milano 2012

Santoro G., Cervelli sconnessi. La resistibile ascesa del net-liberismo e il dilagare della stupidità digitale, Castelvecchi, Roma 2014

1. NATURAL AND INTEGERS NUMBERS.
2. ELEMETARY ARITHMETICS.
3. RATIONAL NUMBERS.
3. REAL NUMBERS.
4. EUCLIDEAN GEOMETRY.
5. GEOMETRICAL TRANSFORMATIONS IN THE PLANE.

1. SIMONETTA DI SIENO - SANDRO LEVI, "ARITMETICA DI BASE", MCGRAW-HILL ED.
2. G. ISRAEL- A. MILLÁN GASCA, "PENSARE IN MATEMATICA, UN TESTO PER LA FORMAZIONE PRIMARIA E PER CHIUNQUE VOGLIA MUOVERE I PRIMI PASSI NEL MONDO DELLA MATEMATICA" ZANICHELLI ED. 2012

THE COURSE WILL INITIALLY ANALYZE THE PERIODIZATION OF LATE MODERN HISTORY.
DURING THE FIRST SEMESTRAL CLASS THE AIM IS TO THOROUGHLY EXAMINE KEY HISTORICAL BREAKING POINTS FROM THE SO CALLED ‘DOUBLE REVOLUTION’ (FRENCH REVOLUTION - INDUSTRIAL REVOLUTION). THEN, THE CLASS WILL STUDY THE EUROPEAN RESTORATION, THE LIBERAL REVOLUTIONS, THE RISE OF NEWLY BORN NATIONS (IT WILL BE EXAMINED IN DETAIL THE REVISIONISM OF THE ITALIAN RISORGIMENTO), SOCIAL AND WELFARE ISSUES AND FINALLY THE DEVELOPMENT AND CRISIS OF IMPERIALISM.
THE SECOND CLASS WILL EXAMINE WORLD WAR ONE AND THE CONSEQUENCES OF PEACE, THE RISE OF TOTALITARIAN MOVEMENTS, THE GREAT DEPRESSION, WORLD WAR TWO, THE COLD WAR, THE BIPOLAR WORLD AND ITS END.

SABBATUCCI GIOVANNI, VIDOTTO VITTORIO, STORIA CONTEMPORANEA. L'OTTOCENTO, ROMA-BARI, LATERZA (ANY EDITION);
SABBATUCCI GIOVANNI, VIDOTTO VITTORIO, STORIA CONTEMPORANEA. IL NOVECENTO, ROMA-BARI, LATERZA (ANY EDITION);
GIGI DI FIORE, CONTROSTORIA DELL'UNITÀ D'ITALIA, MILANO,RIZZOLI, 2010;
EMILIO GENTILE, ITALIANI SENZA PADRI. INTERVISTA SUL RISORGIMENTO, ROMA-BARI, LATERZA, 2011.

The course aims to promote and analyze the methodological and teaching skills functional to design, plan and manage learning environments consistent with the requirements of autonomy needed for the development of knowledge, skills and abilities related with the social, cultural and environmental complexity.
Re-read, in terms of evolution of the role of the teacher, the teaching-learning process of the Nursery School and Primary School.

Rivoltella P., Fare didattica con gli EAS, La Scuola, Brescia, 2013 cap. I (except paraghaps 1,2,3), II, III, IV

Fregola C., La Progettazione didattica a scuola. Itinerari tra intenzionalità e sorpresa, Le lettere, Firenze (in corso di stampa)

Lucisano P., Salerni A., Sposetti P., Didattica e conoscenza, Carocci, Roma 2013, con particolare riferimento ai capitoli I, II, III, IV, V

Reading text

Gardner H., Davis K., Generazione App. La testa dei giovani e il nuovo mondo digitale, Feltrinelli, Milano 2014

“SCRIVERE FUORI DALLE RIGHE”.
IL LINGUAGGIO DELLE SCRITTE MURARIE

LA MODALITÀ ATTRAVERSO LA QUALE LA PERSONA ESPRIME SE STESSA È IL RISULTATO DI UNA SCELTA, PIÙ O MENO CONSAPEVOLE, INDISSOLUBILMENTE LEGATA ALLA CULTURA, ALL'EDUCAZIONE E ALLE CARATTERISTICHE DELLA PERSONALITÀ. DI QUI L'ESIGENZA DI FORNIRE DEI CRITERI DI LETTURA DI UN FENOMENO CONTROVERSO, COME QUELLO DEL WRITING E DELLE SCRITTE MURARIE, CHE PERMETTANO DI COGLIERNE IL MESSAGGIO PROFONDO. IN ALTRI TERMINI, SI TRATTA DI SCOPRIRE L'INDIVIDUO ATTRAVERSO IL FARE PER EVIDENZIARNE LE RISORSE E UTILIZZARLE COME FATTORE DI CAMBIAMENTO DELLE POSSIBILI MODALITÀ DISFUNZIONALI MESSE IN ATTO. DOPO UNA PANORAMICA STORICA DELLE FORME E DELLE FUNZIONI ASSUNTE DALLA SCRITTURA NEL CORSO DEL TEMPO, IL VOLUME ESAMINA LA PRODUZIONE GRAFICA PARIETALE PER RENDERNE EVIDENTI LE PECULIARITÀ STRUTTURALI E CULTURALI, ANALIZZA GLI ASPETTI LEGATI AL SIGNIFICATO ASSUNTO DAL MURO E ALLA VALENZA DEL COLORE E LA TEMATICA DELLA CREATIVITÀ IN RELAZIONE ALL'AFFETTIVITÀ, PER TERMINARE CON UN ESAME DELLE MOLTEPLICI TIPOLOGIE DEL FARE POSTE IN RELAZIONE CON IL SENTIRE EMOTIVO E CON L’ “ESSERE”.

