The course is structured in the following way:a theoretical course an online workshopa recapitulatory seminar at the end of the courseThe final exam is an evaluation of all the 3 part of the course. The first session useful to do the exam is the winter session.Course lessons are organized through the inductive way: students could deal with new arguments starting from a problem, a text, a picture.The online workshop will happen just once; it is titled “How evaluate structured test of reading comprehension and devise a questionnaire”.The workshop is composed by 5 teaching units, each one is commited to a specific subject:1. narrative;2. myth and fairy tale;3. the short story;4. the correction of the test;5. questionnaire as research tool.

Benedetto Vertecchi, Manuale di valutazione, Milano, Franco Angeli, 2003.Benedetto Vertecchi, Parole per la scuola, Milano, Franco Angeli, 2012.

The course is structured in the following way:a theoretical course an online workshopa recapitulatory seminar at the end of the courseThe final exam is an evaluation of all the 3 part of the course. The first session useful to do the exam is the winter session.Course lessons are organized through the inductive way: students could deal with new arguments starting from a problem, a text, a picture.The online workshop will happen just once; it is titled “How evaluate structured test of reading comprehension and devise a questionnaire”.The workshop is composed by 5 teaching units, each one is commited to a specific subject:1. narrative;2. myth and fairy tale;3. the short story;4. the correction of the test;5. questionnaire as research tool.

Benedetto Vertecchi, Manuale di valutazione, Milano, Franco Angeli, 2003.Benedetto Vertecchi, Parole per la scuola, Milano, Franco Angeli, 2012.

The course is structured in the following way:a theoretical course an online workshopa recapitulatory seminar at the end of the courseThe final exam is an evaluation of all the 3 part of the course. The first session useful to do the exam is the winter session.Course lessons are organized through the inductive way: students could deal with new arguments starting from a problem, a text, a picture.The online workshop will happen just once; it is titled “How evaluate structured test of reading comprehension and devise a questionnaire”.The workshop is composed by 5 teaching units, each one is commited to a specific subject:1. narrative;2. myth and fairy tale;3. the short story;4. the correction of the test;5. questionnaire as research tool.

Benedetto Vertecchi, Manuale di valutazione, Milano, Franco Angeli, 2003.Benedetto Vertecchi, Parole per la scuola, Milano, Franco Angeli, 2012.

The course is structured in the following way:a theoretical course an online workshopa recapitulatory seminar at the end of the courseThe final exam is an evaluation of all the 3 part of the course. The first session useful to do the exam is the winter session.Course lessons are organized through the inductive way: students could deal with new arguments starting from a problem, a text, a picture.The online workshop will happen just once; it is titled “How evaluate structured test of reading comprehension and devise a questionnaire”.The workshop is composed by 5 teaching units, each one is commited to a specific subject:1. narrative;2. myth and fairy tale;3. the short story;4. the correction of the test;5. questionnaire as research tool.

Benedetto Vertecchi, Manuale di valutazione, Milano, Franco Angeli, 2003.Benedetto Vertecchi, Parole per la scuola, Milano, Franco Angeli, 2012.

KNOWING THE INTERCULTURAL DIMENSION OF THE ITALIAN SCHOOL AND THE MAIN STRATEGIES OF INTEGRATION OF FOREIGN PUPILS.IDENTIFY THE KEY FACTORS THAT DETERMINE INTERNATIONAL MIGRATION.KNOWING THE STATISTICS ON IMMIGRATION IN ITALY.COMPARING DIFFERENT DEFINITIONS OF "CULTURAL DIFFERENCE".UNDERSTANDING THE LINKS BETWEEN MIGRATION AND IMMIGRATION.INTRODUCTION TO THE INTERCULTURAL EDUCATIONTHE THEORETICAL AND PRACTICAL FIELD OF INTERCULTURAL EDUCATION.THE CULTURAL MEDIATION.THE DISCIPLINES OF INTERCULTURAL EDUCATION.GLOBALIZATION AND THE DYNAMICS OF MIGRATION FLOWS.IMMIGRATION IN ITALY AND EUROPE.EMIGRATION, IMMIGRATION AND SOCIO-CULTURAL DIVERSITY.

• FIORUCCI M., CATARCI M., Il mondo a scuola. Per un’educazione interculturale, Edizioni Conoscenza, Roma 2015;• DEAGLIO E., Storia vera e terribile tra Sicilia e America, Sellerio, Palermo 2015;• AIME M., Cultura, Bollati Boringhieri, Torino 2013; • RICCARDI V., L’educazione per tutti e per tutta la vita. Il contributo pedagogico di Ettore Gelpi, ETS, Pisa, 2014.• GIANTURCO G., L’intervista qualitativa. Dal discorso al testo scritto, Guerini, Milano 2005.

GENERAL ASPECT OF THE PROGRAM. THE PSYCHIC TRAUMA. INDIVIDUAL TRAUMA AND COLLECTIVE TRAUMA. THE ELABORATION OF THE PSYCHIC TRAUMA. PROCESS OF MOURNING. MEMORY AND RESILIENCE. SPECIFIC ASPECT OPF THE PROGRAM. THE ELABORATION OF THE TRAUMA OF THE HOLOCAUST (THE SONS OF THE THIRD GENERATION).

6 CFU:1. FREUD SIGMUND, LUTTO E MELANCONIA, IN OPERE COMPLETE SIGMUND FREUD (OSF), TORINO, BORIGNHIERI, 1985. (SI PUÒ CONSULTARE NELLA BIBLIOTECA DI FACOLTÀ).2. FREUD SIGMUND, IL MOSÈ DI MICHELANGELO, IN OPERE COMPLETE SIGMUND FREUD (OSF), BOLLATI BORINGHIERI, TORINO. (SI PUÒ CONSULTARE IN BILIOTECA)3. MEGHNAGI DAVID, RICOMPORRE L’INFRANTO. L’ESPERIENZA DEI SOPRAVVISSUTI ALLA SHOAH, VENEZIA, MARSILIO, 2005.MEGHNAGI DAVID, IL PADRE E LA LEGGE (FREUD E L’EBRAISMO), VENEZIA, MARSILIO, 2004.PER IL CONSEGUIMENTO DI 5 CFU. CHI DEVE SOSTENERE IL PROGRAMMA DA 5 CFU NON È TENUTO A PORTARE IL MOSÈ DI MICHELANGELO DEL PROGRAMMA DEL TRIENNIO. 9 CFU. PER IL CONSEGUIMENTO DI 6 CFU:1. FREUD SIGMUND, LUTTO E MELANCONIA, IN OPERE COMPLETE SIGMUND FREUD (OSF), TORINO, BORIGNHIERI, 1985. (SI PUÒ CONSULTARE NELLA BIBLIOTECA DI FACOLTÀ).2. FREUD SIGMUND, IL MOSÈ DI MICHELANGELO, IN OPERE COMPLETE SIGMUND FREUD (OSF), BOLLATI BORINGHIERI, TORINO. (SI PUÒ CONSULTARE IN BILIOTECA)3. MEGHNAGI DAVID, RICOMPORRE L’INFRANTO. L’ESPERIENZA DEI SOPRAVVISSUTI ALLA SHOAH, VENEZIA, MARSILIO, 2005.MEGHNAGI DAVID, IL PADRE E LA LEGGE (FREUD E L’EBRAISMO), VENEZIA, MARSILIO, 2004.9 CFU.1. LEVI PRIMO, I SOMMERSI E I SALVATI, TORINO, EINAUDI, 1986.2. MEGHNAGI DAVID, LE SFIDE DI ISRAELE, VENEZIA, MARSILIO 2010.3. LEVI PRIMO, I SOMMERSI E I SALVATI, TORINO, EINAUDI, 1986.4. MEGHNAGI DAVID, LE SFIDE DI ISRAELE, VENEZIA, MARSILIO 2010.5. FREUD S. IL MOSE' DI MICHELANGELO. OPERE COMPLETE SIGMUND FREUD. TORINO, BOLLATI BORINGHIERI.

