Degree Course: Primary teacher education Syllabus for A.Y. 2019/2020

Italian version

FIRST YEAR

First semester

Course	Credits	Scientific Disciplinary Sector Code	Contact Hours	Exercise Hours	Laboratory Hours	Personal Study Hours	Type of Activity	Language
22902362 - History of schools and educational institutions (objectives) The course program is focused on history of Italian school since the unification of Italy to present days. Not only the main changes concerning school programmes through various historical periods but, first and foremost, the very idea of school underlining the juridical-institutional changes occurred between the XIX and the XX centuries will be analysed. Indeed, one of the main objectives of this course is understanding the close relationship between school and society or, in other words, between educational institutions and the society as a whole. Furthermore, beside analysing institutional transformations affecting the school, certain innovative pedagogical experiments realized within the school during the XX century will be studied. Finally, by reading a classical text by John Dewey, some of the most important and innovative topics of the history of pedagogical thinking will be reflected. Knowledge and understanding: - the epistemolgical and metodological dimension of the subject matter; - history of Italian school since 1860 to the latest reforms; - the most innovative pedagogical thinking, both as a history of ideas and as experiments, realized through the XX century. Applying knowledge and understanding: - the close relationship between school and cultural and economic transformations of the Italian society; - the relationship between the current Italian school and its history. Making judgements: - on current events in the light of historiographical interpretations; - on the educational-institutional setting of the school in the context of the society a whole. Communication skills: - Cooperative learning within the classroom; - How to use communicational and relational skills in other learning and educational contexts. Learning skills: - ability to perform critical-historical analyses of educational phenomena; - developing the aptitude to making research in history of education. - BORRUSO FRANCESCA (syllabus) This course’s learning objectives are the following: 1) to acquire the fundamental notions concerning the historical and educational landscape of the History of Italian school since post Unity to the present 2) to acquire the fundamental principles concerning the History of teachers in Italian schools since the Unity to the present 3) to understand the difference between history of institutions and total history, an historiographic paradigm developed by the annalistic school 4)to acquire the specificity of the educational language by reading a classic of literature (reference books) 1. Saverio Santamaita, Storia della scuola, Milano, Bruno Mondadori, (latest edition). 2. Anna Ascenzi, Drammi privati e pubbliche virtù: la maestra italiana dell'Ottocento tra narrazione letteraria e cronaca giornalistica, EUM, Macerata, 2012 3. John Dewey, Scuola e società, Editing and Preface by F. Borruso, Edizioni Conoscenza, Roma, 2018	8	M-PED/02	60	-	-	-	Basic compulsory activities	ITA
22902364 - General Didactics (objectives) This teaching is proposed for increasing or encouraging the comprehension of: - the relationship between the didactic and personal culture of the teacher and the flexibility of his/fer didactic action; - the connection between didactic actions and actions of the media; - the centrality of the child in the didactic actions chosen by the teacher, as dictated by the “Indicazioni Nazionali per il curricolo della scuola dell’infanzia e del primo ciclo di istruzione”. Studying General Didactics the student will be able to achieve the following educational aims, in the field of Knowledge and understanding: - To connect the characteristics of an education system to its historical, economic and cultural reasons; - To connect culture and didactic action to specific media; - To individuate the difference between didactic methods and didactic techniques; - To improve her/his own pedagogical and didactic culture. Applying knowledge and understanding: - To read and comment the text of the “Indicazioni Nazionali per il curricolo della scuola dell’infanzia e del primo ciclo di istruzione”; - To complete his/her own educative and didactic experiences/point of view with the suggestions received; - To propose didactic hypothesis coherent with the Italian and European regulatory framework. Making judgements: - To identify the peculiarity of every didactic point of view to choose one’s own; - To debate and value the features and the implications of the didactic point of view proposed by the professor; - To improve own awareness about the responsibility of the teaching rule. Communication skills: - To debate explaining his/her own point of view and educational and didactic experiences; - To improve the ability to read aloud and to speak in public; - To increase his/her own abilities to use digital and multimedia technologies. Learning skills: - To increase independent judgement about the proposed and debated matters; - To increase the need continuous of in-depth analysis and documentary research on the Internet, books and periodicals; - To increase his/her own personal culture involving him/herself in the multimedia and digital culture. - MARTINI ORNELLA (syllabus) This teaching is proposed for increasing or encouraging the comprehension of - the relationship between the didactic and personal culture of the teacher and the flexibility of his/fer didactic action - the connection between didactic actions and actions of the media - the centrality of the child in the didactic actions chosen by the teacher, as dictated by the “Indicazioni Nazionali per il curricolo della scuola dell’infanzia e del primo ciclo di istruzione” (reference books) MIUR, Indicazioni Nazionali per il curricolo della scuola dell'infanzia e per il primo ciclo di istruzione, 2012 BRUNO CIARI, Le nuove tecniche didattiche, edizioni dell'Asino, 2012 JEAN PIAGET, Lo sviluppo mentale del bambino, Einaudi, 2001 SONIA COLUCELLI, Montessori incontra... Intrecci pedagogici tra scuola montessoriana e didattiche non tradizionali, Erickson, 2108	6	M-PED/03	45	-	-	-	Basic compulsory activities	ITA
22910060 - METODOLOGIA della RICERCA EDUCATIVA (objectives) Specific objectives carried out during the course are the following: - identify theoretical and methodological framework as regards empirical and experimental research; - define a problem for research; - design and project hypotheses in educational research; - identify the main research tools; - learn how to critically redraft hypotheses; - identify paths to solve educational issues. Through the course of Methodological reserach in Education, students will be able: In terms of knowledge and understanding: - knowledge of the main theoretical foundations of research in educational context; - knowledge of the main phases of the educational research process; - knowledge of the main analysis tools and evaluation methods in education. In terms of applying knowledge and understanding: - ability to define hypothesis in the educational research context; - ability to use the main data collection tools; - ability to use the main tools for analyzing and evaluating data. In terms of making judgements - ability to formulate research projects in the educational context that respond to the educational needs of a given situation; - ability to formulate judgments on experimental educational situations. In terms of communication skills - ability to present the objectives and phases of an educational research project in an orderly and reasoned way; - ability to critically expose the analyses and evaluations of an experimental research project in educational context. In terms of learning skills: - willingness to explore the perspectives of research in education. - POCE ANTONELLA (syllabus) 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. Lecturing is based on active participation of the sudents, providing interactive situation studies and using new technologies. In particular, an activity to create OERs for cross sectional competencens development in the framework of heritage fruition with in primary school level teaching and learning will be offered. (reference books) Poce A., Cultural Heritage and the Development of XXI Century Skills in Primary Education, Milano, FrancoAngeli, 2018. - Poce A., Tecnologia Critica, Creatività e Didattica della Scienza, Milano, FrancoAngeli, 2015. - Materiali resi disponibili durante il corso	4	M-PED/04	30	-	-	-	Basic compulsory activities	ITA
2290602 - Chemistry and chemistry teaching (objectives) Analyzing the conceptual basis of modern Chemistry comparing the ancient vision of matter as a compound of four elements with the discovery of the Periodic table of elements, the concepts of molecule, valency, and chemical reaction. Presenting the first ideas about chemistry from a superior point of view: states of matter and their transitions, solutions, the geometric structure of crystals, some elements like metals, oxygen, hydrogen, and chemical composition of substances. Deepening the fundamental aspects of the methodology for teaching Chemistry to children: observing objects and substances, the microscope, laboratory experiments, questioning further than candid ideas, the dialogue with the teacher and among peers, and the ability of accounting for scientific information. In terms of knowledge and understanding: - know the elementary chemistry to which children can be approached in pre-primary and primary school, using disciplinary, epistemological and historical elements; - know the crucial topics of chemistry education in pre-primary and primary school. In terms of the ability to apply knowledge and understanding: - promote the ability to carry out educational activities appropriate to the age of children aimed at introducing the topics of chemistry in an engaging and solid way, taking advantage of teaching materials, the resources of the school and the territory; - promote an overall history of the initiation of children to thought in the cycle of pre-primary and primary school. In terms of making judgments: - develop the ability to deal with educational situations in schools and to make educational decisions; - encourage the opening to renewal of teaching practices through the combination of historical, epistemological and didactic research. In terms of communication skills: - develop the ability to bring chemistry and scientific thought closer to children with appropriate tools, instruments, examples, sounds, objects starting from experience and through problems, developing the skills for dialogue in the scientific-philosophical field and the ability to represent geometric and symbolic. In terms of learning skills: - promoting skills and interest in the history and epistemology of chemistry, through books and articles, courses and conferences, with discernment and depth. - NAPONIELLO GAIA CLARA MERCEDES (syllabus) - Teaching sciences: the role of history in science teaching (The structure scientific revolutions, T. Kuhn ); the scientific method according to the vision of Mary Everest Boole; meaning of anomalies in the history of science; the false myth of certain knowledge and absolute truth. - Ordinary associations with the word chemistry: a microscopic view coupled with the preconception of chemistry as responsible for pollution. A humanistic vision of science and chemistry. - Why teaching chemistry in the primary school: between scientific illiteracy, practical utility in everyday life and education for democracy (Roald Hoffmann, The same and not the same) The role of teacher in science teaching, the importance of mimesis and storytelling. The prehistoric origins of chemistry and chemistry today: beyond mistrust and hyperspecialization. - Topics of chemistry in primary school. Chemistry from macro to micro. The role of the unconscious in child science education. - The matter: definitions and key concepts through a microscopic analysis, didactic examples. Matter seen according to a historical approach: between finite and infinite (the importance of existential questions); the development of the Aristotelian and atomistic conception. - The atom: The atomic model today and the periodic table today. Subatomic particles, features and functions. Orbitals and electronic configuration. The Lewis structure. The periodic table: periodic properties of the elements (atomic radius, first ionization energy, electron affinity and electronegativity). Didactic examples, good and bad practices. The renaissance of atom conception and the affirmation of atomism (Gutemberg, Galilei, Gassendi, Boyle): the role of air and gases. - Modern chemistry: the different views of atom, element and compound. Lavoisier: element and compound. The Ponderals Law and the concept of molecule. The law of conservation of mass. Didactical experiments on the law of conservation of mass. Towards a quantitative approach (Van Helmont). Proust and Dalton. Dalton's atomic theory. Molecules: Avogadro and Gay-Lussac. The Mole. - Chemical bond: strong bonds (ionic bond, covalent, metallic); weak interactions (Van der Waals forces, Hydrogen bond). From the macroscopic properties of matter (shape, size, hardness, color etc.) to the nature of chemical bonds. - The chemistry of mixtures: heterogeneous and homogeneous mixtures. Solutions: solute and solvent, functions and interactions. Phase transitions. The influence of temperature and pressure on phase transitions. Water phase diagram. How to quantify a solution (molarity, molality and volume percentage). The polarity, examples. Solubility variation with temperature and pressure. Dispersions: suspensions, foams and emulsions. Colligative properties. - Chemical transformations, historical path. Alchemy. Reversible and irreversible chemical processes (Examples) Why do reactions occur? Reaction rate (Examples): Collision Theory, activation energy, catalysts. Examples. Combustion, didactic examples. Exo and endo-thermic reactions (didactic examples). -Acid-Base reactions. Historical path of acid and base theory. Qualitative and quantitative approach. Arrhenius theory: examples and limits. Bronsted-Lowry theory, examples. Lewis theory. Didactic proposals. (reference books) Asimov I., Breve storia della chimica. Introduzione alle idee della chimica, Zanichelli, 2011 Magrone P. Millan Gasca A. I bambini e il pensiero scientifico. Il lavoro di Mary Everest Boole. Carocci, 2018 Nivaldo J. Tro., Introduzione alla chimica, Pearson, 2013	4	CHIM/06	30	-	-	-	Core compulsory activities	ITA