ZUCCA S., SCRIVERE “FUORI DALLE RIGHE”, RIFLESSIONI PEDAGOGICO-SPECIALI SUL FENOMENO DELLE SCRITTE MURARIE, MILANO, FRANCOANGELI, 2011.

The course is structured in the following way:
a theoretical course
an online workshop
The final exam is an evaluation of all the parts of the course. The first session useful to do the exam is the winter session.
The course main objective is to illustrate and define the main lines of educational research and to provide the principal evaluation tools.
Course lessons are organized through an operative way, providing exercises linked to different disciplines and using new technologies.
The online workshop is committed to J. J. Rousseau’s “Emile, or On Education”.

Benedetto Vertecchi, Manuale della valutazione, Milano, Franco Angeli, 2003.

Benedetto Vertecchi, Parole per la scuola, Milano, Franco Angeli, 2012.

The course is annual and is divided into two parts, corresponding to the two semesters of performance.
In the first part we will examine issues related to the history of the education of disabled people, with particular reference to the figures which represented the backbone: Charles de l'Epee, Tommaso Pendola, Giulio Tarra (for the education of deaf); Valentin Haüy, Louis Braille and Augusto Romagnoli (for the education of the blind); Jean Itard, Edouard Séguin, Ovide Decroly, Maria Montessori, Joseph F. Montesano, Sante De Sanctis, C. Giulio Ferrari with many others, until Roberto Zavala and John Bollea (for the education of the mentally disabled).
Later it will examine the best practices that accompany the initial training and in-service teachers, and outlining new perspectives for teaching hospitality, attentive to the needs of individual learners and Special Educational Needs. In this light, the reflection will cover the role that assumes today the Special Education to encourage and promote the creation of a culture of inclusion and social education.
Will also be presented the idea of Viktor E. Frankl, founder of logotherapy, offers a perspective very effective way to reflect on the role of relationships and ties in human existence in its present context, marked by the influence of individualism and consumerist mentality.
In the second part of the course will explore an aspect that, today as yesterday, is closely related to the formation of the new generations: the problem behaviors that often generate anxiety and disorientation for those who come in contact with. Therefore, in addition to a broad theoretical framework, will be presented the stories of some characters who will help to understand the difficulties, but especially the positive potential of realization.
In this part of the course will be offered a teaching reading methodological issues related to persons with autism.
Each of the two parties split up the reading and analysis of a book of fiction by means of which students will have the opportunity to reflect on issues related to disability from a different point of view, in particular through the eyes of families. The attention to stories of life continues with the proposal of a story that tells of an extraordinary relationship between an autistic teenager and the parent author of the book.

Prima parte (I semestre)
Bocci F., Una mirabile avventura. Storia dell’educazione dei disabili da Jean Itard a Giovanni Bollea, Le Lettere, Firenze, 2011.
Favorini A.M. (a cura di) Pedagogia Speciale e formazione degli insegnanti. Verso una scuola inclusiva, FrancoAngeli, Milano, 2009.
Favorini A.M , Russo F., Relazioni e legami nell’esistenza umana. La lezione di Viktor E. Frankl, FrancoAngeli, Milano, 2014.

Seconda parte (II semestre)
Favorini A.M., I Comportamenti problema a scuola. Strategie e tecniche di intervento, Carocci, Roma, 2014.
Favorini A. M., Bocci F., Autismo, Scuola e Famiglia. Narrazioni, riflessioni e interventi educativo-speciali, FrancoAngeli, Milano, 2008.
Nicoletti G., Una notte ho sognato che parlavi, Mondadori, Milano, 2013.

IL CORSO COSTITUISCE UN’INTRODUZIONE AGLI APPROCCI TEORICI E AI PRINCIPALI CONCETTI DELLA PSICOLOGIA DELLO SVILUPPO E DELL’EDUCAZIONE. LA PRIMA PARTE MIRA A FORNIRE ALLO STUDENTE L’INQUADRAMENTO DELLA DISCIPLINA E I METODI DI STUDIO DELLA PSICOLOGIA DELLO SVILUPPO; INOLTRE VENGONO ANALIZZATE LA NATURA DELL’INFANZIA, LE INFLUENZE BIOLOGICHE E AMBIENTALI DELLO SVILUPPO, E I CONTESTI EDUCATIVI. NELLA SECONDA PARTE VENGONO PRESENTATI I DIVERSI ASPETTI DELLO SVILUPPO DEL BAMBINO: SOCIALE E RELAZIONALE, COGNITIVO, LINGUISTICO E COMUNICATIVO, ED EMOTIVO. NELLA TERZA PARTE VIENE AFFRONTATA LA PROBLEMATICA DELL’APPRENDIMENTO E DELL’EDUCAZIONE FACENDO RIFERIMENTO ALLE DIVERSE PROSPETTIVE TEORICHE. INFINE SONO TRATTATI ALCUNI APPRENDIMENTI DI BASE, COME RAPPRESENTARE, LEGGERE, SCRIVERE E CONCETTUALIZZARE.