INDIVIDUAL TRAUMA AND COLELCTIVE TRAUMA. MOURNING AND MELANCHOLIA. THE TRAUMA ELABORATION IN THE THIRD GENERATION.

FREUD SGMUN, LUTTO E MELANCONIA. IN OPERE COMPLETE, SIGMUND FREUD. TORINO BOLLATI BORINGHIERI.FREUD SIGMUND, L’AVVENIRE DI UN’ILLUSIONE, IN OPERE COMPLETE SIGMUND FREUD, BOLLATI BORINGIERI, TORINO.FREUD SIGMUND, IL DISAGIO DELLA CIVILTÀ, IN OPERE COMPLETE SIGMUND FREUD, BOLLATI BORINGHIERI, TORINO. FREUD SIGMUND, I TRE SAGGI SULL’UOMO MOSÈ E LA RELIGIONE MONOTEISTA, BOLLATI BORINGHIERI, TORINO.MEGHNAGI DAVID, INTERPRETARE FREUD, MARSILIO, VENEZIA 2003.Seminar on Holocaust Studies.

The course is structured in the following way:a theoretical course an online workshopa recapitulatory seminar at the end of the courseThe final exam is an evaluation of all the 3 part of the course. The first session useful to do the exam is the winter session.Course lessons are organized through the inductive way: students could deal with new arguments starting from a problem, a text, a picture.The online workshop will happen just once; it is titled “How evaluate structured test of reading comprehension and devise a questionnaire”.The workshop is composed by 5 teaching units, each one is commited to a specific subject:1. narrative;2. myth and fairy tale;3. the short story;4. the correction of the test;5. questionnaire as research tool.

Benedetto Vertecchi, Manuale di valutazione, Milano, Franco Angeli, 2003.Benedetto Vertecchi, Parole per la scuola, Milano, Franco Angeli, 2012.

The course is structured in the following way:a theoretical course an online workshopa recapitulatory seminar at the end of the courseThe final exam is an evaluation of all the 3 part of the course. The first session useful to do the exam is the winter session.Course lessons are organized through the inductive way: students could deal with new arguments starting from a problem, a text, a picture.The online workshop will happen just once; it is titled “How evaluate structured test of reading comprehension and devise a questionnaire”.The workshop is composed by 5 teaching units, each one is commited to a specific subject:1. narrative;2. myth and fairy tale;3. the short story;4. the correction of the test;5. questionnaire as research tool.

Benedetto Vertecchi, Manuale di valutazione, Milano, Franco Angeli, 2003.Benedetto Vertecchi, Parole per la scuola, Milano, Franco Angeli, 2012.

The course is structured in the following way:a theoretical course an online workshopa recapitulatory seminar at the end of the courseThe final exam is an evaluation of all the 3 part of the course. The first session useful to do the exam is the winter session.Course lessons are organized through the inductive way: students could deal with new arguments starting from a problem, a text, a picture.The online workshop will happen just once; it is titled “How evaluate structured test of reading comprehension and devise a questionnaire”.The workshop is composed by 5 teaching units, each one is commited to a specific subject:1. narrative;2. myth and fairy tale;3. the short story;4. the correction of the test;5. questionnaire as research tool.

Benedetto Vertecchi, Manuale di valutazione, Milano, Franco Angeli, 2003.Benedetto Vertecchi, Parole per la scuola, Milano, Franco Angeli, 2012.

The course is structured in the following way:a theoretical course an online workshopa recapitulatory seminar at the end of the courseThe final exam is an evaluation of all the 3 part of the course. The first session useful to do the exam is the winter session.Course lessons are organized through the inductive way: students could deal with new arguments starting from a problem, a text, a picture.The online workshop will happen just once; it is titled “How evaluate structured test of reading comprehension and devise a questionnaire”.The workshop is composed by 5 teaching units, each one is commited to a specific subject:1. narrative;2. myth and fairy tale;3. the short story;4. the correction of the test;5. questionnaire as research tool.

Benedetto Vertecchi, Manuale di valutazione, Milano, Franco Angeli, 2003.Benedetto Vertecchi, Parole per la scuola, Milano, Franco Angeli, 2012.

The lectures will discuss the contribution of the experimental pedagogy to the growth of knowledge in education

C. Tornar, Il processo didattico tra organizzazione e controllo, Monolite, Roma.Centro di Studi Montessoriani, Linee di ricerca sulla pedagogia di M. Montessori, Annuario 2004, Franzco Angeli, Milano

The lectures will discuss the contribution of Montessori pedagogy to nowdays educational models.

Centro di Studi Montessoriani, Annuario 2003, Attualità di Maria Montessori, FrancoAngeli, Milano.

KNOWING THE INTERCULTURAL DIMENSION OF THE ITALIAN SCHOOL AND THE MAIN STRATEGIES OF INTEGRATION OF FOREIGN PUPILS.IDENTIFY THE KEY FACTORS THAT DETERMINE INTERNATIONAL MIGRATION.KNOWING THE STATISTICS ON IMMIGRATION IN ITALY.COMPARING DIFFERENT DEFINITIONS OF "CULTURAL DIFFERENCE".UNDERSTANDING THE LINKS BETWEEN MIGRATION AND IMMIGRATION.INTRODUCTION TO THE INTERCULTURAL EDUCATIONTHE THEORETICAL AND PRACTICAL FIELD OF INTERCULTURAL EDUCATION.THE CULTURAL MEDIATION.THE DISCIPLINES OF INTERCULTURAL EDUCATION.GLOBALIZATION AND THE DYNAMICS OF MIGRATION FLOWS.IMMIGRATION IN ITALY AND EUROPE.EMIGRATION, IMMIGRATION AND SOCIO-CULTURAL DIVERSITY.