Second semester

Course	Credits	Scientific Disciplinary Sector Code	Contact Hours	Exercise Hours	Laboratory Hours	Personal Study Hours	Type of Activity	Language
22902361 - GENERAL PEDAGOGY (objectives) General Pedagogy concerns the theoretical and practical training in general education of the future teacher in pre-primaryand primary school. The General Pedagogy is a basic discipline in the curriculum of teacher education and is preliminary to any other discipline. For this reason its study is considered crucial for acquiring the necessary scientific language to understand the epistemological articulation, historical, methodological and introduces the pedagogical knowledge in the context of international development of science education and the definition of the pedagogical theory. The discipline forms to the analysis and understanding of the educational process with critical reflection on the elements that characterize the educational action taking into account the centrality of the person, who is the origin and end of the speech on education. The consideration of the anthropological background which is rooted to the school of the future teacher requires an open mind formation and a professional competence constantly updated. Teachers should be able to respond to the contemporary challenges which make problematic the issue of child development. The study of pedagogy relies on the production of meaning and educating considers relevant contributions of authors and schools of thought that mark the path of transformations that are partially consolidated, such as historical one, and partly on the move, as the becoming of the same education of teacher. The dynamic interaction between possessed knowledge and acquired knowledge allows you to enter the heart of the educational problems and address them with the necessary knowledge. The route leads to the definition of the profile of the teacher in Italy and in Europe, through the knowledge of the formative history outlined by educators and pedagogues who generated scientific theories and scientifically relevant practices starting from their school experience. The connective tissue of the different phases of teaching considers the balance between theory, practice and development, which is the definition of a triple identity: subject, object, knowledge context. The identity of the human person, the subject who knows; the disciplinary identity, an object of knowledge; the identity context of the result of the active interaction between subject and object. From an ethical point of view a specific point concerns the humanistic perspective of values that educate generations who live in school their first experience of educating community and whole responsibility. Within the programme, at the end of the studying of “General Pedagogy” the student will be capable of performing abilities in the context of five dimensions of study as following: 1. Knowledge and understanding - identifying the epistemological status and the methodology of the discipline - identifying the concepts and the problems of the theory of education with national European and international references 2. Applying knowledge and understanding - analyzing the best practices of the school methods - identifying and generalizing educational phenomenon and human process of learning 3. Making judgements - connecting the theory of education and pedagogy with school life - evaluating the innovation in pedagogy 4. Communication skills - interacting using multiple strategies and original tools in different contexts - communicating projects and organizing the pedagogical thought in the educational action 5. Learning skills - carrying on scientific research in general and in school education - managing the educational challenge with creativity and imagination in the perspective of lifelong learning. - CHISTOLINI SANDRA (syllabus) Course content Course title: Pedagogy amongst educational action, nature and science Course programme: General Pedagogy concerns the theoretical and practical training in general education of the future teacher in kindergarten and primary school. The General Pedagogy is a basic discipline in the curriculum of teacher education and is preliminary to any other discipline. For this reason its study is considered crucial for acquiring the necessary scientific language to understand the epistemological articulation, historical, methodological and introduces the pedagogical knowledge in the context of international development of science education and the definition of the pedagogical theory. The discipline forms to the analysis and understanding of the educational process with critical reflection on the elements that characterize the educational action taking into account the centrality of the person, who is the origin and end of the speech on education. The consideration of the anthropological background which is rooted to the school of the future teacher requires an open mind formation and a professional competence constantly updated. Teachers should be able to respond to the contemporary challenges which make problematic the issue of child development. The study of pedagogy relies on the production of meaning and educating considers relevant contributions of authors and schools of thought that mark the path of transformations that are partially consolidated, such as historical one, and partly on the move, as the becoming of the same education of teacher. The dynamic interaction between possessed knowledge and acquired knowledge allows you to enter the heart of the educational problems and address them with the necessary knowledge. The route leads to the definition of the profile of the teacher in Italy and in Europe, through the knowledge of the formative history outlined by educators and pedagogues who generated scientific theories and scientifically relevant practices starting from their school experience. The connective tissue of the different phases of teaching considers the balance between theory, practice and development, which is the definition of a triple identity: subject, object, knowledge context. The identity of the human person, the subject who knows; the disciplinary identity, an object of knowledge; the identity context of the result of the active interaction between subject and object. From an ethical point of view a specific point concerns the humanistic perspective of values that educate generations who live in school their first experience of educating community and whole responsibility. (reference books) 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 2017-2018/Organisation of the course of General Pedagoy 2017-2018” 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: 20 hours first semester and 20 hours second semester. □ Group 1 AF: Annual students with Attendance study the following books: First semester 1) Chistolini S., La formazione universitaria in Pedagogia secondo la metodologia dell’interazione umana intesa alla definizione della conoscenza condivisa, in “Rassegna CNOS”, anno 31, n. 3, 2015, pp. 69-81, on line 2) Chistolini S., Decoding the Disciplines in Pedagogia. Epistemologia e metodologia della formazione per una buona pratica di preparazione universitaria degli insegnanti, in “Il Nodo. Per una pedagogia della persona”, anno XXI, n. 47, Nuova Serie, dicembre, 2017, pp. 35-52, on line, 3) Chistolini S., La formazione degli insegnanti alla pedagogia Waldorf. Biografia della Scuola Rudolf Steiner di Roma, Milano, Franco Angeli, 2018. 4) Chistolini S., Pedagogia della natura. Pensiero e azione nell'educazione della scuola contemporanea: Asilo nel Bosco, Jardim-Escola Joao de Deus, Outdoor education, Milano, Franco Angeli, 2016. Second semester 5) Two articles. The first is: Chistolini S., Alfa ed omega della convivenza civile. Umanesimo e modernizzazione nella formazione superiore, in “Il Nodo. Per una pedagogia della persona”, anno XIX, n. 45, Nuova Serie, dicembre, 2015, pp. 47-56. The second article to be selected from “Il Nodo. Per una pedagogia della persona”, anno XIX, n. 45, Nuova Serie, dicembre, 2015 al sito http://www.sandrachistolini.it/wordpress/wp-content/uploads/2018/07/Il-Nodo-anno-XIX-n.-45-Dicembre-2015.pdf. 6) Un volume assegnato a ciascuno studente da una lista scelta di classici e di contemporanei (la ricerca avviene da dicembre, il libro si studia da gennaio e si presenta in aula da marzo). Il file con l’assegnazione del classico/contemporaneo è predisposto dalla docente e sarà pubblicato nel sito www.sandrachistolini.it alla fine del primo semestre. Il libro va preso in prestito in una biblioteca per dimostrare di saper usare il servizio del prestito, non va acquistato. 7) Chistolini S., Pedagogia generale. Insegnamento, scienza, disciplina, Milano, Franco Angeli, 2013. Consider also the bibliography of the Laboratory of General Pedagogy. 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) Chistolini S., La formazione universitaria in Pedagogia secondo la metodologia dell’interazione umana intesa alla definizione della conoscenza condivisa, in “Rassegna CNOS”, anno 31, n. 3, 2015, pp. 69-81, on line 2) Chistolini S., Decoding the Disciplines in Pedagogia. Epistemologia e metodologia della formazione per una buona pratica di preparazione universitaria degli insegnanti, in “Il Nodo. Per una pedagogia della persona”, anno XXI, n. 47, Nuova Serie, dicembre, 2017, pp. 35-52, on line, 3) Chistolini S., La formazione degli insegnanti alla pedagogia Waldorf. Biografia della Scuola Rudolf Steiner di Roma, Milano, Franco Angeli, 2018. 4) Chistolini S., Pedagogia della natura. Pensiero e azione nell'educazione della scuola contemporanea: Asilo nel Bosco, Jardim-Escola Joao de Deus, Outdoor education, Milano, Franco Angeli, 2016. 5) Two articles. The first is: Chistolini S., Alfa ed omega della convivenza civile. Umanesimo e modernizzazione nella formazione superiore, in “Il Nodo. Per una pedagogia della persona”, anno XIX, n. 45, Nuova Serie, dicembre, 2015, pp. 47-56. The second article to be selected from “Il Nodo. Per una pedagogia della persona”, anno XIX, n. 45, Nuova Serie, dicembre, 2015 al sito http://www.sandrachistolini.it/wordpress/wp-content/uploads/2018/07/Il-Nodo-anno-XIX-n.-45-Dicembre-2015.pdf. Consider also the bibliography of the Laboratory of General Pedagogy. 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 S., La formazione universitaria in Pedagogia secondo la metodologia dell’interazione umana intesa alla definizione della conoscenza condivisa, in “Rassegna CNOS”, anno 31, n. 3, 2015, pp. 69-81, on line oppure Chistolini S., Decoding the Disciplines in Pedagogia. Epistemologia e metodologia della formazione per una buona pratica di preparazione universitaria degli insegnanti, in “Il Nodo. Per una pedagogia della persona”, anno XXI, n. 47, Nuova Serie, dicembre, 2017, pp. 35-52, on line. 2) Un volume assegnato a ciascuno studente da una lista scelta di classici e di contemporanei (la ricerca avviene da dicembre, il libro si studia da gennaio e si presenta in aula da marzo). Il file con l’assegnazione del classico/contemporaneo è predisposto dalla docente e sarà pubblicato nel sito www.sandrachistolini.it alla fine del primo semestre. Il libro va preso in prestito in una biblioteca per dimostrare di saper usare il servizio del prestito, non va acquistato. 3) Two articles. The first is: Chistolini S., Alfa ed omega della convivenza civile. Umanesimo e modernizzazione nella formazione superiore, in “Il Nodo. Per una pedagogia della persona”, anno XIX, n. 45, Nuova Serie, dicembre, 2015, pp. 47-56. The second article to be selected from “Il Nodo. Per una pedagogia della persona”, anno XIX, n. 45, Nuova Serie, dicembre, 2015 al sito http://www.sandrachistolini.it/wordpress/wp-content/uploads/2018/07/Il-Nodo-anno-XIX-n.-45-Dicembre-2015.pdf. 4) Chistolini S., Pedagogia generale. Insegnamento, scienza, disciplina, Milano, Franco Angeli, 2013. 5) Chistolini S., La formazione degli insegnanti alla pedagogia Waldorf. Biografia della Scuola Rudolf Steiner di Roma, Milano, Franco Angeli, 2018. Consider also the bibliography of the Laboratory of General Pedagogy. 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: First semester 1) Chistolini S., La formazione universitaria in Pedagogia secondo la metodologia dell’interazione umana intesa alla definizione della conoscenza condivisa, in “Rassegna CNOS”, anno 31, n. 3, 2015, pp. 69-81, on line 2) Chistolini S., Decoding the Disciplines in Pedagogia. Epistemologia e metodologia della formazione per una buona pratica di preparazione universitaria degli insegnanti, in “Il Nodo. Per una pedagogia della persona”, anno XXI, n. 47, Nuova Serie, dicembre, 2017, pp. 35-52, on line. 3) Chistolini S., L’asilo infantile di Giuseppina Pizzigoni. Bambino e scuola in una pedagogia femminile del Novecento, Milano, Franco Angeli, 2009 oppure Chistolini S., La formazione degli insegnanti alla pedagogia Waldorf. Biografia della Scuola Rudolf Steiner di Roma, Milano, Franco Angeli, 2018. 4) Chistolini S., La pedagogia di Giambattista Vico tra tradizione e modernità, Saarbrücken, in collaborazione con B. Fuchs, Edizioni Accademiche Italiane, 2014, oppure Chistolini S. (a cura di), La riforma della scuola. Riflessioni in memoria di don Mario Ferracuti, Fermo, Andrea Livi, 2015. Second semester 5) Two articles. The first is: Chistolini S., Alfa ed omega della convivenza civile. Umanesimo e modernizzazione nella formazione superiore, in “Il Nodo. Per una pedagogia della persona”, anno XIX, n. 45, Nuova Serie, dicembre, 2015, pp. 47-56. The second article to be selected from “Il Nodo. Per una pedagogia della persona”, anno XIX, n. 45, Nuova Serie, dicembre, 2015 al sito http://www.sandrachistolini.it/wordpress/wp-content/uploads/2018/07/Il-Nodo-anno-XIX-n.-45-Dicembre-2015.pdf. 6) Un volume assegnato a ciascuno studente da una lista scelta di classici e di contemporanei (la ricerca avviene da dicembre, il libro si studia da gennaio e si presenta in aula da marzo). Il file con l’assegnazione del classico/contemporaneo è predisposto dalla docente e sarà pubblicato nel sito www.sandrachistolini.it alla fine del primo semestre. Il libro va preso in prestito in una biblioteca per dimostrare di saper usare il servizio del prestito, non va acquistato. 7) Burza V., Chistolini S., Sandrone G., Pedagogia generale. Per l’insegnamento nel Corso di Laurea in Scienze della formazione primaria, Brescia, La Scuola, 2014. Consider also the bibliography of the Laboratory of General Pedagogy. 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) Chistolini S., La formazione universitaria in Pedagogia secondo la metodologia dell’interazione umana intesa alla definizione della conoscenza condivisa, in “Rassegna CNOS”, anno 31, n. 3, 2015, pp. 69-81, on line 2) Chistolini S., Decoding the Disciplines in Pedagogia. Epistemologia e metodologia della formazione per una buona pratica di preparazione universitaria degli insegnanti, in “Il Nodo. Per una pedagogia della persona”, anno XXI, n. 47, Nuova Serie, dicembre, 2017, pp. 35-52, on line. 3) Chistolini S., L’asilo infantile di Giuseppina Pizzigoni. Bambino e scuola in una pedagogia femminile del Novecento, Milano, Franco Angeli, 2009 oppure Chistolini S., La formazione degli insegnanti alla pedagogia Waldorf. Biografia della Scuola Rudolf Steiner di Roma, Milano, Franco Angeli, 2018. 4) Chistolini S., La pedagogia di Giambattista Vico tra tradizione e modernità, Saarbrücken, Edizioni Accademiche Italiane, in collaborazione con B. Fuchs, 2014, oppure Chistolini S. (a cura di), La riforma della scuola. Riflessioni in memoria di don Mario Ferracuti, Fermo, Andrea Livi, 2015. 5) Two articles. The first is: Chistolini S., Alfa ed omega della convivenza civile. Umanesimo e modernizzazione nella formazione superiore, in “Il Nodo. Per una pedagogia della persona”, anno XIX, n. 45, Nuova Serie, dicembre, 2015, pp. 47-56. The second article to be selected from “Il Nodo. Per una pedagogia della persona”, anno XIX, n. 45, Nuova Serie, dicembre, 2015 al sito http://www.sandrachistolini.it/wordpress/wp-content/uploads/2018/07/Il-Nodo-anno-XIX-n.-45-Dicembre-2015.pdf. Consider also the bibliography of the Laboratory of General Pedagogy. 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) Chistolini S., La formazione universitaria in Pedagogia secondo la metodologia dell’interazione umana intesa alla definizione della conoscenza condivisa, in “Rassegna CNOS”, anno 31, n. 3, 2015, pp. 69-81, on line 2) Chistolini S., Decoding the Disciplines in Pedagogia. Epistemologia e metodologia della formazione per una buona pratica di preparazione universitaria degli insegnanti, in “Il Nodo. Per una pedagogia della persona”, anno XXI, n. 47, Nuova Serie, dicembre, 2017, pp. 35-52, on line. 3) Two articles. The first is: Chistolini S., Alfa ed omega della convivenza civile. Umanesimo e modernizzazione nella formazione superiore, in “Il Nodo. Per una pedagogia della persona”, anno XIX, n. 45, Nuova Serie, dicembre, 2015, pp. 47-56. The second article to be selected from “Il Nodo. Per una pedagogia della persona”, anno XIX, n. 45, Nuova Serie, dicembre, 2015 al sito http://www.sandrachistolini.it/wordpress/wp-content/uploads/2018/07/Il-Nodo-anno-XIX-n.-45-Dicembre-2015.pdf. 4) Un volume assegnato a ciascuno studente da una lista scelta di classici e di contemporanei (la ricerca avviene da dicembre, il libro si studia da gennaio e si presenta in aula da marzo). Il file con l’assegnazione del classico/contemporaneo è predisposto dalla docente e sarà pubblicato nel sito www.sandrachistolini.it alla fine del primo semestre. Il libro va preso in prestito in una biblioteca per dimostrare di saper usare il servizio del prestito, non va acquistato. 5) Burza V., Chistolini S., Sandrone G., Pedagogia generale. Per l’insegnamento nel Corso di Laurea in Scienze della formazione primaria, Brescia, La Scuola, 2014. Consider also the bibliography of the Laboratory of General Pedagogy. Written text: end of second semester Presentation of the Manual of General Pedagogy (MGP): in May Oral examination from June Only one written test for students who do not attend the two written texts during the semesters. Further information Home page: www.sandrachistolini.it Email: schistolini@uniroma3.it	8	M-PED/01	60	-	-	-	Basic compulsory activities	ITA