• SCHAFFER H. R., PSICOLOGIA DELLO SVILUPPO. UN’INTRODUZIONE, CORTINA.
• AURELI T., BASCELLI E., CAMODECA M, DI SANO S., IL BAMBINO IN CLASSE, CAROCCI, 2008.
• CACCIAMANI S., PSICOLOGIA PER L’INSEGNAMENTO, LE BUSSOLE, CAROCCI, 2002.

PIÙ UN TESTO A SCELTA TRA I SEGUENTI:
BAUMGARTNER E DEVESCOVI, I BAMBINI RACCONTANO, ERICKSON.
BAUMGARTNER E BOMBI, BAMBINI INSIEME, LATERZA, 2005.
BAUMGARTNER, IL GIOCO DEI BAMBINI, CAROCCI EDITORE 2003.
BOMBI E PINTO, LE RELAZIONI INTERPERSONALI DEL BAMBINO, CAROCCI EDITORE 2002.
BONDIOLI E SAVIO, OSSERVARE L’INFANZIA, EDITOR JUNIOR.
CANNONI, IL DISEGNO DEI BAMBINI, CAROCCI EDITORE 2003.
CHESS E THOMAS, CONOSCI TUO FIGLIO, GIUNTI EDITORE.
ELIA E CASSIBBA, VALUTARE LA COMPETENZA SOCIALE, CAROCCI EDITORE, 2010.
REFFIEUNA, LE RELAZIONI SOCIALI IN CLASSE: IL TEST SOCIOMETRICO, CAROCCI EDITORE, 2003.
SCALISI, PELAGAGGI, FANINI, APPRENDERE LA LINGUA SCRITTA: LE ABILITÀ DI BASE, CAROCCI EDITORE, 2003.
SELLERI, LA COMUNICAZIONE IN CLASSE, CAROCCI EDITORE, 2004.
TANI E BAGATTI, IL BAMBINO AGGRESSIVO, CAROCCI EDITORE 2003

LO SCOPO DEL CORSO È QUELLO DI INDIVIDUARE LA STORIA, I CONCETTI ED I METODI CH COSTITUISCONO LA SOCIOLOGIA DELL’EDUCAZIONE E DELL’INFANZIA. IL CORSO VERRÀ ARTICOLATO IN TRE PARTI: NELLA PRIMA, STORICA, VERRÀ RIPERCORSA LA STORIA DELL’INFANZIA IN OCCIDENTE E NEL MONDO (STATI UNITI GIAPPONE E CINA) AL FINE DI SOTTOPORRE AGLI STUDENTI LA DIMENSIONE CULTURALE DELLA CONDIZIONE INFANTILE; NELLA SECONDA PARTE VERRANNO PRESI IN ESAME GLI AMBITI CHE DEFINISCONO LA CONDIZIONE INFANTILE: LA FAMIGLIA, LA SCUOLA, IL PROCESSO DI SOCIALIZZAZIONE, L’ASSOCIAZIONISMO, I GIOCHI E I CONSUMI CULTURALI. NELLA TERZA PARTE VERRÀ PRESA IN ESAME LA POSSIBILITÀ METODOLOGICA DI ANALIZZARE L’INFANZIA. SARANNO PRESE IN CONSIDERAZIONE TECNICHE QUANTITATIVE E QUALITATIVE.

1) MARINA D’AMATO, PER UN’IDEA DI BAMBINI, ARMANDO EDITORE, ROMA
2) MARINA D’AMATO, PER UNA SOCIOLOGIA DELL’INFANZIA, IN CORSO DI PUBBLICAZIONE, CAROCCI, ROMA

UN TESTO A SCELTA TRA:
MARINA D’AMATO, TELEFANTASIE, (PRIMI 4 CAPITOLI) FRANCO ANGELI, MILANO
MARINA D’AMATO, MUSEI E IDENTITÀ SOCIALE, LE LETTERE, FIRENZE
MARINA D’AMATO, BAMBINI MULTIMEDIALI, ISTITUTO DEGLI INNOCENTI (SCARICABILE DAL WEB)
MARINA D’AMATO, IMMAGINARIO E SATANISMO, UNIVERSITARIA, PADOVA
MILENA GAMMAITONI, LA FUNZIONE SOCIALE DEL MUSICISTA, EDUP, ROMA
MILENA GAMMAITONI, PER UNA SOCIOLOGIA DELLE ARTI. STORIA E STORIE DI VITA, CLEUP, PADOVA

The course is divided into two terms, each composed of two parts. The 1st term will deal with the prejudices and myths regarding language and languages. The 2nd term will deal with the basics of contemporary syntax, with special reference to the syntax of Italian among the languages of the world.