• FIORUCCI M., CATARCI M., Il mondo a scuola. Per un’educazione interculturale, Edizioni Conoscenza, Roma 2015;• DEAGLIO E., Storia vera e terribile tra Sicilia e America, Sellerio, Palermo 2015;• AIME M., Cultura, Bollati Boringhieri, Torino 2013; • RICCARDI V., L’educazione per tutti e per tutta la vita. Il contributo pedagogico di Ettore Gelpi, ETS, Pisa, 2014.• GIANTURCO G., L’intervista qualitativa. Dal discorso al testo scritto, Guerini, Milano 2005.

Contents of the course: Theory and research on adolescence; Developmental tasks in adolescence; Identity and self-concept; Physical development; Cognitive development; Moral development; Social relationships within family; Peer groups; The romantic and sexual relationships; School contexts; Employment contexts; Deviance in adolescence; Dependences in adolescence (e.g., the use of substances).

Palmonari, A. (2011). Psicologia dell’adolescenza. Bologna: Il Mulino.

Contents of the course: Theory and research on adolescence; Developmental tasks in adolescence; Identity and self-concept; Physical development; Cognitive development; Moral development; Social relationships within family; Peer groups; The romantic and sexual relationships; School contexts; Employment contexts; Deviance in adolescence; Dependences in adolescence (e.g., the use of substances).

Palmonari, A. (2011). Psicologia dell’adolescenza. Bologna: Il Mulino

The course is structured in the following way:a theoretical course an online workshopa recapitulatory seminar at the end of the courseThe final exam is an evaluation of all the 3 part of the course. The first session useful to do the exam is the winter session.Course lessons are organized through the inductive way: students could deal with new arguments starting from a problem, a text, a picture.The online workshop will happen just once; it is titled “How evaluate structured test of reading comprehension and devise a questionnaire”.The workshop is composed by 5 teaching units, each one is commited to a specific subject:1. narrative;2. myth and fairy tale;3. the short story;4. the correction of the test;5. questionnaire as research tool.

Corso principaleGaravelli B.M., Prontuario di punteggiatura, Laterza: Bari, 2003, ISBN 978-88-420-7027-6Serianni L., Leggere, scrivere, argomentare, Laterza, Bari, 2013, ISBN 978-88-581-0663-1Serianni L., L’ora di italiano. Scuola e materie umanistiche. Laterza, Bari, ISBN 978-88-420-5994-3Santambrogio M., Manuale di scrittura non creativa, Laterza, Bari, 2006 ISBN 978-88-420-8640-6 LaboratorioDa definire

The course is structured in the following way:a theoretical course an online workshopa recapitulatory seminar at the end of the courseThe final exam is an evaluation of all the 3 part of the course. The first session useful to do the exam is the winter session.Course lessons are organized through the inductive way: students could deal with new arguments starting from a problem, a text, a picture.The online workshop will happen just once; it is titled “How evaluate structured test of reading comprehension and devise a questionnaire”.The workshop is composed by 5 teaching units, each one is commited to a specific subject:1. narrative;2. myth and fairy tale;3. the short story;4. the correction of the test;5. questionnaire as research tool.

Corso principaleGaravelli B.M., Prontuario di punteggiatura, Laterza: Bari, 2003, ISBN 978-88-420-7027-6Serianni L., Leggere, scrivere, argomentare, Laterza, Bari, 2013, ISBN 978-88-581-0663-1Serianni L., L’ora di italiano. Scuola e materie umanistiche. Laterza, Bari, ISBN 978-88-420-5994-3Santambrogio M., Manuale di scrittura non creativa, Laterza, Bari, 2006 ISBN 978-88-420-8640-6 LaboratorioDa definire

DESCRIPTION OF THE COURSETHE COURSE “TEACHING OF READING” TAKES READING AS A COMPLEX SKILL AND IN EXPLORING ITS MULTIPLE DIMENSIONS, IT SPELLS OUT THE REASONS FOR THE PLANNING OF TEACHING AND EDUCATIONAL SUPPORTS WITH AND THROUGH THE READING, WHICH ARE SHARED, MOTIVATING , DOCUMENTED AND EVALUATED IN ACCORDANCE WITH THE INCLUSIVE, PROACTIVE AND GUIDANCE PURPOSE , WHICH SHOULD CHARACTERIZE THE EDUCATIONAL AND TRAINING SERVICES AIMED AT INDIVIDUALS AND FAMILIES.THE COURSE, IN PARTICULAR, DISCUSSES THE INTERVENTION STRATEGIES TO PROMOTE THE PLEASURE OF READING AND OF THE UNDERSTANDING OF TEXTS ACCORDING TO THE DIFFERENT COGNITIVE, AFFECTIVE, MOTIVATIONAL NEEDS OF INDIVIDUALS WITH THE PERSONALISATION OF LEARNING PATHS BY MEANS OF AN ORAL, WRITTEN AND MULTIMEDIA METHODS, USING QUALITY BOOKS, ALSO CHOSEN AS AN ALTERNATIVE TO SCHOOL TEXTBOOKS. STRATEGIES HAVE BEEN EXAMINED TO ASSESS THE QUALITY OF THE BOOKS AIMED AT CHILDREN, TO DIAGNOSE COMPREHENSIBILITY AND TO IDENTIFY THE MOST EFFECTIVE WAYS OF THEIR MEDIATION.THE DEVELOPMENT OF SCHOOL MULTIMEDIA LIBRARIES IS PRESENTED, IN ITS INTEGRATION WITH THE CIVIC AND TERRITORIAL ONES , AS A SOLUTION TO OVERCOME THE OPPOSITION BETWEEN SCHOOL AND EXTRACURRICULAR READING. THE READING OF BOOKS AND THE SHARED READING, ARE ANALYZED ALONG WITH OTHER TYPES, INCLUDING THE HYPERTEXT ON THE WEB, THAT USES ELECTRONIC AND DIGITAL RESOURCES.ORGANIZATION OF LESSONSDURING THE LESSONS ARE EXPECTED IN THE PRESENCE OF SHARED READING EXPERIENCES-QUALITY TEXT, WILL BE GIVEN DIRECTIONS IN RELATION TO TEXTS, WEBSITES AND MATERIALS USEFUL TO EXPLORE SPECIFIC TOPICS OF INTEREST; MATERIALS WILL BE PRESENTED THROUGH ACTIVITIES OF REFLECTION AND DISCUSSION (BOOKS, CASE STUDIES, VIDEOS, CONCEPT MAPS, COMPREHENSION TESTS, ETC..).FORMATIVE ASSESSMENT: WILL BE GIVEN A WRITTEN TRAINING TEST ONGOING WHIT SELF-ASSESSMENT AND REFLECTION FUNCTION ABOUT THEMES DISCUSSED IN THE BASE PATH.FINAL ASSESSMENT: DEVELOPS IN FORM OF ORAL EXAMINATION AND INCLUDES, AMONG OTHER THINGS, THE PRESENTATION-DISCUSSION OF THE WORK AGREED ON FORMATIVE PATH (ON-LINE ACTIVITIES AND IN THE PRESENCE ). ACCESS TO THE ORAL EXAMINATION IS SUBJECT TO THE IMPLEMENT OF THE ACTIVITIES AGREED ON FORMATIVE PATH; THE FINAL TEST OF PROFIT IS UNIQUE.MATERIALE DIDATTICO PER IL PERCORSO DI BASEGIOVANNI MORETTI, IL PIACERE DELLA LETTURA. SEDUZIONE E COMPRENSIONE DEL TESTO NELLA SCUOLA DELL’OBBLIGO, ANICIA, ROMA 1993.ROBERTA CARDARELLO, STORIE FACILI E STORIE DIFFICILI. VALUTARE I LIBRI PER BAMBINI, EDIZIONI JUNIOR, AZZANO SAN PAOLO (BG), 2004.MARIA CHIARA LEVORATO, LE EMOZIONI DELLA LETTURA, IL MULINO, BOLOGNA 2000.FORMATIVE PACTWITH REFERENCE TO THE DOCUMENT COURSES AND TEACHING METHODOLOGY OF DEPARTMENT, TO IMPLEMENT THE ACTIVITIES OF THE COURSE, STUDENTS CAN CHOOSE TO STUDY FOR THEIR FORMATIVE PACT ONE OF THE OPTIONS LISTED BELOW. THE FORMATIVE PACT IS SIGNED BY THE TEACHER WHEN THE WORKING GROUP HAS SHOWN TO BE ABLE TO START TRAINING ACTIVITIES AGREED.1) TEAM WORKS IN PRESENCE AND ONLINE.STUDENTS WHO ATTEND THE COURSE (BASE PATH) INFORM THE TEACHER TO WANT TO PARTICIPATE IN THE TEAMS WORKS THAT WILL WORK IN PRESENCE AND ONLINE. THE TEACHER CONSTITUTES THE WORKING GROUPS, ASSIGNS TO EACH GROUP THE JOB TO BE DONE (ACCORDING WITH THE GROUP), AND SHOWS THE OPERATING MODALITIES THAT WILL BE FOLLOWED.2) TEAM WORKS ONLINE.STUDENTS INFORM THE TEACHER TO WANT TO PARTICIPATE IN THE TEAMS WORKS ONLINE. THE TEACHER CONSTITUTES THE WORKING GROUPS, ASSIGNS TO EACH GROUP THE JOB TO BE DONE (ACCORDING WITH THE GROUP), AND SHOWS THE OPERATING MODALITIES THAT WILL BE FOLLOWED.