22902369 - WORKSHOP OF GENERAL PEDAGOGY (objectives) The Workshop of General Education aims to raise awareness, to know and compare pedagogy of different school searching for innovation, 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. The methodology is called M.I.T.E. acronym which means Multiple Interaction Team Education and it is based upon the active participation of the students who have the task to build a new pedagogic knowledge. Within the programme, at the end of the Workshop of General Pedagogy the student will be capable of performing abilities in the context of: Knowledge and understanding - identifying the epistemological status and the methodology of the laboratory; - identifying the concepts and the problems of the theory of education with national European and international references. Applying knowledge and understanding - analyzing the best practices of the school methods; - identifying and generalizing educational phenomenon and human process of learning; Making judgements - connecting the theory of education and pedagogy with school life - evaluating the innovation in pedagogy Communication skills - interacting using multiple strategies and original tools - communicating projects and organizing the pedagogical thought in the educational action Learning skills - carrying on scientific research in school education - managing the educational challenge with creativity and imagination in the perspective of lifelong learning. - CHISTOLINI SANDRA (syllabus) Contents of the Laboratory Laboratory title: Educating in a school of innovation Laboratory programme The Laboratory of General Education aims to raise awareness, to know and compare pedagogy of different school searching for innovation, according to three basic articulations: prevention as the action to contrast social exclusion, training as the formation of the human person, work culture for the person, community and society. The methodology is called M.I.T.E. acronym which means Multiple Interaction Team Education and it is based upon the active participation of the students who have the task to build new pedagogic knowledge. (reference books) Reference books and tools 1. Chistolini S., Scienza e formazione. Manuale del laboratorio universitario di pedagogia, Milano, Franco Angeli, 2006. 2. Chistolini S., La formazione degli insegnanti alla pedagogia Waldorf. Biografia della Scuola Rudolf Steiner di Roma, Milano, Franco Angeli, 2018. 3. Chistolini S., Etica ed estetica nella scuola dell’infanzia di ispirazione pizzigoniana, in “Le Nuove Frontiere della Scuola”, anno VII, n. 20, luglio, 2009, pp. 25-30. 4. Chistolini S., Piccole vittime da proteggere. Identificare e affrontare le conseguenze della vittimizzazione dei bambini esposti alla violenza domestica, Tricase (LE), Libellula, 2017. 5. Chistolini S., L’Asilo nel Bosco: un’esperienza di educazione alla sostenibilità e alla responsabilità, in CRUL – Comitato Regionale di Coordinamento delle Università del Lazio (a cura di), Dialoghi sulla sostenibilità Roma 2016. Gli Atenei del Lazio in occasione del Giubileo Straordinario 2015-2016, Roma, Roma Tre-Press, pp. 199-200, versione elettronica http://romatrepress.uniroma3.it/ojs/index.php/dialoghi 6. Chistolini S., La formazione universitaria in Pedagogia secondo la metodologia dell’interazione umana intesa alla definizione della conoscenza condivisa, in “Rassegna CNOS”, anno 31, n. 3, 2015, pp. 69-81. 7. Link to articles specifically related to the Laboratory. 8. Personal computer, Word document, Power Point, digital camera, mobile telephone, tablet to be used during the university meetings. Further information Home page: www.sandrachistolini.it Email: schistolini@uniroma3.it The schedule includes multiple actions of the workshop in the situation.	1	M-PED/01	-	-	8	-	Basic compulsory activities	ITA
22902370 - LABORATORY The didactic communication (objectives) To achieve an expressive activity congruent with the coursework of the General Didactics teaching. Knowledge and understanding: - To understand better, through experience, didactic matters, problems, opportunities. Applying knowledge and understanding: - To materialize useful ideas for the didactic action; - To practise different materials and tools, from pencil and paper to multimedia and digital devices. Making judgements: - To consider new ideas and opportunities for the didactic action; - To be more confident in his/her own abilities. Communication skills: - To engage in group work; - To display the activity realized. Learning skills: - To think doing, to do thinking. - MARTINI ORNELLA (syllabus) To reflect on writing as a technology (origin, main characteristics) and its changes To practice handwriting and typing to reflect about the educational implications that result from these experiences (reference books) Indicazioni nazionali per il curricolo della scuola dell’infanzia e del primo ciclo di istruzione Il testo di Roberto Maragliano, Luca Vitali, Videoscrivere in classe, in Scaffale Maragliano	2	M-PED/03	-	-	16	-	Basic compulsory activities	ITA
22902367 - Pedagogy and didactics of music (objectives) The course offers the student an analysis of the double pedagogical-didactic status of Music Education in Pre-primary and Primary School. With the study of Pedagogy and Didactics of Music the student will be able to achieve the following training objectives In terms of knowledge and understanding: - to define and to identify the epistemological and methodological field of the discipline; - to know the theory of musical education in the national and international context. In terms of applying knowledge and understanding: - to analyze the best educational practices of the School with reference to consolidated pedagogical methods; - To identify educational phenomena and processes. In terms of making judgements: - to connect pedagogical theory to school situations and contexts; - to evaluate pedagogical innovations. In terms of communication skills: - to use strategies of human relationships in the classroom and outside the classroom; - to develop competence in the design and organization of pedagogical thinking and educational action in music. In terms of learning skills: - to encourage scientific research in School context; - to understand the educational challenge by identifying problems and proposing solutions in the perspective of lifelong musical learning. - POZZI RAFFAELE (syllabus) The aim of the course is to provide the students with basic methodologies and knowledge in the field of Pedagogy and Didactics of Music. The course programme is divided in two parts: the first is devoted to the fundamentals of music theory (acoustics, notation, musical forms, etc.), to a survey of musical history connected with listening and analysis of exemplary works of both written art music and non-written traditions; to Raymond Murray Schafer's pedagogy of music; the second part is focused on the following topic: Painting and Music: the case of Paul Klee. (reference books) Examination: Students will be assessed by means of a written test. The examination textbooks are the following: O KAROLYI, Grammatica della musica, Torino, Einaudi, 1967 or next reprinted versions. 2) A Survey of history of Western music, in Musica, Le Garzantine, Milano, Garzanti 1996 and updated editions, pp. 1009-1042. 3) R. MURRAY SCHAFER, Educazione al suono, Milano, Ricordi, 1998; P. Boulez, Paul Klee e la musica, Milano, Abscondita, 2017.	8	L-ART/07	60	-	-	-	Core compulsory activities	ITA
22902371 - Laboratory of pedagogy and didatics of music (objectives) The course offers the student an analysis of the double pedagogical-didactic status of Music Education in Pre-primary and Primary School through active and guided listening. With the Laboratory of Pedagogy and Didactics of Music the student will be able to achieve the following training objectives In terms of knowledge and understanding: - to define and to identify the epistemological and methodological field of the discipline; - to know the theory of musical education through active and guided listening in the national and international context. In terms of applying knowledge and understanding: - to analyze the best educational practices of active and guided listening in the School with reference to consolidated pedagogical methods; - to identify educational phenomena and processes. In terms of making judgements: - to connect pedagogical theory of active and guided listening to school situations and contexts; - to evaluate pedagogical innovations. In terms of communication skills: - to use strategies of human relationships in the classroom and outside the classroom; - to develop competence in the design and organization of pedagogical thinking and educational action in music through active and guided listening. In terms of learning skills: - to encourage scientific research in the field of active and guided listening in School context; - to understand the educational challenge by identifying problems and proposing solutions in the perspective of lifelong musical learning. - POZZI RAFFAELE (syllabus) The workshop offers the student an analysis of the double pedagogical-didactic status of Music Education in Pre-primary and Primary School through active and guided listening. The workshop includes five meetings in which are planned concerts, films, practical activities, interviews with musicians, musicologists, personalities of the musical world guided by the teacher. (reference books) The specific bibliography about the topics of each lesson will be offered to the students by the teacher during the workshop.	1	L-ART/07	-	-	8	-	Core compulsory activities	ITA
22910229 - ISTITUZIONI DI MATEMATICA (objectives) Knowing Mathematics of primary schools within the framework of the current discipline, and along its historical development; being aware of the value, the need, and the nature of mathematical reasoning and of it symbolism. Knowledge and understanding: - know the elementary mathematics of pre-primary and primary schools, making use of disciplinary, epistemological and historical elements, reflecting on primordial and basic mathematical concepts, on the nature of mathematical reasoning and its argumentative techniques, on the extension of the theoretical field of mathematics and mathematical symbolism; - integrate mathematics in the field of culture, as a gateway to scientific thought in its philosophical matrix and its links with techniques and arts. Ability to apply knowledge and understanding: - promote the ability to consider mathematical and scientific literacy in pre-primary and primary school from a superior point of view. Making judgements: - encourage the opening to renewal of teaching practices through the combination of historical, epistemological and didactic research on the basic concepts of mathematics. Communication skills: - develop a superior vision on mathematical language, on symbolism, on representation, on the network structure of mathematical concepts and on approaching reality by setting and solving problems. Learning skills: promote skills and interest in the constant study and tireless updating in the field of elementary mathematics, history and the epistemology of mathematics, through books and articles, conferences, courses and conferences, with discernment and depth. Group: CANALE 1 - SUPINO PAOLA (syllabus) NUMBERS Counting at the beginning: first ideas about numbers. How to write numbers in history: Summers, Babylonians, Egyptians, Greeks, and Romans the positional notation, the axiom of induction and Peano axioms. Cardinality, Cantor diagonal argument. Addition and multiplication. The ordering of natural numbers. Divisibility. The integers. The Euclidean division theorem, basis representation theorem for numbers. The GCD and Euclid algorithm. Prime numbers, their infinity, Eratosthenes, unique factorization theorem, Congruences, and modular arithmetics. Rational numbers. The representation of rationals. Operations on rationals. Order and density of rationals. The cardinality of rationals. The decimal representation of rationals, base 10 and base 3 numbers representation. The irrationality of the square root of 2, and of a prime. Continuity and the set of real numbers. EUCLIDEAN GEOMETRY The origin, Euclid and the axioms. Hilbert's observations. The first book of Euclid: Triangles and Pitaghoras Theorem. The geometric algebra and the second book of Elements. The sixth book of Elements and Thales. Polygons. Convex subsets and polygons, regular polygons. Equivalence in geometry: isoperimetry and equi-extension problems. Solid shapes in space. Analytic geometry: the cartesian plane, the equation of a straight line, the distance of two points and the equation of a circumference. Materials, discussions, forum, video chat on moodle platform http://formonline.uniroma3.it/ (reference books) Giorgio Israel, Ana Millán Gasca Pensare in matematica, 2012, ed Zanichelli. Ana Millán Gasca Numeri e Forme , 2016, ed Zanichelli. morevover Simonetta Di Sieno - Sandro Levi, Aritmetica di base, Mcgraw-Hill ed., The student can choose any accredited source according to his or her taste and previous skills. Group: CANALE 2 - REGOLIOSI LUIGI (syllabus) In this course we want to retrace the following topics of elementary mathematics from a higher standpoint in order to reach an awareness of their meaning and internal links: 1. Number words and counting. Numerals and numbering systems. 2. The integers. Mental calculation and written algorithms. 3. Elementary arithmetic. 4. Reports and proportions. The mathematical bases of measurement. 5. Elementary Euclidean geometry, geometric constructions and the Cartesian plane. 6. Isometries, symmetries and geometric transformations in the plane. 7. The system of numbers in mathematics: rational numbers. 8. Proportionality and introduction to the concept of function. We also want to build a cultural vision of mathematics by integrating disciplinary knowledge with a historical perspective (remote origins of mathematics, the Greek idea of mathematics and its educational value, mathematics in modern science and technology) and epistemological (induction principle and reasoning by recurrence, geometric continuum, problem solving, the question of error). (reference books) Reference texts GIORGIO ISRAEL, ANA MILLÁN GASCA, Pensare in matematica, Bologna, Zanichelli, 2012. ANA MILLÁN GASCA, All’inizio fu lo scriba. Piccola storia della matematica come strumento di conoscenza, Milano, Mimesis, 2009 (3° ristampa). GIULIO CAIATI, ANGELICA CASTELLANO, In equilibrio su una linea di numeri, Milano, Mimesis, 2007.	10	MAT/03	75	-	-	-	Core compulsory activities	ITA
22902464 - Contemporary History (objectives) The knowledge of contemporary (or late modern) history from the French Revolution to the collapse of the communist world, phenomena which, as will be clarified during the course, can be considered plausible terms a quo and ad quem. Knowledge and understanding: The belief that the work of the historian is to fulfill an ethical and civic function is certainly not rare within the Academy. The thread that runs through the course refers to a different conception of the historical work, instead: though probably in the minority among the experts, we believe this conception, rejecting the idea that research must serve extra-scientific goals, to be equally legitimate. Accordingly, the historian, in the exercise of his profession, must repudiate any ethical-pedagogical suggestion; he should reject any blandishment and flattery from those who would want to commission him therapeutic tasks, aimed at regenerating and legitimizing political and institutional systems. Applying knowledge and understanding: To understand the problematic issues connected to the work of the historian and link them with the teaching practice. Making judgements: To explain to the student what must be the intellectual autonomy of the historian, who, if truly such, should not take part, in our opinion, in any process of nation building. Neither a creator of identity nor a promoter of civic virtues, he must indeed take the risk that his work may reveal an irreconcilable contradiction between his professional duties and the civic obligations deriving from belonging to a common citizenship. Communication skills: The student will become able to bring out, with appropriate language, the problematic issues of the discipline. Learning skills: Let the student understand that Block's Defending the Undefendable is the best access key to understanding everything else. - TEDESCO LUCA (syllabus) 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, social and welfare issues and finally the development and crisis of imperialism. A specific look will be turned to the British political-institutional model. 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. (reference books) A recent history textbook, which includes Italian and world history from the French Revolution to present day L. Tedesco, La crisi fin de siècle. I liberisti italiani e il modello britannico, Mondadori-Le Monnier, 2019	8	M-STO/04	60	-	-	-	Core compulsory activities	ITA
22902555 - English language laboratory 1th year (objectives) Laboratory provided by the CLA.	2	L-LIN/12	-	-	16	-	Other activities	ITA