"Language in Myth and Reality. A survival course against linguistic myths and prejudices"

1st part – LANGUAGES
1. Are there such things as superior/inferior languages?
2. Are dialects poor imitations of languages?
3. Is spoken language a poor replica of written language?
4. Are languages improving or getting worse?
5. How many languages are there in the world?
6. Are there such things as unpronounceable sounds (if you are not a native speaker)? (1)
7. Are there such things as unpronounceable sounds (if you are not a native speaker)? (2)

2nd part – LANGUAGE
1. Are languages taught to children?
2. Do animals speak or can they learn a human language?
3. Why do other people speak weird (and pretend they do not understand me)?
4. Where do new words come from?

2nd TERM
“The syntax of Italian”

1. Foundations of contemporary syntax
2. Main features of Italian syntax

Course aims to provide competences related to the contents of the life sciences.
Topics include: scientific method, evolution. History of life on Earth. The living beings and their classification. Binomial nomenclature. Diversity of plants and animals. The human body. Proposals for experiments and observations.

The workshop Inclusive Didactics: implications and applications is finalized to develop in students competences linked to inclusive didactics. Good practice and experiences ( from Cooperative Learning to Metacognition, from Prosocial Behaviour and Social Skills to narrations) will be examined involving personally the attenders.

The workshop Inclusive Didactics: implications and applications is finalized to develop in students competences linked to inclusive didactics. Good practice and experiences ( from Cooperative Learning to Metacognition, from Prosocial Behaviour and Social Skills to narrations) will be examined involving personally the attenders.

Course content
Course title: Migration childhood, meeting of cultures and the child's right to education

Course programme:
Intercultural and Citizenship Pedagogy is one of the fundamental course in the curriculum for students who become teacher of Primary School. The discipline aims at forming the knowledge and competences related to intercultural and citizenship education in consideration of the international migration and the recent introduction of “Constitution and Citizenship” as new compulsory subject in the national curriculum. The knowledge of the Italian Constitution leads the students to the identification of the political and socio-cultural values and understanding the meaning of the resources and strategies for the active citizenship education in the multicultural society and multi-faith context. Special attention concerns the migration of children in the Third Millennium and the experience of Italian Women Migration in Scotland. The research in school educates new teachers for the social inclusion with action against cultural prejudices, racism and social discrimination. The concepts of peace, tolerance, solidarity and responsibility as inclusive citizenship open to challenge in the face of persistent migration that increasingly involves refugee children, unaccompanied at risk of dropping out.

Teaching methods
- In the presence and distance teaching and learning
- Interactive teaching and learning
- On line documents
- Internet communication
- Scientific research
- E-mail: schistolini@uniroma3.it
- Website: www.sandrachistolini.it

Assessment methods
Two written verification texts before the oral examination.

Reference books
Students who attend the lessons study: first Semester
1) S. Chistolini, Libertà e cittadinanza nell’immagine del pensiero. Studiare all’università per insegnare nella scuola, Kappa, Roma, 2008 (teacher donation)
2) S. Chistolini (a cura di), La riforma della scuola. Riflessioni in memoria di don Mario Ferracuti, Andrea Livi, Fermo, 2015.
3) A. de Saint-Exupéry, Il piccolo principe, Bompiani, Milano, 2003, or other Edition.
4) Research about Migrant Children (one book every two students)
5) Documents on line.
6) Documents available during the lessons.

First written text: end of first semester

Students who attend the lessons study: second Semester
1) H. Jonas, Il principio responsabilità. Un’etica per la civiltà tecnologica, Einaudi, Torino, 2002, or other Edition.
2) L. Corradini, La Costituzione nella scuola. Ragioni e proposte, Prefazione di Valerio Onida, Erickson, Trento 2014.
3) Costituzione della repubblica italiana, http://www.governo.it/Governo/Costituzione/CostituzioneRepubblicaItaliana.pdf
4) M. Lodi (a cura di), Costituzione. La legge degli Italiani riscritta per i bambini, per i giovani...per tutti, Casa delle Arti e del Gioco, Cremona 2008, http://www.casadelleartiedelgioco.it/chisiamo.php, o altro testo fornito in aula
5) Documents on line.
6) Documents available during the lessons.

Second written text: end of second semester
Annual oral examination from June.

Students who do not attend the lessons study: first Semester
1) S. Chistolini, Donne italoscozzesi. Tradizione e cambiamento nel progetto migratorio della famiglia italiana in Scozia, Franco Angeli, Milano 2011.
2) S. Chistolini (a cura di), La riforma della scuola. Riflessioni in memoria di don Mario Ferracuti, Andrea Livi, Fermo, 2015.
3) One scientific article in English about interculture, the teacher will give the article with download from the website www.sandrachistolini.it)
4) Documents on line.