Texts for the base path- Giovanni Moretti, Il piacere della lettura. Seduzione e comprensione del testo nella scuola dell’obbligo, Anicia, Roma 1993.- Roberta Cardarello, Storie facili e storie difficili. Valutare i libri per bambini, Edizioni Junior, Azzano San Paolo (BG), 2004.- Maria Chiara Levorato, Le emozioni della lettura, il Mulino, Bologna 2000.

FORMATIVE PACT (3 CFU)WITH REFERENCE TO THE DOCUMENT COURSES AND TEACHING METHODOLOGY OF DEPARTMENT, TO IMPLEMENT THE ACTIVITIES OF THE COURSE, STUDENTS CAN CHOOSE TO STUDY FOR THEIR FORMATIVE PACT ONE OF THE OPTIONS LISTED BELOW. THE FORMATIVE PACT IS SIGNED BY THE TEACHER WHEN THE WORKING GROUP HAS SHOWN TO BE ABLE TO START TRAINING ACTIVITIES AGREED.1) TEAM WORKS IN PRESENCE AND ONLINE.STUDENTS WHO ATTEND THE COURSE (BASE PATH) INFORM THE TEACHER TO WANT TO PARTICIPATE IN THE TEAMS WORKS THAT WILL WORK IN PRESENCE AND ONLINE. THE TEACHER CONSTITUTES THE WORKING GROUPS, ASSIGNS TO EACH GROUP THE JOB TO BE DONE (ACCORDING WITH THE GROUP), AND SHOWS THE OPERATING MODALITIES THAT WILL BE FOLLOWED.2) TEAM WORKS ONLINE.STUDENTS INFORM THE TEACHER TO WANT TO PARTICIPATE IN THE TEAMS WORKS ONLINE. THE TEACHER CONSTITUTES THE WORKING GROUPS, ASSIGNS TO EACH GROUP THE JOB TO BE DONE (ACCORDING WITH THE GROUP), AND SHOWS THE OPERATING MODALITIES THAT WILL BE FOLLOWED.

Online materials and reference texts of the basic module:- Giovanni Moretti, Il piacere della lettura. Seduzione e comprensione del testo nella scuola dell’obbligo, Anicia, Roma 1993.- Roberta Cardarello, Storie facili e storie difficili. Valutare i libri per bambini, Edizioni Junior, Azzano San Paolo (BG), 2004.- Maria Chiara Levorato, Le emozioni della lettura, il Mulino, Bologna 2000.

THE COURSE WILL: INTRODUCE THE FIELD OF EDUCATIONLET THE STUDENTS UNDERSTAND SOME CLASSICAL TEXT OF WESTERN EDUCATIONSTUDY THE RELATIONSHIP BETWEEN EDUCATION AND GENERAL VISION OF MAN AND NATURE.REFLECT ABOUT THE GREEK CONCEPT OF PAIDEIAINVESTIGATE THE RELIGIOUS AND POLITICAL POINT OF VIEW ABOUT EDUCATION

Platone, Apologia di Socrate, (possibilmente testo greco a fronte);Platone, La Repubblica, Libro VII e VIII (possibilmente testo greco a fronte);C. COSTA, Indurare l’animus. Spunti paidetici da Seneca educatore, Anicia, Roma 2015.

THE COURSE WILL: INTRODUCE THE FIELD OF EDUCATIONLET THE STUDENTS UNDERSTAND SOME CLASSICAL TEXT OF WESTERN EDUCATIONSTUDY THE RELATIONSHIP BETWEEN EDUCATION AND GENERAL VISION OF MAN AND NATURE.REFLECT ABOUT THE GREEK CONCEPT OF PAIDEIAINVESTIGATE THE RELIGIOUS AND POLITICAL POINT OF VIEW ABOUT EDUCATION

A. Broccoli, L’educazione tra le immagini del moderno, a cura di F. Mattei, Anicia, Roma 2015.F. MATTEI, Persona. Adnotationes in lemma, Anicia, Roma 2015.