SECOND YEAR

First semester

Course	Credits	Scientific Disciplinary Sector Code	Contact Hours	Exercise Hours	Laboratory Hours	Personal Study Hours	Type of Activity	Language
22902365 - EDUCATIONAL TECHNOLOGY (objectives) The main purpose of this course is to develop, to strengthen or improve students’ pedagogic consciousness about the presence and use of technologies at school and into society. - SAPUPPO FILIPPO (syllabus) The main purpose of this course is to develop, to strengthen or improve students’ pedagogic consciousness about the presence and use of technologies at school and into society. (reference books) - Rivoltella P. C. e Rossi P. G, (a cura di), Tecnologie per l'educazione, Pearson, Torino, 2019 - Ferrari G.A., Libro, Bollati Boringhieri, Torino, 2014 - Kenneth Goldsmith, Perdere tempo su internet, Einaudi, Torino, 2017	4	M-PED/03	30	-	-	-	Basic compulsory activities	ITA
22902388 - Children's Literature (objectives) With the course of Children’s literature, students will be able to achieve the following educational goals: In terms of knowledge and understanding: - knowledge in the field of children's literature, with particular attention to the historical development of this discipline and the aspects of research and the interpretative criticism of literary text for children - knowledge of the prospects and theoretical models of children’s literature - knowledge of the main models of didactic design and evaluation methods of the child-narrative-book relationship. - knowledge of IT tools and technologies for innovation-based teaching, in particular relating to the use of paper and digital texts In terms of ability to apply knowledge and understanding: - ability to create an authentic educational relationship aimed at emotional-emotional, socio-cultural and cognitive maturation gained through a conscious use of pre-reading and reading in both primary and secondary schools; - ability to design and realize training paths that use narrative and book with a variety of methodologies and organizational solutions appropriate to child development and learning progression; - ability to take care of documentation, to monitor teaching and to devise instruments for verifying and evaluating student learning, taking due consideration of INVALSI trials and those resulting from the major international surveys on learning levels (IEA TIMSS and PIRLS). In terms of autonomy of judgment: - Attitudes to problematize situations and educational events, to analyze them deeply and to elaborate them in a reflective way, putting children in the condition of always elaborating a personal reading perspective; - Aptitude to consider alternative solutions to problems and to make decisions that respond to the student's training needs, stimulating them, for example, from switching from verbal to graphic language when approaching narratives; - Aptitude to renew didactic practices through openness to research, experimentation and innovation through the use of appropriately selected editorial products. In terms of communicative abilities: - ability to expose in an organized manner the objectives and the nature of the teaching activity through educational and educational planning, with particular reference to the use of illustrated stories; - the ability to entertain positive relationships with pupils' families, showing openness and genuine interest in dialogue and adopting the humanistic-affective log of communication, with particular reference to families of pupils of different culture or religion; - the ability to use digital communication tools in school contexts both to use teaching technology and to reduce the distance between formal languages of scholastic and informal languages. In terms of lifelong learning: - - Aptitude to always extend their knowledge of editorial novelties in the field of literature for children and adolescents - CANTATORE LORENZO (syllabus) The course of children's literature intends to address the future educators and 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. (reference books) Storia e critica della letteratura per l’infanzia: • Lorenzo Cantatore (a cura di), Primo: leggere, Edizioni Conoscenza • Susanna Barsotti, Lorenzo Cantatore (a cura di), Letteratura per l’infanzia. Temi, forme, simboli del contemporaneo, Carocci Albi illustrati: • Leo Lionni, Piccolo blu e piccolo giallo¸ Babalibri • Maurice Sendak, Nel paese dei mostri selvaggi, Adelphi • Antonella Abbatiello, Bruno Tognolini, Alfabeto delle fiabe, Topipittori Romanzi Due romanzi a scelta fra i seguenti: • David Almond, Mina, Salani, Firenze • Anne Laure Bondoux, La vita come viene, San Paolo • Aidan Chambers, Muoio dalla voglia di conoscerti, Rizzoli • Roald Dahl, Il GGG, Salani • Neil Gaiman, Il figlio del cimitero, Mondadori • Mark Haddon, Lo strano caso del cane ucciso a mezzanotte, Einaudi • R.J. Palacio, Wonder, Giunti • Philip Pullman, La bussola d’oro, Salani • Brian Selznick, La straordinaria invenzione di Hugo Cabret, Mondadori • Jarry Spinelli, Stargirl, Mondadori Due romanzi a scelta fra i seguenti: • Ermanno Detti, L’assalto al cielo, Gallucci • Antonio Ferrara, Batti il muro, Rizzoli • Luigi Garlando, ’O mae’. Storia di judo e di camorra, Piemme • Luisa Mattia, Merlino. La magia di Stonehenge, Giunti • Angela Nanetti, Mio nonno era un ciliegio, Einaudi Ragazzi • Bianca Pitzorno, L’incredibile storia di Lavinia, Einaudi Ragazzi • Roberto Piumini, Mattia e il nonno, Einaudi Ragazzi • Guido Sgardoli, L’odissea di Argo, Einaudi • Bruno Tognolini, Il giardino dei musi eterni, Salani • Paola Zannoner, L’ultimo faro, De Agostini	8	M-PED/02	60	-	-	-	Core compulsory activities	ITA

Second semester

Course	Credits	Scientific Disciplinary Sector Code	Contact Hours	Exercise Hours	Laboratory Hours	Personal Study Hours	Type of Activity	Language
22910052 - DIDATTICA INCLUSIVA (objectives) The course aims to promote and analyze the methodological and practical teaching skills to design, plan and manage inclusive learning environments that refer to a school able to respond coherently to the cultural and environmental complexity that characterizes the present society. In this inclusive perspective it has made a re-reading of the teacher's role and teaching-learning processes in Infant School and in Primary School. With the study of Inclusive Education the student will be able to achieve the following training objectives. In terms of knowledge and understanding: - knowledge and understanding of the phenomena that characterize the current school and social reality about inclusive processes; - knowledge and understanding of the current socio-political, cultural, and scientific debate regarding the transition from the Italian school system to the integration model to the inclusion model; - knowledge and understanding of the didactic implications of the classroom presence of students who are characterized by high levels of difference. In terms of applying knowledge and understanding: - skills to apply real-class procedures and strategies to develop an inclusive environment; - skills to bring about inclusive didactic forms focused on individualization and personalization processes for all students. In terms of Making judgements - Skills to initiate professional context analysis procedures aimed at breaking the barriers to participation and learning that all students may have. In terms of Communication skills: - be able to use narrative mediators to facilitate inclusive processes involved in classroom life and school life in general; - be able to develop forms of networking in order to create a context of inclusive school community. In terms of Learning skills: - opening to innovations; - availability to experimentation; - ethical involvement in issues raised; - creativity in our educational point of view. Group: CANALE 1 - BOCCI FABIO (syllabus) In this course are describe the main features of the systemic approach applied to teaching. the point of view concerns the inclusive processes which should characterize the school and the odient society. In particular the aims and the purposes are: - analyze the concept of inclusion from the perspective of the different interpretative models that animate the current scientific debate - identify methods and instructional strategies by integrating learning models and teaching schemes - analyze the network of roles in the school community from the perspective of team teaching - analyze the basic elements that characterize the educational planning and teaching strategies - analyze characteristics and implications of the new role of the teacher in the light of the research on the multidimensional nature of intelligence - analyze in depth the theory of multiple intelligences by howard gardner - analyze the perspectives and possible areas of application of the multiple intelligences approach in the framework of instructional design - analyze and test the flipped learning approach - analyze and test the episodes of situated learning methodology - identify and describe real teaching situations at school to be compared with the main models of lesson and management of digital and not digital learning environments - analyze the impact of new digital media on the learning process and related instructional strategies - explore new ways of communication and interaction introduced by social media and relate them to the complexity of the cognitive processes in the light of the evolution of learning theories. (reference books) Bocci F., De Angelis B., Fregola C., Olmetti Peja D., Zona U., Rizodidattica. Teorie dell’apprendimento e modelli didattici inclusivi, Pensa Multimedia, Lecce 2016. Medeghini R., D'Alessio S., Marra A.D., Vadalà G., Valtellina E., Disability Studies. Emancipazione, inclusione scolastica e sociale, cittadinanza, Erickson, Trento, 2013. Zona U., Edusfera. Processi di apprendimento e strategie didattiche nell’era social (in pubblicazione); Fregola C. Praticare l’inclusione a scuola. Intelligenza affettiva e strategie di comunicazione efficace (titolo provvisorio, in pubblicazione). Bergman J. , Sams A. , Flip your classroom. La didattica capovolta, Giunti, Firenze 2016. Group: CANALE 2 - RIZZO AMALIA (syllabus) Within the perspective of school inclusion, as promoted by international organizations and Italian legislation, the course will deal with the organization of inclusive education as a fundamental variable to guarantee the quality of processes and fairness in kindergarten and primary school. Specifically, during class, the theoretical and applicative principles that are the basis of the most important learning theories and the most effective didactic models will be proposed, with reference to inclusive education. The lessons in presence will be proposed both in interactive frontal mode, and through exercises in order to develop in an operational profile the interdependence existing between the pedagogical dimension of inclusion, the theoretical-applicative principles underlying the most important learning theories, and inclusive teaching. Starting from a reflection about the aims of the discipline, we will analyze the most known and significant models of organization of inclusive education in the contexts of formal education with attention to the models of individualization and personalization of teaching also in relation to the recent contribution provided by evidence-based-education. (reference books) Bocci, F., De Angelis, B., Fregola, C., Olmetti Peja, D., Zona, U. (2016). Rizodidattica. Teorie dell’apprendimento e modelli didattici inclusivi. Lecce: Pensa Multimedia. Chiappetta Cajola, L.,Traversetti, M. (2017). Metodo di studio e DSA. Strategie didattiche inclusive. Roma: Carocci. Chiappetta Cajola, L., (2020). Come fare Sostegno a scuola. Teoria e pratica per la didattica inclusiva. Rizzo A., Lietti M. T. (2013). Musica e DSA. La didattica inclusiva dalla scuola dell'infanzia al conservatorio. Milano: Rugginenti. Miur (2012). Nuove indicazioni nazionali per il curricolo della scuola dell'infanzia e del I ciclo di istruzione. Miur (2018). Indicazioni nazionali e nuovi scenari.	10	M-PED/03	75	-	-	-	Basic compulsory activities	ITA
22902611 - Laboratory of Educational technology (objectives) The Laboratorio's goals are the consciousness about the complexity and peculiarity of the multimediality. It will be analyzed the social construction of the knowledge, making a short video that will be shared on the web. Group: CANALE 3 - SAPUPPO FILIPPO (syllabus) The Laboratorio's goals are the consciousness about the complexity and peculiarity of the multimediality. It will be analyzed the social construction of the knowledge, making a short video that will be shared on the web. Group: CANALE 4 - SAPUPPO FILIPPO (syllabus) The Laboratorio's goals are the consciousness about the complexity and peculiarity of the multimediality. It will be analyzed the social construction of the knowledge, making a short video that will be shared on the web.	3	M-PED/03	-	-	24	-	Other activities	ITA
22902378 - Developmental and educational psychology (objectives) The course provides students with theoretical knowledge on human development in different domains (cognitive, social, emotional) and operational tools to apply that knowledge to the educational context. - PERUCCHINI PAOLA (syllabus) The course introduces to the theoretical approaches and the main concepts of developmental and educational psychology. The first part aims to provide the student with the presentation of the discipline and of its methods of study, the nature of childhood, the biological and environmental factors in the development. The second part presents the different aspects of child development: social and relational, cognitive, linguistic and communicative, and emotional. The third part deals with instruction and education by referring to different theoretical perspectives. Finally, the course approaches some basic learning, such as representing, reading, writing and conceptualizing. (reference books) • 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. The texts may be changed before the beginning of the course.	8	M-PSI/04	60	-	-	-	Basic compulsory activities	ITA
22902379 - Sociology of education and children (objectives) The purpose of the course is to lay the foundations of childhood culture as a permanent condition of every human community. The priority will be to identify myths, values, roles of behavior in different contexts that define the concept of childhood and inspire political, social, pedagogical and economic practices. - D'AMATO MARINA (syllabus) The purpose of the course is to lay the foundations of childhood culture as a permanent condition of every human community. The priority will be to identify myths, values, roles of behavior in different contexts that define the concept of childhood and inspire political, social, pedagogical and economic practices. (reference books) Books 1. Marina D’Amato, Ci siamo persi i bambini, Laterza, Roma; 2. Marina D’Amato, Per una sociologia dell’educazione e dell’infanzia, dispense 2013-2014, Roma (in vendita presso la libreria Libropoli); 3. Marina D’Amato, Telefantasie, (primi 4 capitoli) Franco Angeli, Milano; 4. un testo a scelta tra: - Marina D’Amato, Musei e identità sociale, Le Lettere, Firenze; - Marina D'Amato, Finzioni e mondi possibili, Libreriauniversitaria, Roma; -Marina D’Amato, Ragioni e Sentimenti, (parte in italiano), RomaTrE-Press, Roma, 2016; -Milena Gammaitoni, Storie di vita di artiste europee, Cleup, Padova.	8	SPS/08	60	-	-	-	Basic compulsory activities	ITA
22902380 - ITALIAN LINGUISTICS (objectives) THIS COURSE AIMS AT: - Debunking some of the most pervasive myths and prejudices regarding language and languages and making way to the results of contemporary research in the sciences of language. - Providing students with sound information regarding how foreign languages are best learned and taught. - Enhancing students’ metalinguistic capabilities to improve their command of written language and their ability to improve their pupils’ command of written language, both native and L2 speakers. - Providing students with the linguistic knowledge implied in the processes of both teaching literacy and preparing pre-school children to literacy. - Presenting the results of contemporary research in syntax – aiming at replacing traditional grammar, both scientifically and educationally obsolete – which will provide the basis of their grammatical teaching at school. - SVOLACCHIA MARCO (syllabus) For instruction regarding the course, and much else, please refer to my personal website: http://host.uniroma3.it/docenti/svolacchia THIS COURSE AIMS AT: - Debunking some of the most pervasive myths and prejudices regarding language and languages and making way to the results of contemporary research in the sciences of language. - Providing students with sound information regarding how foreign languages are best learned and taught. - Enhancing students’ metalinguistic capabilities to improve their command of written language and their ability to improve their pupils’ command of written language, both native and L2 speakers. - Providing students with the linguistic knowledge implied in the processes of both teaching literacy and preparing pre-school children to literacy. - Presenting the results of contemporary research in syntax – aiming at replacing traditional grammar, both scientifically and educationally obsolete – which will provide the basis of their grammatical teaching at school. (reference books) For instruction regarding the texts to prepare for the final examination, please refer to my personal website: http://host.uniroma3.it/docenti/svolacchia	12	L-FIL-LET/12	90	-	-	-	Core compulsory activities	ITA
22902625 - Laboratory of Italian linguistic and teaching (objectives) THIS SEMINAR AIMS AT: 1. Informing students on the linguistic condition of the European Union, its linguistic policies and the linguistic training opportunities offered by EU. 2. Introducing students into the orthographic systems of the most representative languages of the Union. 3. Introducing students into the world of sign languages and deaf culture, and the educational options that face deaf children at school, which have crucial consequences on their life. Group: CANALE 1 - SVOLACCHIA MARCO (syllabus) For instruction regarding the contents of the seminar, and much else, please refer to my personal website: http://host.uniroma3.it/docenti/svolacchia THIS SEMINAR AIMS AT: 1. Informing students on the linguistic condition of the European Union, its linguistic policies and the linguistic training opportunities offered by EU. 2. Introducing students into the orthographic systems of the most representative languages of the Union. 3. Introducing students into the world of sign languages and deaf culture, and the educational options that face deaf children at school, which have crucial consequences on their life. (reference books) For instruction regarding the reading materials for the seminar, please refer to my personal website: http://host.uniroma3.it/docenti/svolacchia Group: CANALE 2 - SVOLACCHIA MARCO (syllabus) For instruction regarding the contents of the seminar, and much else, please refer to my personal website: http://host.uniroma3.it/docenti/svolacchia THIS SEMINAR AIMS AT: 1. Informing students on the linguistic condition of the European Union, its linguistic policies and the linguistic training opportunities offered by EU. 2. Introducing students into the orthographic systems of the most representative languages of the Union. 3. Introducing students into the world of sign languages and deaf culture, and the educational options that face deaf children at school, which have crucial consequences on their life. (reference books) For instruction regarding the reading materials for the seminar, please refer to my personal website: http://host.uniroma3.it/docenti/svolacchia Group: CANALE 3 - SVOLACCHIA MARCO (syllabus) For instruction regarding the contents of the seminar, and much else, please refer to my personal website: http://host.uniroma3.it/docenti/svolacchia THIS SEMINAR AIMS AT: 1. Informing students on the linguistic condition of the European Union, its linguistic policies and the linguistic training opportunities offered by EU. 2. Introducing students into the orthographic systems of the most representative languages of the Union. 3. Introducing students into the world of sign languages and deaf culture, and the educational options that face deaf children at school, which have crucial consequences on their life. (reference books) For instruction regarding the reading materials for the seminar, please refer to my personal website: http://host.uniroma3.it/docenti/svolacchia	1	L-FIL-LET/12	-	-	8	-	Core compulsory activities	ITA
22902556 - English language laboratory 2th year (objectives) Laboratory provided by the CLA.	2	L-LIN/12	-	-	16	-	Other activities	ITA
22910063 - TIROCINIO 2° ANNO (objectives) The Master's Degree Course in Primary Education Sciences provides, in the second year of the course, compulsory activities of indirect training. The internship activities take place for a total of 75 hours (3 CFU) and include 24 hours of activities in the presence, 6 hours of distance activities, completed by proposals for self-study in progress and conclusive. The course, which is divided into two semesters, promotes the convergence between knowing, knowing how to do and knowing how to think which are the real dimensions of the professional competence of the teacher. The training objectives refer to work centred on the growing self-reflexive competence of future teachers, which must move in a twofold direction: external vs internal, through work on the extrinsic representations of the figure of the role and functions of the teacher (Bocci, 2012); internal vs external, through a critical focus on the intrinsic motivations of which the trainee is the bearer. In terms of knowledge and understanding: - to know and reflect on the social representation of the school and the teaching profession; - to know and understand their role as teachers within the framework of the autonomy of the school and the duties and rights established by the provisions of the law; - to know the objectives of learning in kindergarten and primary school in Italy, seen in a perspective of historical evolution and international comparison. In terms of applying knowledge and understanding: - be able to identify social representations and critically analyse them; - to be able to reflect on one's own motivations and on one's own representation of the teaching role, comparing it to the social representation; - be able to read current legislation from an inclusive perspective; - be able to place in a historically connoted dimension and in an international perspective the objectives of learning in kindergarten and primary school in force in Italy. - to be able to outline the professional identity through a process of mediation between social representations and skills related to the role and function of the teacher; In terms of Making judgements - being able to critically analyse the evolution of professional identity in a diachronic dimension; - to reflect on competences related to the role and function of the teacher and social representations; In terms of Communication skills: - be able to use appropriate communication methods to carry out group activities in the presence of, and of remote torque/threesome; - being able to use effectively the mode of active and participatory listening, based on respect and on equal dignity; - be able to express their opinion in both small and large groups, effectively arguing their own thinking and to be the spokesperson for the thought of the group of reference, when necessary; - be able to promote and manage effective communication in meeting with the group class of children participating in the indirect placement; In terms of Learning skills: - experience different ways of learning and know how to discriminate against validity and effectiveness; - use the learning community as an environment in which to place one's own path; - to implement analysis and reflection skills through the possibility of exchange and interaction with peers, facilitated by internship activities.	3		75	-	-	-	Other activities	ITA