First written text: end of first semester

Students who do not attend the lessons study: second Semester
1) H. Jonas, Il principio responsabilità. Un’etica per la civiltà tecnologica, Einaudi, Torino, 2002, or other Edition.
2) L. Corradini, La Costituzione nella scuola. Ragioni e proposte, Prefazione di Valerio Onida, Erickson, Trento 2014.
3) Costituzione della repubblica italiana,http://www.governo.it/Governo/Costituzione/CostituzioneRepubblicaItaliana.pdf
4) M. Lodi (a cura di), Costituzione. La legge degli Italiani riscritta per i bambini, per i giovani...per tutti, Casa delle Arti e del Gioco, Cremona 2008, http://www.casadelleartiedelgioco.it/chisiamo.php
5) Documents on line.

Second written text: end of second semester

Annual oral examination from June.

Further information
Home page: www.sandrachistolini.it
Email: schistolini@uniroma3.it

The course of Children's Literature intends to address the teachers to make them aware of the importance of reading literary texts (led by adult or staff) plays in the education of children (from the first months of life) and adolescents.
Many lessons will be dedicated to the identification of the most appropriate strategies to develop the so-called pleasure of reading and to generate in young readers essential motivational processes. Reading aloud, the animated reading, the environment construction of reading, the physical relationship with the object-book, the reading of the images, the places where play reading promotion (school, library, playroom, home etc. ): these are just some of the themes that run through and determine the child's relationship with the literary text and we have to deal with knowledge and pedagogical skills to address the serious problem of removal of young people from reading practices.
Besides these theoretical lessons of prof. Cantatore will be constantly characterized by:
1. suitable focus historians to identify the most important passages of the progressive formation of a literary tradition specifically dedicated to young people;
2. practical demonstrations of how to read a book to / with children (in this case it is requested the active participation of the students).
During the course will be projected film adaptations of literature for children and are often invited to give lecture writers, illustrators, critics, publishers, booksellers, educators, teachers specializing in children's literature.
During the course it will be useful to build moments of virtual meeting between the teacher and students via computer (exchange of teaching materials, emergency alerts, information on events related to children's literature to which you can participate as exhibitions, performances, exhibitions, fairs etc.). And 'essential that all students enroll platform formonline Roma Tre.

S. Blezza Picherle, Formare lettori, promuovere la lettura: riflessioni e itinerari narrativi tra territorio e scuola, Franco Angeli, Milano 2013.
L. Cantatore, Parva sed apta mihi: il paesaggio domestico nella letteratura per l’infanzia del XIX secolo, ETS, Pisa 2015 (dalla lettura di questo saggio lo studente dovrà scegliere liberamente uno dei romanzi citati, leggerlo integralmente e costruire un breve percorso storico-critico sull’autore e il suo tempo).
M. Alfonsi, La strada come testo: spazio-tempo nel romanzo di formazione, SECOP edizioni, Corato (BA) 2015
I. Cohen, L’ultimo viaggio, Orecchio Acerbo, Roma
E. Detti, Leda e il mago, ilpepeverde.it, Roma
R. Innocenti, Rosa Bianca, La Margherita edizioni, Milano

The following issues will be take into account during the course:

1) the current debate concerning Italian school and society due to the transformation of the school system from the integration model to the inclusion one. Thus, the Disability Studies (DS) – started from the seventies particularly in the Anglo-American and North European context – are an important interlocutor to operate a critical reflection about the current transformation.
The Disability Studies, in effect, plainly criticized the medical and individual model as the only foundation of the conceptualizations about deficit and disability and propose a re-reading of normative and social languages, of institutional practices that provoke exclusion, of barriers to everybody learning and participation. At the same time, supported by different perspectives, they promote the pursuit of emancipation and self-determination of those who daily live the disabled condition.

2) the new tendencies of Special Pedagogy in light of the ongoing social transformations with a focus on the implications that this entails in didactics’ practices;

3) the diversities representations in modern and contemporary society. Trough a close examination of literary, cinematographic, musical and theatrical tales will be launched a reflection on why and how diversities should/could be understood, valorized and conceived as a precious element of originality and not as a perturbing phenomenon.

I semester
MEDEGHINI R., D'ALESSIO S. MARRA A.D., VADALÀ G., VALETLLINA E., Disability Studies. Emancipazione, inclusione scolastica e sociale, cittadinanza, Erickson, Trento, 2013.
d’ALONZO L., BOCCI F., PINNELLI S., Didattica speciale per l’inclusione, La Scuola, Brescia, 2015.
GARDOU C., Diversità, vulnerabilità, handicap. Per una nuova cultura della disabilità, Erickson, Trento, 2006.
II semester
BOCCI F. (ED.), Altri sguardi. Modi diversi di narrare le diversità, Pensa Multimedia, Lecce, 2013.
WOLLSTONECRAFT SHELLEY M., Frankenstein ovvero il Prometeo moderno (una qualsiasi edizione)
WÜRTH G., L’accarezzatrice, Mondadori, Milano, 2014.

N.W.
Students that will take the exam for 8 CFU should study all the texts indicated as references.