Course scheduleThe course aims to provide basic skills for designing educational and teaching aimed at the development of the integration process and inclusion in school context and outside school.Starting from the analysis of the initial situation of a person with disabilities or other Special Educational Needs (BES) and in line with the aims of integration and school and social inclusion, students will be guided in the acquisition of skills related to the design of specific activities and processes of inclusion.They will be identified:• some educational-methodological strategies most appropriate for the development of individual potential in particular by using the game and animation;• for the certification of skills of disabled pupils in the various school levels, identifying the link between strategic assessment, certification and guidance.To this end, the course plans to develop knowledge:• of special education for the integration and promotion of diversity• game and animation to design interventions and recreational training for the use of methodologies and tools for the animation of groups and communities in the context of inclusion• core of facilities for certification of skills built on the basis of the International Classification of Functioning, Disability and Health, in the version for children and adolescents, drawn up in 2007 by the World Health.

Part ABooks- L. Chiappetta Cajola, Didattica del gioco e integrazione. Progettare con l’ICF, Carocci, Roma, 2012.- L. Chiappetta Cajola, Didattica per l’integrazione. Processi regolativi per l’innalzamento della qualità dell’istruzione, Anicia, Roma, 2008.- L. Chiappetta Cajola (a cura di), Didattica inclusiva, Valutazione, Orientamento. ICF-CY, portfolio e certificazione delle competenze degli allievi con disabilità. Dati di ricerca, Anicia, Roma, 2015.B) Workshop on line with operational and interactive learning materialsThe beginning of the Laboratory on line will be announced during the first lessons with relevant information to access the platform.C) As alternative to online laboratory (Part B), studying a text chosen from the following- R. Callois, I giochi e gli uomini. La maschera e la vertigine, Bompiani, Milano, 2012.- D.J. Winnicott, Gioco e realtà, Armando, Roma, 2006.-V. Domenici, Dentro e fuori il margine. La diversità culturale nel cinema francese contemporaneo, Bulzoni Editore, Roma, 2013.

Course scheduleThe course aims to provide basic skills for designing educational and teaching aimed at the development of the integration process and inclusion in school context and outside school.Starting from the analysis of the initial situation of a person with disabilities or other Special Educational Needs (BES) and in line with the aims of integration and school and social inclusion, students will be guided in the acquisition of skills related to the design of specific activities and processes of inclusion.They will be identified:• some educational-methodological strategies most appropriate for the development of individual potential in particular by using the game and animation;• for the certification of skills of disabled pupils in the various school levels, identifying the link between strategic assessment, certification and guidance.To this end, the course plans to develop knowledge:• of special education for the integration and promotion of diversity• game and animation to design interventions and recreational training for the use of methodologies and tools for the animation of groups and communities in the context of inclusion• core of facilities for certification of skills built on the basis of the International Classification of Functioning, Disability and Health, in the version for children and adolescents, drawn up in 2007 by the World Health.Aims- Identify and analyze the key aspects of educational integration- Locate experiences and learning environments that allow the creation of dialogue and synergies between different actors and outside school, such as gaming and animation- Develop and implement instructional strategies consistent with the objectives of integration andinclusion- Know the theoretical foundations of the game and animation also in relation to the most effective practices to promote integration processes- Know the basics of evaluation, the certification of skills and guidance for students with disabilities.To take the exam of Professor Lucia Chiappetta Cajola, students (attending and non-attending) follow the same program (Part A and Part B)

Part ABooks- L. Chiappetta Cajola, Didattica del gioco e integrazione. Progettare con l’ICF, Carocci, Roma, 2012.- L. Chiappetta Cajola, Didattica per l’integrazione. Processi regolativi per l’innalzamento della qualità dell’istruzione, Anicia, Roma, 2008.- L. Chiappetta Cajola (a cura di), Didattica inclusiva, Valutazione, Orientamento. ICF-CY, portfolio e certificazione delle competenze degli allievi con disabilità. Dati di ricerca, Anicia, Roma, 2015.B) Workshop on line with operational and interactive learning materialsThe beginning of the Laboratory on line will be announced during the first lessons with relevant information to access the platform.C) As alternative to online laboratory (Part B), studying a text chosen from the following- R. Callois, I giochi e gli uomini. La maschera e la vertigine, Bompiani, Milano, 2012.- D.J. Winnicott, Gioco e realtà, Armando, Roma, 2006.-V. Domenici, Dentro e fuori il margine. La diversità culturale nel cinema francese contemporaneo, Bulzoni Editore, Roma, 2013.

Qualitative and narrative methodologiesEducational planning

Di Rienzo P. (2012), Educazione informale in età adulta. Temi e ricerche sulla convalida dell'apprendimento pregresso nell'università, Roma, Anicia.

Main lectures:THE CONCEPT OF ADULT EDUCATION - THEMES AND FIGURES OF ADULT EDUCATION IN THE WESTERN HISTORY - THE CONCEPT OF SPIRITUAL EXERCISES FROM SOCRATES TO ST. IGNATIUS FROM LOYOLA - INTERIORITY AND SOUL IN ST. AUGUSTINE - CONFESSIONS AS ADULT EDUCATION EXAMPLE - POWER, SEXUALITY AND KNOWLEDGE IN FOUCAULT, COMPARED TO MARCUSE AND GRAMSCI - APPARATUSES AND TECHNIQUES IN ADULTS EDUCATION - ADULT LITERACY IN SOME INTERNATIONAL SURVEYS - EUROPEAN POLICIES IN ADULT EDUCATION AND LIFELONG LEARNING – ITALIAN ADULTS’ BEHAVIOURS RELEVANT FOR EDUCATIONAL MATTER – ADULTS AND LABOUR – CONTINUOUS VOCATIONAL EDUCATION AND TRAININGLectures and further materials will be found on formonline.uniroma3.it