THIRD YEAR

First semester

Course	Credits	Scientific Disciplinary Sector Code	Contact Hours	Exercise Hours	Laboratory Hours	Personal Study Hours	Type of Activity	Language
22902382 - INTERCULTURAL AND CITIZENSHIP EDUCATION (objectives) Within the programme at the end of the course the student will be capable of performing abilities in the context of: Discussing knowledge and understanding • identifying the issues of intercultural and citizenship education, and methodology of the discipline • identifying the concept of active citizenship in the national European and international contexts Applying knowledge and understanding • analyzing the meaning and the best practices of the school concepts and methods to tackle the social prejudice and social discrimination • recognizing and generalizing educational phenomenon and the intercultural human process of learning Making judgements • connecting the theory of intercultural and citizenship education and pedagogy with multiethnic school life • evaluating the innovation in pedagogy respectful of the children identity, human rights, dignity and justice Exploring Communication skills • interacting using multiple strategies, open and democratic topics in school and in the community dialogue - CHISTOLINI SANDRA (syllabus) Course content Course title: Intercultural pedagogy and education for identity citizenship 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. 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. (reference books) Reference books 1. Chistolini S., Decoding the Disciplines in Pedagogia. Epistemologia e metodologia della formazione per una buona pratica di preparazione universitaria degli insegnanti, in “Il Nodo. Per una pedagogia della persona”, anno XXI, n. 47, Nuova Serie, dicembre, 2017, pp. 35-52, on line. 2. Chistolini S., Lastrucci E., Porcarelli A., Giovani europei e cittadinanza. Lo studio sugli adolescenti italiani nel contesto della ricerca internazionale sull’identità politica, Lecce, Pensa Multimedia, 2018. 3. Corradini L., Mari G. (a cura di), Educazione alla cittadinanza e insegnamento della Costituzione, Milano, Vita e Pensiero, 2019. 4. Hans Küng, Progetto per un’etica mondiale. Una morale ecumenica per la sopravvivenza umana, Milano, Rizzoli, 1991. 5. Ehsani A., Casolo F., I ragazzi hanno grandi sogni, Milano, Feltrinelli, 2018. 6. Chosen texts chosen on the theme of values. The texts will be distributed by the teacher until exhaustion. 7. Council of Europe, Human rights in culturally diverse societies, Strasbourg, Council of Europe, 2016, on line http://book.coe.int 8. Costituzione della repubblica italiana, on line Lessons on the Constitution in Rome Three https://www.radioradicale.it/scheda/553415/la-scuola-a-roma-tre-lezioni-sulla-costituzione 9. International dialogue with Colombia theory and experience of citizenship education. 10. A book assigned by the teacher based on the identification number of the student and about migrant children, non violence education, right to education, democratic citizenship. 11. References for school activities: e) Education for Democracy and human rights in school, Council of Europe, 2014, Five video animations, in http://pjp-eu.coe.int/en/web/charter-edc-hre-pilot-projects/comics-competition f) Sei manuali scolastici sulla democrazia. Living Democracy manuals, in http://www.coe.int/en/web/edc/living-democracy-manuals#{"10618501":[]} g) Council of Europe, Democracy and Human Rights in School, 2014.pdf, in http://pjp-eu.coe.int/en/web/charter-edc-hre-pilot-projects/comics-competition h) Council of Europe, Democracy and Human rights start with us! GetInvolved!, 2014.pdf, in http://www.coe.int/en/web/edc/charter-for-all	8	M-PED/01	60	-	-	-	Basic compulsory activities	ITA
22902383 - General Biology (objectives) The course aims to develop an Inquiry-Based Science Education – IBSE to be used at school: - promoting the learning and understanding of concepts through direct experience; - setting and understanding the problem through a discussion - overcome false or partial notions - granting basic knowledge and promote competences With the study of General Biology the student will be able to achieve the following training objectives. - Knowledge and understanding … learning the fundamental processes of life and the diversity of living beings - Applying knowledge and understanding … learning the fundamental processes of life and the diversity of living beings - Making judgements … awareness of being part of a single ecosystem and taking responsible action - Communication skills … ability to expose content in a reasoned and dynamic way - Learning skills … aptitude to deepen contents with recurrent updates in relation to the progress of scientific research and teaching methodology - TRAVAGLINI ALESSANDRO (syllabus) The scientific method. Evolution, theories and hypotheses. The history of life on Earth. Passage from single-celled organisms to multi-cellular ones. The fossils. Dating methods. Living beings, the classification of the living. What is the systematic; binary nomenclature. Characteristics of algae and fungi. Plants (Bryophytes, Pteridophytes, Spermatophytes). Invertebrate animals. Vertebrate animals. The cell. Microorganisms. The human body. Skeletal system. Muscular system. Digestive system. Cardiovascular system. Respiratory system. Excretory system. Nervous system. Immune system. Sense organs. Reproduction. Mendel’s law. Observations in the field. Experiments for classes. (reference books) Fondamenti di Biologia, Hillis David M.; Sadava David; Heller Craig H.; Price Mary V.. Editore Zanichelli	6	BIO/01	45	-	-	-	Core compulsory activities	ITA