Students that, having had a transfer credit of 4 CFU, will take the exam for the remaining 4 CFU should study the following texts:

d’ALONZO L., BOCCI F., PINNELLI S., Didattica speciale per l’inclusione, La Scuola, Brescia, 2015.
GARDOU C., Diversità, vulnerabilità, handicap. Per una nuova cultura della disabilità, Erickson, Trento, 2006.
MEDEGHINI R., D'ALESSIO S. MARRA A.D., VADALÀ G., VALETLLINA E., Disability Studies. Emancipazione, inclusione scolastica e sociale, cittadinanza, Erickson, Trento, 2013.

Students that, having had a transfer credit of 6 CFU, will take the exam for the remaining 2 CFU should study the following texts:

d’ALONZO L., BOCCI F., PINNELLI S., Didattica speciale per l’inclusione, La Scuola, Brescia, 2015.
MEDEGHINI R., D'ALESSIO S. MARRA A.D., VADALÀ G., VALETLLINA E., Disability Studies. Emancipazione, inclusione scolastica e sociale, cittadinanza, Erickson, Trento, 2013.

1. THE BASIC ELEMENTS OF THE VISUAL GRAMMAR
2. THE GRAPHIC REPRESENTATION OF SPACE.

Munari B., Il laboratorio per bambini a Brera. Progetto e metodo del primo laboratorio per bambini alla Pinacoteca di Brera a Milano 1977, Bologna 1981, Zanichelli.
Argan G.C., L’arte moderna, Firenze 1996, Sansoni

Introduction: chemistry in everyday life.
Matter and states of matter.
Brief chemistry history
Lavoisier and the law of mass conservation , the function of oxygen in combustion processes.
Experiment:
Demonstration of Lavoisier law: reaction of baking soda with vinegar.

From macro to micro
The atom: parallels between cosmos and atom laws (basics and analogies) (brief introduction)
Electrons, protons and neutrons. Examples to understand the relationships among the masses.
The atomic number, the mass number, the atomic weight and isotopes.
Quantifying the matter: definition of mole and Avogadro's number. Teaching examples.
The interactive periodic table: investigating the objects of common life. Orbitals and the
electronic configuration of the elements.
Groups, periods and valence electrons.
Properties of elements and their variations: atomic radius, ionization energy,
electronic affinity and electronegativity.

The chemical bond
From macro to micro: the macroscopic properties of matter (shape, size, hardness,
colour etc.), the nature of chemical bonds.
The binding energy, strong and weak interactions.
The covalent bond (covalent and dative), ionic, metallic, interactions of van der Waals bond and
hydrogen bonds. Common life examples to explain the properties of matter as a result of various types of chemical interactions: graphite, NaCl, water, macromolecules and DNA.

The chemistry of solutions
Definition of system and phase (homogeneous and heterogeneous).
Examples of pure substances and mixtures.
Solutions: solute and solvent, functions and interactions.
Colloids.
The phase transitions. The influence of temperature and pressure:
energy considerations on the mobility of molecules and atoms.
Water phase diagram.
How to quantify solutions: molarity, molality and volume fraction.
Polarity, examples and instructional videos.
Solubility and variation in relation to temperature and pressure.
The partial pressure.
The dispersed systems: suspensions, foams and emulsions. Examples of dispersed systems. Surfactants: classification and their role in detergents.
Experiment
Water, oil and the behaviour of a dye into a heterogeneous mixture.
Instructional video easily reproducible on surfactants
The effect of a detergent in a solution of milk and dyes: affinity and polarity of liquids.
(Https://www.acs.org/content/acs/en/education/whatischemistry/ adventures-in-chemistry / experiments / colors-move.html)

Education Board 1: Recycling of plastic
Easily reproducible instructional video on the construction of a plastic from milk proteins
(Https://www.youtube.com/watch?v=akhs3wcSDGA)

Colligative properties
Influence of the amount of solute on the properties of a generic solution: from macro to micro.
Lowering of Pressure Vapour (explanation of Raoult's Law)
Boiling Point Elevation and freezing point depression (Examples)
The Osmotic Pressure (Examples of solutions isotonic, hypertonic, hypotonic)
Instructional video easily reproducible on Osmotic Pressure: changes in weight and size
of an egg in dependence of the concentration of the solution in which is immersed (https://www.youtube.com/watch?v=qWwWcP4jfIY)

The Chemical Reactions
Reversible and irreversible chemical processes (Examples)
Chemical processes speed, kinetics (Examples): Theory of Collisions, the activation energy.
Influences on reaction rate: concentration, temperature and catalysts.
Examples of catalysis:
Enzymatic catalysis: the burning of sugar inside and outside the human body.
Instructional videos on burning sugar
(Https://www.youtube.com/watch?v=qWwWcP4jfIY
https://www.youtube.com/watch?v=E0VUIE5zfYc)
The catalytic mechanisms in the catalytic converter
Spontaneous chemical processes, Thermodynamic Chemistry: Exergonic and endergonic reactions, exo and endo-thermal reactions (Examples: combustion reactions, photosynthesis). The thermodynamic quantities (enthalpy, entropy, free energy). Classification by examples of different types of chemical reactions: synthesis reactions, replacement simple and double, decomposition, redox.