INSTITUTIONAL COURSE: ST. AUGUSTINE, CONFESSIONS, WWW.AUGUSTINUS.IT. IT IS COMPULSORY TO DOWNLOAD BOTH THE LATIN AND THE ITALIAN TEXTS.MICHEL FOUCAULT, LA VOLONTÀ DI SAPERE, MILANO, FELTRINELLI, 1976.ROCCO MARCELLO POSTIGLIONE, LA FORMAZIONE PROFESSIONALE. APPUNTI TEORICI SU DISPOSITIVI DIDATTICI PRATICHE SOCIALI E POLITICHE FORMATIVE, ROMA, ANICIA, 2011.FURTHER BIBLIOGRAPHY AND MATERIALS (WORK IN PROGRESS)THEODOR WIESENGRUND ADORNO, MINIMA MORALIA, TORINO, EINAUDI, 2005.THEODOR WIESENGRUND ADORNO, SCRITTI SOCIOLOGICI, TORINO, EINAUDI, 1976.PETER BROWN, IL CORPO E LA SOCIETÀ. UOMINI, DONNE E ASTINENZA SESSUALE NEI PRIMI SECOLI CRISTIANI, TORINO, EINAUDI, 2010.PETER BROWN, AGOSTINO D’IPPONA. TORINO, EINAUDI, 2013.CRISTIANO CASALINI, ROCCO MARCELLO POSTIGLIONE E LUANA SALVARANI, MISURARE L’INFORMALE. VINEPAC, UN PROGETTO EUROPEO, ROMA, ANICIA, 2012.ISFOL, RAPPORTO SULLA FORMAZIONE CONTINUA, ROMA, ISFOL, VARIE ANNUALITÀ. TULLIO DE MAURO, STORIA LINGUISTICA DELL’ITALIA REPUBBLICANA, BARI, LATERZA, 2014.MICHEL FOUCAULT, DEL GOVERNO DEI VIVENTI. CORSO AL COLLÈGE DE FRANCE (1979-1980), MILANO, FELTRINELLI, 2014.MICHEL FOUCAULT, SORVEGLIARE E PUNIRE. NASCITA DELLA PRIGIONE, MILANO, FELTRINELLI, 2005. MICHEL FOUCAULT, NASCITA DELLA BIOPOLITICA. CORSO AL COLLÈGE DE FRANCE (1978-1979), MILANO, FELTRINELLI, 2012.MARTIN HEIDEGGER, ERNST JÜNGER, OLTRE LA LINEA, MILANO, ADELPHI, 1989.ERNST JÜNGER, L’OPERAIO, PARMA, GUANDA, 2004.ERNST JÜNGER, LA MOBILITAZIONE TOTALE, BOLOGNA, IL MULINO, 1985.ERNST JÜNGER, NELLE TEMPESTE D’ACCIAIO, PARMA, GUANDA, 2007.ROCCO MARCELLO POSTIGLIONE, FORMAZIONE E LAVORO (1861-2007), ROMA, ANICIA, 2010.

Mimesis and education

Pasolini P. P., Il Vangelo secondo Matteo (The Gosper according to Mattew), Film and screenplay, 1964.Pirandello L., Trovarsi, any edition (Italian).Scaramuzzo G., In-tendere: l'umana sophia di Luigi Pirandello, Anicia, Roma, 2005.Scaramuzzo G., Paideia Mimesis: attulità e urgenza di una riflessione inattuale, Anicia, Roma, 2011.

Best practices for a pedagogy of expression

Video and audio materials will be available on a dedicated online platform.

) During the lessons in the presence of the teachers present students with a comprehensive overview of the Italian school system after World War II Unit, focusing on moments, figures, and major problems (illiteracy, compulsory education, technical education, training of teachers , Catholic religious education in public schools, school and fascism, the only school etc..). In this stage will already be able to participate in discussions and exchanges between teachers, tutors and students on the platform of the Faculty of Formation (http://formonline.uniroma3.it).The course of study has the objective to make students acquire skills and critical interpretation of texts in the exam syllabus, through exercises and distance through the platform of the Faculty.

Testi d’esame:M.C. Leuzzi, Alfabetizzazione nazionale e identità civile. Un piccolo popolo per una grande nazione (1880-1911), Roma, Anicia, (1998) 2012.Colin, M., I bambini di Mussolini, Brescia, La Scuola, 2012. Il testo sarà oggetto di seminario valido per il tirocinio interno per tutte le studentesse e gli studenti del Dipartimento.

Testi d’esame:De Serio, B., Educare dalla nascita, Roma, Anicia, 2014.M.C. Leuzzi, Ada Gobetti e l’educazione alla democrazia, Roma, Anicia, 2015.J. Worth, Chiamate la levatrice, Palermo, Sellerio, 2013. Il testo sarà oggetto di seminario valido per il tirocinio interno per tutte le studentesse e gli studenti del Dipartimento. 

The course aims at examining the philosophical and pedagogical thought on educational issues from the modern era to the Twentieth century. Special attention will be dedicated to the theories of Jean-Jacques Rousseau and his Emile or of Education (1762) that celebrates the birth of the social value of children. The issue of initiation into adult life and education to affections in the Eighteenth and Twentieth centuries will also be examined.And finally, some aspects of the goals, contents and ambivalences present in the so-called narrated pedagogies will be analyzed.

S. Santamaita, Storia dell'educazione e delle pedagogie, Bruno Mondadori, Milano, 2013J. J. Rousseau, L'Emilio o dell'educazione, 1°,2°,5° bookC. Covato, Idoli di bontà. Il genere come norma nella storia dell'educazione, Unicopli, Milano, 2014F. Borruso, L. Cantatore, C. Covato (a cura di), L'educazione sentimentale. Vita e norme nelle pedagogie narrate, Guerini, Milano, 2014 (6 chapters choise)

The course of history 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.

S. Blezza Picherle, Formare lettori, promuovere la lettura: riflessioni e itinerari narrativi tra territorio e scuola, Franco Angeli, Milano 2013.L. Cantatore, Parva sed apta mihi: il paesaggio domestico nella letteratura per l’infanzia del XIX secolo, ETS, Pisa 2015 (dalla lettura di questo saggio lo studente dovrà scegliere liberamente uno dei romanzi citati, leggerlo integralmente e costruire un breve percorso storico-critico sull’autore e il suo tempo).Leo Lionni, Piccolo blu e piccolo giallo¸ Babalibri, Milano.Maurice Sendak, Nel paese dei mostri selvaggi, Babalibri, Milano.Roberto Innocenti, Rosa Bianca, La Margherita edizioni, Milano.

The course of history 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.

S. Blezza Picherle, Formare lettori, promuovere la lettura: riflessioni e itinerari narrativi tra territorio e scuola, Franco Angeli, Milano 2013.L. Cantatore, Parva sed apta mihi: il paesaggio domestico nella letteratura per l’infanzia del XIX secolo, ETS, Pisa 2015 (dalla lettura di questo saggio lo studente dovrà scegliere liberamente uno dei romanzi citati, leggerlo integralmente e costruire un breve percorso storico-critico sull’autore e il suo tempo).Leo Lionni, Piccolo blu e piccolo giallo¸ Babalibri, Milano.Maurice Sendak, Nel paese dei mostri selvaggi, Babalibri, Milano.Roberto Innocenti, Rosa Bianca, La Margherita edizioni, Milano.