Second semester

Course	Credits	Scientific Disciplinary Sector Code	Contact Hours	Exercise Hours	Laboratory Hours	Personal Study Hours	Type of Activity	Language
22910054 - LABORATORIO di DIDATTICA INCLUSIVA (objectives) The workshop aims to develop methodological and practical teaching skills to design, to plan and manage inclusive learning environments. With the study of Inclusive Education the student will be able to achieve the following training objectives. In terms of knowledge and understanding: - knowledge and understanding of the didactic implications of the classroom presence of students who are characterized by high levels of difference. In terms of applying knowledge and understanding: - Skills to plan inclusive educational actions - Skills to apply real-class procedures and strategies to develop an inclusive environment; - Skills to bring about inclusive didactic forms focused on individualization and personalization processes for all students. In terms of Making judgements - Skills to initiate professional context analysis procedures aimed at breaking the barriers to participation and learning that all students may have. In terms of Communication skills: - be able to use mediators to facilitate inclusive processes involved in classroom life and school life in general; - be able to develop forms of networking in order to create a context of inclusive school community. In terms of Learning skills: - demonstrate opening to innovations; - demonstrate availability to experimentation; - demonstrate creativity in our educational point of view. Group: CANALE 3 - BOCCI FABIO (syllabus) The Lab is aimed at developing in students skills related to inclusive education. Working Group will be carried out on individualized and personalized teaching methods and strategies, also mediated by ICT. (reference books) Educational tools given by the professor Group: CANALE 4 - RIZZO AMALIA (syllabus) The laboratory will offer participants the necessary tools to design inclusive interdisciplinary activities starting from musical experiences. During the workshop, after an introduction about the theoretical and neuroscientific aspects that substantiate the inclusive value of music, students will be involved in musical games and in their development within an inclusive teaching organization (conducted in close synergy with all the teachers in the class). Appropriate case studies for kindergarten and primary school will be presented and structured materials will be provided for planning. (reference books) Chiappetta Cajola L., Rizzo A. L. (2016). Musica e inclusione. Teorie e strategie didattiche. Roma: Carocci. Rizzo A., Lietti M. T. (2013). Musica e DSA. La didattica inclusiva dalla scuola dell'infanzia al conservatorio. Milano: Rugginenti.	2	M-PED/03	-	-	16	-	Basic compulsory activities	ITA
22910062 - PEDAGOGIA SPERIMENTALE e VALUTAZIONE SCOLASTICA (objectives) Specific objectives carried out during the course are the following:  reflect on the characteristics of evaluation in education;  reflect on changes that affect evaluation activities;  classify different evaluation tools;  define the relationship between teaching activities and evaluation activities;  identify elements and functions of evaluation;  build structured evidence of knowledge;  analyse data collected through evaluation tools;  edit the various types of evaluation tools in an appropriate manner. Knowledge and understanding: - define and identify the epistemological and methodological context of the discipline; - know the theory of evaluation in the national, European, international and diachronic context. Applying knowledge and understanding: - analyse the main evaluation practices of educational processes; - identify different evaluation methods and tools. Making judgements - analyse the different purposes of evaluation in educational practice. Communication skills - design and implement specific assessment tools. Learning skills: - understand the educational challenge of education, even in national and international comparative analysis context. - CORSINI CRISTIANO (syllabus) The course will focus on Educational Assessment and more specifically on the following key topics: 1) development lines, theoretical framework and methods of empirical and educational research in education; 2) design of empirical research in education: problem, hypothesis, experiment, observation, conclusion (hands-on practical assignments). (reference books) P. Lucisano, A. Salerni, "Metodologia della ricerca in educazione e formazione", Carocci, Roma, 2003. Totale pagine: 352. L. Greenstein, "La valutazione formativa", Utet, Milano, 2016. Totale pagine: 175. Saggi, capitoli di libri, articoli: J. Dewey, 1939, Unity of science as social problem, trad. it. in P. Lucisano, L’unità della scienza come problema sociale, “Cadmo”, n. 22, pp. 30-35 G. Benvenuto, A. Giacomantonio, "Un po' di storia della valutazione scolastica", Parte 1. "La docimologia: dalla critica agli esami all’analisi dei principi della valutazione"; pp.1-39. Totale pagine: 39. Batini F., Bartolucci M., "Sviluppo emotivo e narrazione, dall’empowerment cognitivo alla maturazione dei processi di riconoscimento delle emozioni", in "Le emozioni nei contesti individuali e sociali", Morlacchi ed., 2019, Totale pagine: 11. C. Corsini, "Inclusione e culture valutative", in S. Polenghi, M. Fiorucci, L. Agostinetto, "Diritti, Cittadinanza, Inclusione", Lecce, Pensa, 2018 pp. 85-94 Totale pagine: 10 C. Corsini, "Sull’utilità e il danno di “misurazione e valutazione” in educazione", in C. Corsini, "Rileggere Visalberghi", Roma, Nuova Cultura, 2018, pp. 13-28. Totale pagine: 16. I.D.M. Scierri, "Stereotipi di genere nei sussidiari di lettura per la scuola primaria", in "AboutGender - International Journal of Gender Studies", Vol. 6 N° 12 anno 2017, pp. 15-44. Totale pagine: 30. C. Tomasetto, "Matematica per i maschi, italiano per le femmine: Stereotipi di genere e atteggiamenti verso le materie scolastiche tra genitori e figli", InMind Italia, VI, pp. 19-24. Totale pagine: 6	8	M-PED/04	60	-	-	-	Basic compulsory activities	ITA
22902386 - Mathematic and mathematics Education (objectives) mathematica - MILLAN GASCA ANA MARIA (syllabus) The aim of the course is to learn how to teach mathematics in primary school and preschool, while developing a deep understanding of elementary mathematics and its cultural role. Three main lines are considered. First, a discussion the history of elementary mathematics education in Europe, from the Middle Ages to the 20th century, and its tracks in modern children math education. Second, the application of a vision of elementary mathematics from a higher standpoint to mathematical activities with children. Third, an analysis of the mathematical path of children before and during school, considering naïf mathematical conceptions as linked to the acquisition of language and body development and the endeavor of the teachers at school. (reference books) ANA MILLÁN GASCA 2016 Numeri e forme. I bambini e la matematica. Zanichelli, Bologna. MARGARET DONALDSON 1978 Children's minds MARTIN HUGHES 1986, Children and Numbers, Difficulties in Learning Mathematics, Oxford & New York, Basil Blackwell. Please consider the bibliography in Italian.	10	MAT/04	75	-	-	-	Core compulsory activities	ITA
22902387 - Workshop of Mathematics and mathematics Education (objectives) The lab sessions enable the prospective elementary teacher to lead mathematical activities with children with flexibility and attention to single students - MILLAN GASCA ANA MARIA	2	MAT/04	-	-	16	-	Core compulsory activities	ITA
22902603 - Physic and teaching physic (objectives) The course of Physics and Physics Education has the general goals those ones of dealing with and giving to the future teachers, the knowledge an skills to became teacher of primary school. The way that is used to reach these goals is to study that parts of Classical Mechanics and Modern Physics both from a theorical point of view, sperimental and from an epistemological point of view. A particular attention is reserved for education and teaching of the Physics try to transmit those methodologies that in part refer at a pedagogic tradition of reference, in part a new way of teaching Physics by rereading the Galilean thought. Particular attention is given on the language of communication of coding and decoding that are much more effective to approach children to the scientific though and the achievement of a better awareness of himself and of the world around him. This goal integrates to help the integration of disable children and to integrate positively the intercultural differences in the class. The experiences of laboratory will be organized to conduct in natural way the child to a critical reflection and to curiosity, playing but always traying to induce to understand the importance using the rigor of Science. The last goal is to help by effective teaching strategies the sociorelational aspect. In this sense the laboratory teamwork is a good way. With the study of Physics and Physics Education the student will be able to achieve the following training objectives. In terms of knowledge and understanding: - know basic physics, using disciplinary, epistemological and historical elements; - know the crucial topics of the teaching of physics as an introduction to scientific thought in pre-primaryand primary school. In terms of the ability to apply knowledge and understanding: - promote the ability to carry out educational activities appropriate to the age of children aimed at bringing them closer to the ideas of physics in an engaging and solid way, taking advantage of teaching materials, the resources of the school and the territory; - promote an overall view of children's initiation into scientific thought on the physical world in the cycle of nursery school and compulsory schooling. In terms of independent judgment: - develop the ability to analyze educational and educational situations and events in schools and to make educational decisions; - encourage the opening to renewal of teaching practices through the combination of historical, epistemological and didactic research. In terms of teacher's communication skills: - develop the ability to bring the gaze of physics and scientific thought closer to children with appropriate language, tools, examples, images, sounds, objects starting from experience and through problems, developing the capacity for dialogue in the scientific-philosophical field and the ability of geometric and symbolic representation. In terms of future cultural development: promoting skills and interest in the study of tireless and tireless updating in the field of elementary physics, history and epistemology of physics, through books and articles, conferences, courses and conferences, with discernment and depth. - CASA GIOVANNI (syllabus) Physics and Physics Teaching Program + Laboratory 2018-19 (SSD FIS/08, CFU 8+1) The course of Physics and Didactics of Physics, in addition to enriching the disciplinary knowledge, is designed to stimulate the passion for scientific adventure, constantly using the scientific method and the laboratory approach, both providing the basics and analyzing some fundamental stages of the history of physics; in order to let future teachers develop their mastery in carrying out simple experiments, both in the classroom and outdoors, with the aim of intriguing, inducing observation and conveying contents to small future students. Contents integrate the use of different teaching methods, also through the use of computer systems, offering course students fun activities, stories and / or fairy tales dedicated to children. Integrano i contenuti l'utilizzo di differenti metodologie didattiche, anche attraverso l'utilizzo di sistemi informatici, proponendo agli studenti del corso attività ludiche, racconti e/o fiabe dedicate ai bambini. Course contents: Introduction to physics and physics education for primary education. The historical-epistemological roots of physics, the role of theories, models and laws. The principles of physics and the nature of physical quantities. Units of measurement, directly and inversely proportional quantities, scalar and vector quantities, operations with vectors. The aspects of the natural world studied by the different branches of physics. Some examples of physical phenomena within the reach of infantile observation: position and motion of celestial bodies, gravity, lever, pendulum, uniform rectilinear motion, elasticity, light reflection, buoyancy. Elements of physics. Topics chosen in the field of mechanics, fluid dynamics, thermodynamics, electrostatics, magnetism, wave phenomena, light, optics and astronomy will be discussed, aimed at understanding the way in which scientific knowledge can be elementary and proposed to children . For example: harmonic motion, the balance of bodies, temperature, sound and music phenomena, the conduction of electricity and the transport of heat. Laboratory In the laboratory's training activities, critical tools will be provided to make informed and effective choices in planning and conducting educational activities aimed at children in the field of Physics, with particular regard to laboratory activities. Contents of the Laboratory: 1. Introduce children to the world of physics: words and what they evoke (strength, energy, balance), examples, narratives, observations, experiments. 2. Teaching materials for approaching physical phenomena: subsidiaries, scientific readings for children, measuring instruments. (reference books) Lecture notes of the teacher, downloadable in pdf format from the University website. Adopted texts: U. Amaldi. Le traiettorie della fisica.azzurro. Volume unico. Zanichelli. ISBN: 9788808140814 Giorgio Israel, Ana Millàn Gasca. Pensare in matematica. Zanichelli. ISBN: 978808193612 Capitoli 8-9. Paola Magrone, Ana Millàn Gasca.I bambini e il pensiero scientifico. Il lavoro di Mary Everest Boole. Carocci Editore. ISBN: 9788843090273 Recommended texts for further information: Daniela Allasia, Valentina Montel, Giuseppina Rinaudo. La fisica per maestri. Ed. Libreria Cortina. ISBN: 9788882390952	8	FIS/08	60	-	-	-	Core compulsory activities	ITA
22902390 - Developmental Psychopatology (objectives) The course of Developmental Psychopathology aims at achieving the following objectives for students. In terms of knowledge and understanding: - to know the interplay among the biological, psychological, and social-contextual aspects of normal and abnormal development across the life span; - to know the main psychopathological syndromes of childhood and adolescence; - to know the interplay of multiple risk and protective factors in developmental pathways, including continuity and change. In terms of applying knowledge and understanding: - to know how to analyze the interplay among the biological, psychological, and social-contextual aspects of normal and abnormal development across the life span; - to know how to recognize the main psychopathological syndromes of childhood and adolescence; - to find out the multiple risk and protective factors in developmental pathways. In terms of making judgements: - to find connections between psychopathological problems and school situations; - to evaluate educational innovations in the light of the advancement of research in developmental psychopathology. In terms of communication skills: - to acquire the key competences of the teacher for class management based on the recognition of the students' individual characteristics and problems; - to know how to modulate communicative strategies in the classroom to accept, motivate, support, reinforce and include pupils with difficulties or psychopathological problems. In terms of learning skills: - to develop an orientation towards scientific research, both basic and applied, in developmental psychopathology; - to develop the attitude towards lifelong learning on psychosocial aspects of school adjustment and inclusion of pupils with difficulties or psychopathological problems; - to develop the interest in training and professional upgrading in the management of psychopathological problems in the school context. - DE LUCA ANTONELLA (syllabus) • Learning disorders • Rational emotional education and therapy (ERE and RET) • Neurolingustical Programming (NLP) • Autism Spectrum Disorder • Communication • ADHD • Intellectual disability (reference books)  Celi F., Fontana D. (2010), Psicopatologia dello sviluppo. Storie di Bambini e Psicoterapia, McGraw-Hill Editore, Milano.  De Luca A. (2019), ComunicaMente, Edizioni Fabbrica dei Segni, Novate Milanese. The personal bulletin board contains information, in-depth information, discussions and educational material.	8	M-PSI/08	60	-	-	-	Core compulsory activities	ITA
22902604 - Laboratory of Physic and teaching physic (objectives) Providing students critical instruments to make aware and efficacious choices in planning and conducting didactical activities for children in the field of Physics, particularly concerning laboratory activities. With the study of Laboratory of Physics and Physics Education the student will be able to achieve the following training objectives. In terms of knowledge and understanding: - know basic physics, using disciplinary, epistemological and historical elements; In terms of the ability to apply knowledge and understanding: - promote the ability to carry out educational activities appropriate to the age of children aimed at bringing them closer to the ideas of physics in an engaging and solid way, taking advantage of teaching materials, the resources of the school and the territory; In terms of independent judgment: - develop the ability to analyze educational and educational situations and events in schools and to make educational decisions; - encourage the opening to renewal of teaching practices through the combination of historical, epistemological and didactic research. In terms of teacher's communication skills: - develop the ability to bring the gaze of physics and scientific thought closer to children with appropriate language, tools, examples, images, sounds, objects starting from experience and through problems, developing the capacity for dialogue in the scientific-philosophical field and the ability of geometric and symbolic representation. In terms of future cultural development: - to promote skills and interest in the study and the tireless updating in the field of elementary physics, history and epistemology of physics, through books and articles, conferences, courses and conferences, with discernment and depth. - CASA GIOVANNI (syllabus) Laboratory In the laboratory's training activities, critical tools will be provided to make informed and effective choices in planning and conducting educational activities aimed at children in the field of Physics, with particular regard to laboratory activities. Contents of the Laboratory: 1. Introduce children to the world of physics: words and what they evoke (strength, energy, balance), examples, narratives, observations, experiments. 2. Teaching materials for approaching physical phenomena: subsidiaries, scientific readings for children, measuring instruments. (reference books) Lecture notes of the teacher, downloadable in pdf format from the University website. Adopted texts: U. Amaldi. Le traiettorie della fisica.azzurro. Volume unico. Zanichelli. ISBN: 9788808140814 Giorgio Israel, Ana Millàn Gasca. Pensare in matematica. Zanichelli. ISBN: 978808193612 Capitoli 8-9. Paola Magrone, Ana Millàn Gasca.I bambini e il pensiero scientifico. Il lavoro di Mary Everest Boole. Carocci Editore. ISBN: 9788843090273 Recommended texts for further information: Daniela Allasia, Valentina Montel, Giuseppina Rinaudo. La fisica per maestri. Ed. Libreria Cortina. ISBN: 9788882390952	1	FIS/08	-	-	8	-	Core compulsory activities	ITA
22902391 - Training 3th year (objectives) The Master's Degree Course in Primary Education Sciences provides for compulsory activities of indirect traineeship (preparation, reflection and discussion of activities, documentation for the final report of the traineeship) and direct to the schools. The internship activities of the 3rd year of the course take place for a total of 125 hours (5 CFU) and aim: • to promote the knowledge and use of procedures and tools for observation, analysis and monitoring of the educational context and the teaching-learning process; • to make the importance of observation understood for the continuous improvement of the didactic action; • to encourage the knowledge and use of procedures and tools for self-observation and self-evaluation of one's own work. They foresee a first phase of training carried out at the university, a second phase observation of micro and macro context of both kindergartens and primary schools affiliated with the CdL and a third phase of reflection and self-reflection in group on the experiences of observation carried out, with the supervision of tutors By participating in the internship activities planned for the third year, the student will be able to achieve the following educational objectives: In terms of knowledge and understanding: - knowledge of observation procedures for collecting information: specific characteristics and their use in the school; - knowledge of the process of communication between roles in the school organisation and in the classroom; - knowledge of the main detection and evaluation tools (narrative descriptions, observation grids, coding schemes, questionnaires and interviews, evaluation scales). In terms of applying knowledge and understanding: - ability to apply observation procedures in the classroom for the collection of information useful for the knowledge of the educational context and the teaching-learning process; - ability to communicate effectively in the school organisation and in the classroom; - ability to use self-observation tools and procedures. In terms of Making judgements - ability to read and interpret effectively and in the exercise of ethical and cultural responsibility related to the teaching role, information collected through observation tools; - ability to formulate judgements on educational situations and events after having carefully documented the needs and behaviour of children in current social contexts; - aptitude to self-evaluate one's own professional preparation and the effectiveness of the didactic action also through the proposal of innovative educational practices. In terms of Communication skills: - ability to use verbal, paraverbal and non-verbal communication in the classroom for specific educational purposes; - ability to communicate with all figures in the school organisation and in the classroom for the exchange of information, the development of projects and the coordinated management of training processes; - ability to use communicative modalities functional to the collection of information about the class. In terms of Learning skills: - willingness to use reflective and self-reflective modes - ability to consider the observational procedures essential to the teaching-learning process - ability to define their professionalism within a process of systematic self-improvement.	5		-	-	-	-	Other activities	ITA
22902557 - English language laboratory 3th year	2	L-LIN/12	-	-	16	-	Other activities	ITA
22902389 - Workshop of Children's Literatures (objectives) The Children's Literature Laboratory will enable students to achieve the following educational goals: In terms of knowledge and understanding: - knowledge of the main models of didactic design in the field of Children’s literature. In terms of ability to apply knowledge and understanding: - ability to design and implement educational pathways that use the children’s book in the light of a variety of methodologies and organizational solutions appropriate to child development and the progression of learning. In terms of autonomy of judgment: - Attitude to problematize the use of narration and book in educational function; - Aptitude to self-evaluate the quality of your personal and professional relationship with children’s literature. In terms of communicative abilities: - ability to expose the objectives and the nature of educational work in an organized way, through educational and didactic planning, showing the infinite educational and educational potential of children’s literature - CANTATORE LORENZO (syllabus) Evidence reading aloud of children's literature (reference books) L. Cantatore (ed.), Primo leggere: per un'educazione alla lettura, Roma 2017	1	M-PED/02	-	-	8	-	Core compulsory activities	ITA