Acid-Base Reactions
Exergonic reactions, endergonic, exothermic and endothermic.
A different way to describe the reaction: free energy, enthalpy and entropy.
ACID AND BASES
Arrhenius theory: examples and limits.
Bronsted-Lowry theory, examples. Concept of acid and conjugate base.
Lewis theory.
Educational videos on the reactivity in water of the metal elements of the first group (https://www.youtube.com/watch?v=m55kgyApYrY), the action of the acid on the copper coins (http://www.videojug.com / film / how-to-clean-a-penny) and finally the reaction of aluminium in a
soda solution (https://www.youtube.com/watch?v=CASWxyisT28).
The ionization reaction of water and the product definition ion.
The pH scale with examples of substances and the known solutions.

Reactions oxide -reduction
Introduction on the world of energy consumption
Advantages and disadvantages of the hydrogen economy: fuel cells
Operation fuel cell with hydrogen:
(Http://upload.wikimedia.org/wikipedia/commons/4/4a/Motore-idrogeno_hydrogen_engine.gif)


From macro to micro: the variation of the oxidation number in the processes of oxidation and reduction.
A qualitative view of stack, the movement of the electrons and the conversion of chemical energy into electrical energy.
Examples of rechargeable batteries: lithium and graphite.
Instructional video on a pile crafts.
 The redox and alcohol test
Instructional video on how to make an 'invisible' ink.
https://www.youtube.com/watch?v=Be-_OgewR1M

Electrolytic cells: converting electrical energy into chemical energy.
Exercises on the balance of redox reactions.

Educational board 2. Surfactants: soap to carriers for drugs
Educational board 3: The chemical feeding and sport
Educational board 4: The chemistry in renewable energy

The Laboratory aims at producing the following abilities:
1. to place elements and territorial phenomena in the geographic space;
2. to read spatial phenomena, processes and their interactions;
3. to develop the geographic analysis using sources, materials and methods.

Teaching strategies aim at developing the orienteering, perception and representation of the geographic space.

For this purpose the student will acquire the competences necessaries to produce:
1. simple graphs (pyramid of the ages) which could be also drawn in the Primary school;
2. overlapping of the scientific maps IGM on the satellite maps and analysis;
3. brief texts to analyze the activities carried out.

Teaching tools: Notes and teaching material available on the platform Formonline

The course consists of 60 hours, including 40 hours of lessons and 20 hours on-line, in the first semester.

Schaffer, H. R. (2005). Psicologia dello sviluppo. Milano, Raffaello Cortina.
Caprara, G.V., Gerbino, M., Luengo Kanacri, P., Vecchio, G.M. (2014). Educare alla prosocialità. Teoria e buone prassi. Milano - Torino: Pearson Italia.
Teaching materials provided by the teacher on the e-learning platform of the University (Formonline).

USE OF GRAPHIC TECHNIQUES OF REPRESENTATION: ORTHOGRAPHIC PROJECTIONS AND ISOMETRIC PROJECTIONS.
CODES OF VISUAL GRAMMAR AND CONFIGURATION OF THE MESSAGE.
• COLOR AS FORM AND MEANING
• LEVELS OF IMAGE READING: ICONIC, ICONOGRAPHIC AND TOPOLOGICAL.
• SINCE EARLY EIGHTEENTH CENTURY TO THE ARTISTIC AVANT-GARDES OF THE TWENTIETH CENTURY
• GRAPHICAL SIGN AS MIMESIS OF THE VISUAL COMMUNICATION: ELEMENTS IN PERSPECTIVE
• MOTIVATIONAL ASPECTS OF GRAPHIC EXPRESSION OF THE CHILD
• THE GRAPHIC FROM THE STAGE TO THE NON-ICONIC SYMBOLIC IN CHILDHOOD

REFERENCES
ARNHEIM R., ARTE E PERCEZIONE VISIVA, MILANO 2005, FELTRINELLI (CH. 1, 4, 7);
DORFLES G., VATTESE A., PRINCI E., ARTE E ARTISTI. DALL'OTTOCENTO A OGGI, VOL. 3, BERGAMO 2011, ATLAS;
DORFLES G., PINOTTI A., MANUALE DI DISEGNO, BERGAMO 2014, ATLAS.
MUNARI B., IL LABORATORIO PER BAMBINI A BRERA. PROGETTO E METODO DEL PRIMO LABORATORIO PER BAMBINI ALLA PINACOTECA DI BRERA A MILANO 1977, BOLOGNA 1981, ZANICHELLI

RECOMMENDED BOOKS
ARGAN G.C., L’ARTE MODERNA, FIRENZE 1996, SANSONI
DE MICHELI M., LE AVANGUARDIE ARTISTICHE DEL NOVECENTO, MILANO 1996, FELTRINELLI
ITTEN, JOHANNES ARTE DEL COLORE, MILANO 2002, IL SAGGIATORE
KANDINSKY W., LO SPIRITUALE NELL’ARTE MILANO 2007, ADELPHI
MENNA F., LA LINEA ANALITICA DELL’ARTE MODERNA, TORINO 1999, EINAUDI
MUNARI B., FANTASIA, BARI 2009, EDITORI LATERZA
SCIOLLA G. C., STUDIARE L’ARTE, TORINO 2010, UTET

First semester - The landscapes of the nature. Environmental frameworks and geo-morphological processes.
The processes generated by the sub-crustal forces and by the exogenous agents that shape the surface of the Earth.