THE ORGANIZATION OF TEACHING TURNS OUT TO BE A CRUCIAL VARIABLE TO ENSURE THE QUALITY OF EDUCATIONAL PROCESSES IN VARIOUS CONTEXTS OF EDUCATION, FORMAL OR OTHERWISE. THE GENERAL DIDACTICS COURSE, STARTING FROM A REFLECTION ON THE FUNDAMENTALS, SURVEY METHODS AND GOALS OF THE DISCIPLINE, INTENDS TO ANALYZE SOME OF THE MORE SIGNIFICANT AND FAMOUS MODELS OF ORGANIZATION OF TEACHING IN DIFFERENT CONTEXTS OF EDUCATION AND TRAINING. PARTICULAR ATTENTION WILL BE DEVOTED TO THE STUDY OF THE RELATIONSHIP BETWEEN TECHNOLOGIES OF COMMUNICATION AND TEACHING IN THE SCHOOL AND TO EDUCATIONAL PLANNING IN E-LEARNING ENVIRONMENTS.TOPICS DEVELOPED IN THE COURSE:- THEORETICAL FUNDAMENTALS AND APPLICATIONS OF TEACHING AS A DISCIPLINE ABLE TO MEET THE TRAINING NEEDS IN FORMAL AND NON FORMAL EDUCATION;- EVOLUTION OF THE EDUCATION SYSTEM AND THE NEW PROFESSIONAL ROLE OF TEACHER;- LEARNING THEORIES AND TEACHING MODELS;- THEORETICAL PRINCIPLES AND OPERATIONAL PHASES OF THE MAIN MODELS OF EDUCATIONAL PLANNING;- INDIVIDUALIZATION AND PERSONALIZATION OF TEACHING;- SELF-REGULATION, LEARNING STRATEGIES AND STRATEGIC SKILLS;- ASSESSMENT AS A TOOL TO REGULATE THE PROCESSES OF TEACHING / LEARNING;- COMMUNICATION TECHNOLOGIES AND TEACHING MODELS;- TEACHING AS A PROCESS OF CHOICES AND CONSCIOUS DECISIONS.THE GENERAL DIDACTICS COURSE (9 CREDITS) INCLUDES A THEORETICAL BASE MODULE (6 CREDITS) WITH LESSONS IN THE CLASSROOM; AN ONLINE SEMINAR ON THE E-LEARNING PLATFORM OF THE FACULTY : FORMONLINE.UNIROMA3.IT. FROM THE OPERATIONAL POINT OF VIEW, FOR THE LABORATORY, IT IS NECESSARY TO FILL THE TWO ONLINE QUESTIONNAIRES QSA, QPCS AND QPCC, ANALYZE THE OBTAINED PROFILES AND WRITE A SHORT REPORT OF INTERPRETATION AND COMMENTARY OF THE OUTCOMES, TO BE DELIVERED IN THE SPACE PROVIDED ON THE PLATFORM.

- Domenici G., Cajola L., Organizzazione didattica e valutazione, Roma, Monolite,2005- Domenici G. (a cura di), Le prove semistrutturate, Torino, Utet, 2005 - Margottini M., Formazione e-learning. Teorie e modelli didattici per la scuola, Roma, Monolite editrice, 2008- M. Pellerey - D. Grzadziel - M. Margottini - F. Epifani - E. Ottone, Imparare a dirigere se stessi, Roma, CNOS-FAP, 2013 (free on line book)

THE ORGANIZATION OF TEACHING TURNS OUT TO BE A CRUCIAL VARIABLE TO ENSURE THE QUALITY OF EDUCATIONAL PROCESSES IN VARIOUS CONTEXTS OF EDUCATION, FORMAL OR OTHERWISE. THE GENERAL DIDACTICS COURSE, STARTING FROM A REFLECTION ON THE FUNDAMENTALS, SURVEY METHODS AND GOALS OF THE DISCIPLINE, INTENDS TO ANALYZE SOME OF THE MORE SIGNIFICANT AND FAMOUS MODELS OF ORGANIZATION OF TEACHING IN DIFFERENT CONTEXTS OF EDUCATION AND TRAINING. PARTICULAR ATTENTION WILL BE DEVOTED TO THE STUDY OF THE RELATIONSHIP BETWEEN TECHNOLOGIES OF COMMUNICATION AND TEACHING IN THE SCHOOL AND TO EDUCATIONAL PLANNING IN E-LEARNING ENVIRONMENTS.TOPICS DEVELOPED IN THE COURSE:- THEORETICAL FUNDAMENTALS AND APPLICATIONS OF TEACHING AS A DISCIPLINE ABLE TO MEET THE TRAINING NEEDS IN FORMAL AND NON FORMAL EDUCATION;- EVOLUTION OF THE EDUCATION SYSTEM AND THE NEW PROFESSIONAL ROLE OF TEACHER;- LEARNING THEORIES AND TEACHING MODELS;- THEORETICAL PRINCIPLES AND OPERATIONAL PHASES OF THE MAIN MODELS OF EDUCATIONAL PLANNING;- INDIVIDUALIZATION AND PERSONALIZATION OF TEACHING;- SELF-REGULATION, LEARNING STRATEGIES AND STRATEGIC SKILLS;- ASSESSMENT AS A TOOL TO REGULATE THE PROCESSES OF TEACHING / LEARNING;- COMMUNICATION TECHNOLOGIES AND TEACHING MODELS;- TEACHING AS A PROCESS OF CHOICES AND CONSCIOUS DECISIONS.THE GENERAL DIDACTICS COURSE (9 CREDITS) INCLUDES A THEORETICAL BASE MODULE (6 CREDITS) WITH LESSONS IN THE CLASSROOM; AN ONLINE SEMINAR ON THE E-LEARNING PLATFORM OF THE FACULTY : FORMONLINE.UNIROMA3.IT. FROM THE OPERATIONAL POINT OF VIEW, FOR THE LABORATORY, IT IS NECESSARY TO FILL THE TWO ONLINE QUESTIONNAIRES QSA, QPCS AND QPCC, ANALYZE THE OBTAINED PROFILES AND WRITE A SHORT REPORT OF INTERPRETATION AND COMMENTARY OF THE OUTCOMES, TO BE DELIVERED IN THE SPACE PROVIDED ON THE PLATFORM.