FOURTH YEAR

First semester

Course	Credits	Scientific Disciplinary Sector Code	Contact Hours	Exercise Hours	Laboratory Hours	Personal Study Hours	Type of Activity	Language
22902600 - Ecology and teaching ecology (objectives) Discipline outlines - Study methods - Environment philosophy and ethics - Science as a method for knowledge - Concepts of species, population, biological community, eco-system, landscape, bioma - Intraspecific and interspecific relationships - the Cycle of matter and the flux of energy - Sustainable use of natural resources - Pollution - Biodiversity and preservation - Environment education - Didactics of ecology - SAVO VALENTINA (syllabus) The course will be taught using student-centered learning techniques, using various teaching approaches in order to stimulate students with different learning styles. Specifically, these strategies will be applied in the teaching of the topics reported below, integrating both creativity and a sound knowledge of the subject. Introductory Lesson. Development of Ecology. Evolution. Evolution mechanisms and Speciation. Ecosystems and Biomes. Climatic changes. Relationships among living beings and Ecological pyramids. Biogeochemical cycles. Biological communities. Biodiversity. Biodiversity conservation. Ecological niches. Relationships between organisms and the physical environment. Stressors for organisms. Landscape ecology. Urban ecology. Human ecology. Ecosystem services. Strategies for teaching Ecology. (reference books) Thomas M. Smith & Robert Leo Smith, Elementi di Ecologia, Pearson Editor. Didactic notes provided by the instructor. Office Hours: before or after class by appointment by email: valentina.savo@uniroma3.it	6	BIO/07	45	-	-	-	Core compulsory activities	ITA
22910014 - PSICOLOGIA DELLO SVILUPPO PER L'INCLUSIONE (objectives) Analyzing and designing didactic paths. General aim of the course is to provide the theoretical and methodological knowledge of developmental psychology and education on the school inclusion and the promotion of well-being in educational contexts. In particular, will be deepened the social, emotional and cognitive determinants of school adjustment and maladjustment, the inclusion of students with special educational needs and / or foreign, the school-based intervention models of Social-Emotional Learning. From the theoretical standpoint, students will gain knowledge related to: - Individual differences (temperament, personality traits, values); - Social development (peer relationships, social skills, prosocial behaviors and aggressive, bullying; - Emotional development (emotion regulation, emotional skills, emotional self-efficacy); - Cognitive development (metacognition, self-learning, self-efficacy education, prosocial moral reasoning); - Intervention models of Social and Emotional Learning for promoting prosocial behaviors and preventing aggressive behaviors in the classroom; - Teacher’s competences in promoting the well-being at school. From the methodological standpoint, students will gain knowledge on instruments for assessment: - Social skills, emotional and cognitive; - Adaptive and maladaptive behaviors in the classroom; Teacher’s competences for school inclusion. - VECCHIO GIOVANNI MARIA (syllabus) 1. Individual differences The temperament Personality development Coping styles 2. Implicit theories Implicit theories of intelligence and personality: impotence / mastery, judgments, stereotypes. 3. Socio-emotional learning Self-regulation of learning Social and Emotional Learning 4. Development of social and emotional skills Social and emotional development Development of prosocial skills Socio-emotional skills of the teacher 5. Prosociality at school Prosocial education in the school context: theoretical and methodological aspects. (reference books) 1. Individual Differences Temperament: - Gillibrand, Lam, O'Donnell, Tallandini (2010). Psicologia dello sviluppo. Milano, Torino: Pearson. Capitolo 10: Temperamento e sviluppo del comportamento nei bambini (pp. 265-295). Personality development: - Caprara, Cervone (2003). Personalità. Determinanti, dinamiche, potenzialità. Milano: Raffaello Cortina. Capitolo 5: Lo sviluppo della personalità nel corso della vita (pp.145-176). - Articolo 1: Personality development: stability and change. Caspi, A., Roberts, B.W. & Shiner, R.L. (2005). Annual Review of Psychology, 56, 453–84. Coping: - Articolo 1.bis: Personality and Coping. Carver, C.S. & Connor-Smith, J. (2010). Annual Review of Psychology, 61, 679-704. 2. Implicit theories Implicit theories of intelligence and personality: impotence / mastery, judgments, stereotypes: - Dweck, C. (2000). Teorie del Sé. Trento: Centro Studi Erickson. Capitolo 10: Credere nei tratti sociali fissi: effetti sulla competenza sociale (pp.101-112). Capitolo 11: Giudicare ed etichettare gli altri: un altro effetto delle teorie implicite (pp. 113-123). Capitolo 13: Possedere e formarsi degli stereotipi (pp. 135-142). 3. Socio-emotional learning Self-regulation of learning: - Articolo 1.ter: Zimmerman, B.J. (2002). Becoming a self-regulated learner: An Overview. Theory into Practice, 41 (2), 64-70. Social and Emotional Learning: - Articolo 4: Zins, J.E. & Elias M.J. (2006). Social and emotional learning. In G.G. Bear & K.M. Minke (Eds.), Children’s needs III: Development, prevention, and intervention (pp. 1-13). Bethesda, MD: National Association of School Psychologists. - Articolo 3: Elias, M.J. (2003). Academic and social-emotional learning. Report: Educational Practices – 11, The International Academy of Education - IAE. - Articolo 4.bis: Jones, S.M. & Bouffard, S.M. (2012). Social and Emotional Learning in Schools. From Programs to Strategies, Sharing child and youth development knowledge, 26, 4. - Articolo 4.ter: Denham, S.A. & Brown, C. (2010). “Plays nice with others”: Social–emotional learning and academic success, Early Education and Development, 21(5), 652–680. 4. Development of social and emotional skills Social and emotional development: - Schaffer, H. R. (2005). Psicologia dello sviluppo. Milano, Raffaello Cortina. Capitolo 4. Creare le relazioni (pp. 91-135). Capitolo 5. Lo sviluppo emotivo (pp. 137-177). Development of prosocial skills: - Articolo 2: Hyson, M. & Taylor, J.L. (2011). Caring about Caring: What Adults Can Do to Promote Young Children’s Prosocial Skills, Young Children, July, 74-83. Teacher's socio-emotional skills: - Articolo 2.bis: Jennings, P.A. & Greenberg, M.T. (2009). The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes, Review of Educational Research, 79, 1, 491-525. 5. Prosociality at the school Prosocial education in the school context: theoretical and methodological aspects: - Caprara, G.V., Gerbino, M., Luengo Kanacri, P., Vecchio, G.M. (2014). Educare alla prosocialità. Teoria e buone prassi. Milano - Torino: Pearson Italia. Programma per LM in Didattica dell’Italiano come Lingua Seconda (DIL2): Woolfolk, A. (2020). Psicologia dell'educazione. Teoria, metodi, strumenti 14/Ed. Milano - Torino: Pearson Italia. TUTTI I CAPITOLI + MyLab. Caprara, G.V., Gerbino, M., Luengo Kanacri, P., Vecchio, G.M. (2014). Educare alla prosocialità. Teoria e buone prassi. Milano - Torino: Pearson Italia. TUTTI I CAPITOLI + MyLab.	8	M-PSI/04	60	-	-	-	Core compulsory activities	ITA