Second semester - The human action on the territory and the processes of the regionalization.
After a presentation of the tools of the geographer 's territorial analysis (cartography and statistics), the course will proceed to an examination of the different issues of the human geography: demographic trends; the organization of the rural areas; the logic of industrial location and the geography of the movement; urban geography; the political-administrative organization of the spaces and the regionalization.

E. Lupia Palmieri, M. Parotto, "Il globo terreste e la sua evoluzione", Zanichelli, sixth ed.
NB. The following chapters are excluded: 1, 2, 3, 4, 5, 17.

P. Dagradi, C. Cencini, "Compendio di geografia umana", Bologna, Pàtron,

G. De Vecchis – R. Morri, "Disegnare il mondo", Carocci Faber, 2010

M.R. Di Santo, L.Landi, "Lo spazio intorno a noi", Carocci Faber, 2007

D. Pasquinelli d’Allegra, "La geografia dell’Italia", Carocci Faber, 2009

D. Pasquinelli d’Allegra, "Una geografia… da favola". Carocci Faber, 2010

Teaching materials will be available on the platform Formonline.

The laboratory includes 8 hours of classroom activities.

Teaching materials provided by the teacher on the e-learning platform of the University (Formonline).

The laboratory includes 8 hours of classroom activities.

Teaching materials provided by the teacher on the e-learning platform of the University (Formonline).

The program will be based on the following points:
1) the object of the discipline;
2) the historiographical schools;
3) sources and methods;
4) the evolution of history teaching in Italian schools;
5) the training of teachers and the evolution of history teaching in primary (elementary) school;
6) the types of teaching history in primary school;
7) the laboratory.

Walter Panciera and Andrea Zannini (eds.),Didattica della storia. Manuale per la formazione degli insegnanti, Firenze, Mondadori-Le Monnier, third edition, november 2013;
Paolo Bernardi and Francesco Monducci (eds.),Insegnare storia. Guida alla didattica del laboratorio storico, Torino, UTET Università, second edition, 2012.

Educational objectives
The course is designed to acquire knowledge and competences within the physical activities for the developmental age through the analysis of the scientific bases of the control and the development of the movement. To obtain awareness about the importance of the motor skill activities in social, cultural and educational sphere. To know how to diversify the didactic proposals to apply at the different age groups and phases of the human development to reinforce and to strengthen types of intervention through the human movement. To obtain awareness about the importance of the physical activities within the primary, secondary and tertiary prevention of the chronic-degenerative diseases with particular attention to the obesity in developmental age.

Contains

Introduction to the history of the sport.
School regulation
Physical activity and overweight / obesity.
Structuring body image.
The self-perception.
Life skills.
Basic motor schemes.
Coordinating and conditional motor skills.
Physical skills ability.
Recreational aspects of the physical activity.
Physical activity and sport Classification.
Physical activity Evaluation.
Physical Activities and disability.
Teaching Methods.
Structure of a lesson.

Laboratory of methods and didactics of the physical activity.
To plan interventions of motor skill activity in the kindergarten and in the primary school.

The course will be structured in three parts.
The first part will develop basic historical knowledge of Italian literature, from 1861 to present day alongside an overview of the literary movements characteristic of the period.
In the second part, students will study the most significant works of the 1800's and of the first half of the 1900's. A work regarding the critical selection of contemporary authors will then follow.
During the third part, students will develop methodological teaching elements aimed at building along side future students:
- educational paths for individual work, in-group collaboration and reading out loud;
- direct knowledge of classical authors in Italian literature.

1) Antonio Piromalli, Storia della letteratura italiana, capitoli dal XIV alla fine (interamente consultabile in rete all'indirizzo www.storiadellaletteratura.it)
2) Giulio Ferroni, Storia della letteratura italiana.il Novecento e il nuovo millennio, vol. IV, Mondadori, Milano 2012
3) Gianna Marrone, Libri che parlano di libri. Letterature, scritture, letture, libri, Il Pepeverde, Roma 2015 (e-book)
4) 4 reading classical texts and four contemporary texts

The formation of teaching oriented projects regarding:
- reading out loud to preschool students;
- individual and/or collective open readings in primary schools.
The workshop may require students to participate in guided tours of literary events and exhibitions.

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 CLIL and Content-based Learning techniques.

Having passed the B2 level of English at CLA is mandatory to access the Lab.

- M. SLATTERY, J. WILLIS, L’inglese per I docenti della scuola primaria, Oxford University Press, 2005
- P. LIGHTBOWN, N. SPADA, How Languages are Learned, Oxford University Press
- J. HARMER, How to Teach English, Pearson Longman, 2007


Further materials will be at students' disposal on the teacher's "Bacheca" (on the Department website)