Second semester

Course	Credits	Scientific Disciplinary Sector Code	Contact Hours	Exercise Hours	Laboratory Hours	Personal Study Hours	Type of Activity	Language
22902384 - Art and design education image (objectives) Knowing and using creatively the elements and codes of the visual grammar. Implementing graphical abilities through the study of representation techniques. Developing critical competences and the ability to decode a work of art, particularly referring to the History of contemporary Art. Promoting the knowledge and enhancing of the Italian artistic and archaeological heritage.e. - CACIONI SILVIA (syllabus) • Composition of the structural elements of visual grammar, with reference to analysis of the iconic message, signs of iconography and iconology. • Colour as shape and meaning. • Use of graphic representation techniques: Monge’s projection and elements of central (distance point method) and accidental (extension of sides or joints) projection. • From the Early Nineteenth Century to the artistic avant-gardes of the twentieth century and subsequent developments • Motivational aspects in the graphic expression of the child • The graphic sign from the aniconic phase to the symbolic phase in developmental age • Knowledge and analysis of the National Curriculum Indications (2012) and recent revisions (National Indications and New Scenarios, 2017) • Analysis and design of educational and learning courses for preschool and elementary school children (reference books) Riferimenti bibliografici fondamentali • Argan G.C., L’arte moderna, Firenze 1970 (e successive), dal testo deve essere esclusa l’appendice di Achille Bonito Oliva e altre schede critiche non a firma dell’autore. • Arnheim R., Arte e percezione visiva, Milano 2005, solo capp.: 4 Sviluppo e 7 Colore • Dorfles G., Pinotti A., Manuale di disegno, Bergamo 2014, (procedure di costruzione dei poligoni regolari, prospettiva centrale (metodo dei punti di distanza) e prospettiva accidentale (metodo del prolungamento dei lati o delle fughe) – il testo è consigliato solo per gli studenti non frequentanti) • 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 • Indicazioni nazionali per il curricolo, della scuola dell’infanzia, e del primo ciclo d’istruzione, in Annali della Pubblica Istruzione, Le Monnier, 2012, successiva integrazione 2017 (parti relative la disciplina di Arte e Immagine)	8	ICAR/17	60	-	-	-	Core compulsory activities	ITA
22902385 - Workshop of Art and design education image (objectives) Analyzing and designing didactic paths. - CACIONI SILVIA (syllabus) Achievement of eligibility: the candidates, three or four students per group, must design a didactic unit taking inspiration from one of the following topics and from the National Curriculum Indications (2012) and recent revisions (National Indications and New Scenarios, 2017): 1. Field trip to Rome’s Capitoline Museums (reference books) • 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 • Indicazioni nazionali per il curricolo, della scuola dell’infanzia, e del primo ciclo d’istruzione, in Annali della Pubblica Istruzione, Le Monnier, 2012, successiva integrazione 2017 (parti relative la disciplina di Arte e Immagine)	1	ICAR/17	-	-	8	-	Core compulsory activities	ITA
22910053 - DIRITTO SCOLASTICO (objectives) Obiettivi: Finalità del corso è somministrare allo studente le nozioni fondamentali dell’ordinamento scolastico attraverso lo studio delle fonti, l’esame della giurisprudenza rilevante e la ricostruzione ed interpretazione di casi pratici, in modo da stimolare la capacità di analisi critica del sistema e di soluzione metodologica dei problemi posti dalle fattispecie, anche complesse, che lo contraddistinguono. Costituiscono obiettivi specifici di apprendimento: - maturare la consapevolezza dei diritti e dei doveri del docente della scuola dell’infanzia e della scuola primaria; - acquisire la conoscenza della legislazione scolastica e del diritto pubblico, sì da reperire ed utilizzare efficacemente le norme di riferimento di volta in volta pertinenti al quesito da affrontare; - comprendere la disciplina che regola lo stato giudico del docente; - conoscere e saper interpretare il contratto di lavoro del docente; - focalizzare le competenze funzionali delle amministrazioni e degli enti con cui il docente si trova abitualmente ad entrare in contatto (Comuni, Aziende Sanitarie, Sindacati, ecc.) e che concorrono ad assicurare il buon andamento delle istituzioni scolastiche; - conoscere e diffondere la conoscenza dell’ordinamento statale, delle articolazioni territoriali dello Stato a partire dalle Regioni, e dei collegamenti ed interazioni con gli organismi europei (Unione Europea, ecc.) ed internazionali (O.N.U., ecc.). - FARES GUERINO MASSIMO OSCAR (syllabus) The school system and its legal sources. The rights and duties of the teacher in the kindergarten and in the elementary school. The legal status of the teacher. The employment contract 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 (European Union, etc.) to international institutions (U.N., etc.). The main Courts judgments and the analysis of the most important case studies. (reference books) M. Falanga, Diritto scolastico. Analisi e profilo, Editore La Scuola, 2017.	4	IUS/09	30	-	-	-	Core compulsory activities	ITA
22910061 - PEDAGOGIA INCLUSIVA e DISABILITY STUDIES (objectives) Students will acquire thorough knowledge regarding: a) epistemological implications inherent in the transition from Special Pedagogy to Inclusive Pedagogy as the result of a relationship of continuity in the discontinuity b) the Disability Studies such as perspective of study and discipline c) the debate about the current transformation from the integration school system to the inclusion one; d) the contribution of inclusive pedagogy to the definition of a inclusive society and inclusive school e) the definition of inclusive education f) the role of inclusive pedagogy in teacher training g) the still open social question concerning disabled persons and their collocation into society; h) the critical analysis conducted by academics and researchers that identify themselves with Disability Studies about the representations of disability and diversity; i) the tales (literary, cinematographic, musical, theatrical, etc…) carrying out the culture of inclusion in society. - BOCCI FABIO (syllabus) The Course is divided into three parts. In the first, the evolution of Special Pedagogy is outlined from its beginnings to actuality, problematizing the question that today has evolved towards its conceptualization as Inclusive Pedagogy. In this sense, a series of questions that will be read both in synchronic and diachronic terms are critically analyzed. The second part concerns the position of Disability Studies with respect to the current debate on inclusion, current educational and social policies as well as on social representations of disability in particular (as a cultural construction) and of "diversity" in general. The third part concerns Institutional Analysis and Narrative Socioanalysis as perspectives of transversal investigation of the previous lines, which are offered as "tools" for the analysis of political, cultural and scientific issues of the topics addressed. (reference books) Bocci F., Una Mirabile avventura. Storia dell’educazione dei disabili da Jean Itard a Giovanni Bollea, Le Lettere, Firenze, 2011. Bocci F., Pedagogia Speciale come Pedagogia Inclusiva (in pubblicazione) Goodley D., D’Alessio S., Ferri, B., Monceri F., Titchkosky T., Vadalà G., Valtellina E., Migliarini, V. , Bocci F., Marra A.D. e Medeghini R., Disability studies e inclusione. Per una lettura critica delle politiche e pratiche educative, Erickson, Trento, 2018. Gueli C., Educazione e pedagogia autogestionaria. Una ricerca su Georges Lapassade, Sensibili alle foglie, Roma, 2018.	8	M-PED/03	60	-	-	-	Core compulsory activities	ITA
22902601 - Laboratory of Ecology and teaching ecology (objectives) Development of some didactical projects concerning environment education - SAVO VALENTINA (syllabus) The lab course entails the preparation and elaboration of didactic projects and experiences on topics related to biodiversity and the education process aimed at its preservation. Specifically, the didactic activities are aimed at understanding biodiversity and the ecological relationships at the species and ecosystem levels, sustainability concepts and nature conservation. (reference books) NO TEXTBOOK Office Hours: before or after class by appointment by email: valentina.savo@uniroma3.it	1	BIO/07	-	-	8	-	Core compulsory activities	ITA
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. - GALLIA ARTURO (syllabus) The course will be held through lectures, slides and visits on the ground. It will introduce the student into the understanding of the elements of the territoriality, the geographical processes and their interactions. It is divided into two modules. First module – 30 hours The landscapes in the nature. Environmental frameworks and geomorphological processes The lessons will start by focusing on those processes that are generated by sub-crustal forces and by exogenous agents. Starting from the specific environmental frameworks, the course will cover the different geomorphological processes shaping the landscapes. Second module - 30 hours The processes of territorialization. After a presentation of the scientific ‘tools’ for the regional analysis (maps and statistics), the students will study the various topics of human geography: population dynamics, organization of rural areas, the logic of industrial location and geography of the movement, urban geography, the spaces of politics. The subjects issues will be explained too for the teaching of geography. (reference books) Geografia - I modulo Bibliografia: I testi d'esame verranno comunicati a breve Geografia - II modulo Bibliografia: I testi d'esame verranno comunicati a breve	8	M-GGR/01	60	-	-	-	Core compulsory activities	ITA
22902606 - Laboratory of Geography and teaching geography (objectives) 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 use sources, materials and methods to develop the geographic analysis. Teaching strategies aim at developing the orienteering, perception and representation of the geographic space. - GALLIA ARTURO (syllabus) Applicazioni di Geografia e Cartografia per la didattica (reference books) materiale fornito a lezione	1	M-GGR/01	-	-	8	-	Core compulsory activities	ITA
22910015 - LABORATORIO DI PSICOLOGIA DELLO SVILUPPO PER L'INCLUSIONE (objectives) The workshop aims to teach students the skills in using the proposed instruments during the course of Developmental Psychology for Inclusion and developing projects for the promotion of prosociality in the classroom settings. - VECCHIO GIOVANNI MARIA (syllabus) Il Laboratorio di Psicologia dello Sviluppo per l’Inclusione (1 CFU), nell’a.a. 2018-2019 sarà finalizzato alla costruzione di percorsi didattici di educazione alla prosocialità nella Scuola Primaria secondo il modello CEPIDEAS (Caprara et al., 2014). Il modello si articola in cinque componenti, che costituiscono le determinanti del comportamento prosociale: 1) valori e motivazioni prosociali; 2) competenze nella regolazione emotiva; 3) empatia e capacità di assumere la prospettiva altrui; 4) capacità comunicative e di autoregolazione del comportamento; 5) precursori dell’impegno civico. (reference books) Caprara, G.V., Gerbino, M., Luengo Kanacri, P., Vecchio, G.M. (2014). Educare alla prosocialità. Teoria e buone prassi. Milano - Torino: Pearson Italia.	1	M-PSI/04	-	-	8	-	Core compulsory activities	ITA
22910057 - LABORATORIO di PEDAGOGIA SPERIMENTALE e VALUTAZIONE SCOLASTICA (objectives) The activity aims at the following objectives: • identify core elements in an innovative teaching and learning project for school education • design an innovative teaching and learning project • identify evaluation tools useful to define the project effectiveness • collect and analyse data • carry out peer assessment exercise to state strengths and weaknesses in the planned projects - CORSINI CRISTIANO (syllabus) Hands-on practical assignments aimed to develop the useful skills in order to design of empirical research in education, linked to the following phases: problem, hypothesis, experiment, observation, and conclusion of the research. (reference books) Database and research reports provided by the teacher.	1	M-PED/04	-	-	8	-	Basic compulsory activities	ITA
22902613 - Suitability English language B2 (objectives) Conoscere gli elementi basilari delle attività motorie con particolare attenzione allo sviluppo e apprendimento motorio in età evolutiva. Saper diversificare le proposte didattiche da applicare alle diverse fasce di età e fasi dello sviluppo umano per consolidare e potenziare tipologie di intervento mediante il movimento. Acquisire consapevolezza sull’importanza delle attività motorie nell’ambito della prevenzione primaria, secondaria e terziaria delle patologie cronico-degenerative con particolare riguardo all’obesità in età evolutiva. Acquisire consapevolezza sull’importanza delle attività motorie in ambito sociale, culturale ed educativo..	2	L-LIN/12	-	-	-	-	Other activities	ITA
22902612 - English language laboratory 4th year (objectives) The laboratory fosters the acquisition of linguistic competencies allowing students to pass from B1 to B2 level of English (see CEFRL) in reading, writing and listening through an assisted self-learning path focused in particular on the specific language of education and training. At the end of the laboratory, students will face a level B2 test, granting them 4 credits in total.	2	L-LIN/12	-	-	16	-	Other activities	ITA
22910064 - TIROCINIO 4° ANNO	7		-	-	-	-	Other activities	ITA

FIFTH YEAR

First semester

Course

Credits

Scientific Disciplinary Sector Code

Contact Hours

Exercise Hours

Laboratory Hours

Personal Study Hours

Type of Activity

Language

22910016 - STORIA E DIDATTICA DELLA STORIA (objectives)

- TEDESCO LUCA (syllabus) (reference books)

M-STO/04

Core compulsory activities

ITA

22902618 - Methods and teaching of motor activity (objectives)

- CROVA CLAUDIA (syllabus) (reference books)

M-EDF/01

Core compulsory activities

ITA

Optional group: OPZIONALI - (show)

22902621 - English and teaching english (objectives) The educational path aims at making students already possessing a pre-intermediate language level consolidate their skills, globally responding to Common European Framework of Reference for Languages level B2 (see European Language Portfolio at http://www.coe.int/portfolio). The tasks proposed will particularly refer to the practicing of the main linguistic constructions, the formulation of complex phrases, the enrichment of specialized vocabulary. The skills of adapting and reformulating different kinds of texts into another language will be implemented too, in order to build up didactic units and class laboratory activities, focusing on different goals depending on texts and methodologies applied. - LEPRONI RAFFAELLA (syllabus) In a European-oriented perspective, the course is structured as to allow the implementation of the students’ inter-cultural and linguistic competences, requiring on the side of the student to develop a professional-oriented awareness of the L2 learning and teaching modalities. To foster the ability of recognizing and managing different text types, students will have to read and comment on different samples taken for representative texts of the British pedagogic culture (XIX to XXI century). * N.B.: All changing concerning the program or the lessons, or any other news will be posted on the teacher’s page on the Department website. The Teacher meets the students at the end of classroom. For more information or further details, or to ask for an appointment, please contact the teacher via e-mail [raffaella.leproni@uniroma3.it]. (reference books) Reading texts: – T. PRATCHETT, The Amazing Maurice and His Educated Rodents (any complete original language edition; the reading of the Italian edition as a parallel to the original text is advised) chap. 1-6 – Maria EDGEWORTH, The Purple Jar e The Little Merchants (any complete original language edition) [Italian edition: R. Leproni (ed.) Due racconti di Maria Edgeworth, Kappa ed., Roma, 2009] The Purple Jar: all; The Little Merchants: chap. 1-2 – Methodology texts: - M. SLATTERY, J. WILLIS, English for Primary Teachers, Oxford University Press, 2005 (Italian edition available too: L’Inglese per i Docenti della Scuola Primaria) - P. LIGHTBOWN, N. SPADA, How Languages are Learned, Oxford University Press - SERRA BORNETO C. (ed.), C’era una volta il metodo, Carocci editore, 1999 - J. HARMER, How to Teach English, Pearson Longman, 2007	4	L-LIN/12	30	-	-	-	Other activities	ITA
22910031 - ULTERIORI ATTIVITA' FORMATIVE	4		30	-	-	-	Other activities	ITA

Second semester

Course

Credits

Scientific Disciplinary Sector Code

Contact Hours

Exercise Hours

Laboratory Hours

Personal Study Hours

Type of Activity

Language

22902615 - Italian literature and teaching italian literature (objectives)

- SANTARONE DONATO (syllabus) (reference books)

L-FIL-LET/10

Core compulsory activities

ITA

22902616 - Laboratory of Italian literature and teaching italian literature (objectives)

- SANTARONE DONATO (syllabus) (reference books)

L-FIL-LET/10

Core compulsory activities

ITA

22902619 - Laboratory of Methods and teaching of motor activity (objectives)

- CROVA CLAUDIA (syllabus) (reference books)

M-EDF/01

Core compulsory activities

ITA

22902623 - Training 5th year

Other activities

ITA

22902622 - English language laboratory 5th year

- LEPRONI RAFFAELLA (syllabus) (reference books)

L-LIN/12

Other activities

ITA

Optional group: OPZIONALI - (show)

22902620 - Sociology (objectives) The aim of the course is to provide tools for analysis and forecasting of social facts with specific reference to schools and training citizens. They will present interpretive theories of the social context, both from a historical and contemporary perspective. Particular attention will be devoted to the methodology of sociological research both qualitative and quantitative especially in function of the needs of the school and family context understanding. - D'AMATO MARINA (syllabus) The aim of the course is to provide tools for analyzing and predicting social events with specific reference to educational institutions and the training of citizens. The interpretative theories of the social context, both from the historical and the contemporary point of view, will be discussed. Particular attention will be given to the qualitative and quantitative sociological survey methodology, especially in relation to the needs of understanding the school and family context. 1) Bagnasco, Cavalli, Sociologia generale, Il Mulino. 2) M. D’Amato, Ci siamo persi i bambini, Laterza, 2014 3) Book choice: Max Weber, L'etica protestante e lo spirito del capitalismo Emile Durkheim, La divisione del lavoro sociale Herbet Marcuse, L'uomo ad una dimensione Erving Goffman, La vita quotidiana come rappresentazione Edgar Morin, I sette saperi necessari all'educazione del futuro Michel Foucault, Sorvegliare e punire Alain Touraine, La globalizzazione e la fine del sociale. Per comprendere il mondo contemporaneo 4) Book choice: M. D'Amato, Telefantasie, Nuovi paradigmi dell'immaginario, Franco Angeli, Milano, 2009 M. D’Amato, Museo e identità sociale. Proposte di mediazione culturale, Le Lettere, Florence 2011. M. D’Amato, Finzione e mondi possibili. Per una sociologia dell’immaginario, Universitaria, Padua 2011. M. D’Amato, I teleroi, Editori Riuniti, Rome, 1999. M. Gammaitoni, Storie di vita di artiste europee, Dal medioevo alla contemporaneità, Cleup, 2013 (redazione@cleup.it) M. Gammaitoni, Le arti e la politica, le risposte della sociologia, Cleup (reference books) 1) Manuale Bagnasco, Cavalli, Sociologia generale, Il Mulino. 2) M. D’Amato, Ci siamo persi i bambini, Laterza, 2014 3) testo a scelta tra (qualsiasi edizione): Max Weber, L'etica protestante e lo spirito del capitalismo Emile Durkheim, La divisione del lavoro sociale Herbet Marcuse, L'uomo ad una dimensione Erving Goffman, La vita quotidiana come rappresentazione Edgar Morin, I sette saperi necessari all'educazione del futuro Michel Foucault, Sorvegliare e punire Alain Touraine, La globalizzazione e la fine del sociale. Per comprendere il mondo contemporaneo 4) testo a scelta tra: M. D'Amato, Telefantasie, Nuovi paradigmi dell'immaginario, Franco Angeli, Milano, 2009 M. D’Amato, Finzione e mondi possibili. Per una sociologia dell’immaginario, Universitaria, Padua 2011. M. Gammaitoni, Le arti e la politica, le risposte della sociologia, Cleup	4	SPS/07	30	-	-	-	Other activities	ITA
22910031 - ULTERIORI ATTIVITA' FORMATIVE	4		30	-	-	-	Other activities	ITA

22902624 - Finl exam

Other activities

ITA