THE COURSE “EDUCATIONAL ORGANIZATION AND EVALUATION PROCESSES” TAKES THE ASSESSMENT AS A STRATEGIC RESOURCE VITAL TO REGULATE AND SELF-REGULATE THE EDUCATIONAL PROCESSES AND TO IMPROVE THE QUALITY OF EDUCATIONAL PROCESSES AND OUTCOMES. THE ORGANIZATION OF TEACHING AND ASSESSMENT ARE THEREFORE REGARDED AS TWO DIMENSIONS CLOSELY INTERLINKED , ESPECIALLY IN FORMAL EDUCATIONAL ENVIRONMENTS, THEY CAN PROVIDE THE FLEXIBILITY, MODULARITY AND THE INDIVIDUALISATION OF THE TEACHING-LEARNING PROCESSES.MODALITY OF DIDACTICTS ORGANIZATION IN PRESENCE AND IN DISTANCE (MIXED). SUBDIVISION IN FORMSFORM – BASE PATH: 36 HOURS LESSON IN PRESENCE (6 CFU).FORM – PATH ANALYSIS: 18 HOURS ONLINE AND IN PRESENCE (3 CFU). TO IMPLEMENT THE ACTIVITIES OF THE PATH ANALYSIS, STUDENTS CAN CHOOSE ONE OF THE OPTIONS LISTED BELOW. 1) TEAM WORKS IN PRESENCE AND ONLINE.STUDENTS WHO ATTEND THE COURSE (BASE PATH) INFORM THE TEACHER TO WANT TO PARTICIPATE IN THE TEAMS WORKS THAT WILL WORK IN PRESENCE AND ONLINE. THE TEACHER CONSTITUTES THE WORKING GROUPS, ASSIGNS TO EACH GROUP THE JOB TO BE DONE (ACCORDING WITH THE GROUP), AND SHOWS THE OPERATING MODALITIES THAT WILL BE FOLLOWED.2)TEAM WORKS ONLINE.STUDENTS INFORM THE TEACHER TO WANT TO PARTICIPATE IN THE TEAMS WORKS ONLINE. THE TEACHER CONSTITUTES THE WORKING GROUPS, ASSIGNS TO EACH GROUP THE JOB TO BE DONE (ACCORDING WITH THE GROUP), AND SHOWS THE OPERATING MODALITIES THAT WILL BE FOLLOWED.3)WORKS OF CRITIC ANALYSIS ABOUT ONE OF THE COURSE’S THEME WITH PRODUCTION OF A WRITTEN EXAMINATION PAPER REALIZED INDIVIDUALLY OR IN SMALL GROUPS. STUDENTS AGREE WITH THE TEACHER A COURSE’S THEME TO ANALYSE THOROUGHLY AND THE OPERATIVE MODALITIES THAT WILL HAVE TO BE FOLLOWED.ACTIVITIES OF THE PATH ANALYSIS REQUIRE THE MINIMUM TIME OF ACHIEVEMENT OF 5 WEEKS.FORMATIVE ASSESSMENT: WILL BE GIVEN A WRITTEN TRAINING TESTS ONGOING WHIT SELF-ASSESSMENT AND REFLECTION FUNCTION ABOUT THEMES DISCUSSED IN THE BASE PATH.FINAL ASSESSMENT: THE TEST OF PROFIT IS UNIQUE, ARTICULATED IN A WRITTEN (OBJECTIVE TEST) AND AN ORAL EXAMINATION WHICH INCLUDES, AMONG OTHER THINGS, THE PRESENTATION-DISCUSSION OF THE WORK DONE IN PATH ANALYSIS (ONLINE ACTIVITIES AND IN THE PRESENCE ). ACCESS TO THE ORAL EXAMINATION IS REQUIRED TO IMPLEMENT ACTIVITIES IN THE PATH OF EXPLORATION.TESTI PER IL PERCORSO BASE - GIOVANNI MORETTI (A CURA DI), PRATICHE DI QUALITÀ E RICERCA-AZIONE. COSTRUIRE LA SCUOLA DELL’AUTONOMIA, ANICIA, ROMA 2003. - GAETANO DOMENICI, MANUALE DELLA VALUTAZIONE SCOLASTICA, LATERZA, ROMA-BARI 2003. - GIOVANNI MORETTI, ALBERTO QUAGLIATA, STRUMENTI PER LA VALUTAZIONE DEGLI APPRENDIMENTI. LE PROVE DI VERIFICA STRUTTURATE E SEMISTRUTTURATE, MONOLITE, ROMA 1999.RESERVATION EXAMSTHE RESERVATION OF EXAMS MUST BE DONE THROUGH THE SITE HTTP://PRENOTA.UNIROMA3.IT/. THE DATES OF THE CALLS ARE AVAILABLE ON THE BULLETIN BOARD OF THE TEACHER IN THE DEPARTMENT'S WEBSITE.

TESTI PER IL PERCORSO BASE - GIOVANNI MORETTI (A CURA DI), PRATICHE DI QUALITÀ E RICERCA-AZIONE. COSTRUIRE LA SCUOLA DELL’AUTONOMIA, ANICIA, ROMA 2003. - GAETANO DOMENICI, MANUALE DELLA VALUTAZIONE SCOLASTICA, LATERZA, ROMA-BARI 2003. - GIOVANNI MORETTI, ALBERTO QUAGLIATA, STRUMENTI PER LA VALUTAZIONE DEGLI APPRENDIMENTI. LE PROVE DI VERIFICA STRUTTURATE E SEMISTRUTTURATE, MONOLITE, ROMA 1999.

FORM – PATH ANALYSIS: 18 HOURS ONLINE AND IN PRESENCE (3 CFU). TO IMPLEMENT THE ACTIVITIES OF THE PATH ANALYSIS, STUDENTS CAN CHOOSE ONE OF THE OPTIONS LISTED BELOW. 1) TEAM WORKS IN PRESENCE AND ONLINE.STUDENTS WHO ATTEND THE COURSE (BASE PATH) INFORM THE TEACHER TO WANT TO PARTICIPATE IN THE TEAMS WORKS THAT WILL WORK IN PRESENCE AND ONLINE. THE TEACHER CONSTITUTES THE WORKING GROUPS, ASSIGNS TO EACH GROUP THE JOB TO BE DONE (ACCORDING WITH THE GROUP), AND SHOWS THE OPERATING MODALITIES THAT WILL BE FOLLOWED.2)TEAM WORKS ONLINE.STUDENTS INFORM THE TEACHER TO WANT TO PARTICIPATE IN THE TEAMS WORKS ONLINE. THE TEACHER CONSTITUTES THE WORKING GROUPS, ASSIGNS TO EACH GROUP THE JOB TO BE DONE (ACCORDING WITH THE GROUP), AND SHOWS THE OPERATING MODALITIES THAT WILL BE FOLLOWED.3)WORKS OF CRITIC ANALYSIS ABOUT ONE OF THE COURSE’S THEME WITH PRODUCTION OF A WRITTEN EXAMINATION PAPER REALIZED INDIVIDUALLY OR IN SMALL GROUPS. STUDENTS AGREE WITH THE TEACHER A COURSE’S THEME TO ANALYSE THOROUGHLY AND THE OPERATIVE MODALITIES THAT WILL HAVE TO BE FOLLOWED.ACTIVITIES OF THE PATH ANALYSIS REQUIRE THE MINIMUM TIME OF ACHIEVEMENT OF 5 WEEKS.

Online materials and reference texts of the basic module:- GIOVANNI MORETTI (A CURA DI), PRATICHE DI QUALITÀ E RICERCA-AZIONE. COSTRUIRE LA SCUOLA DELL’AUTONOMIA, ANICIA, ROMA 2003. - GAETANO DOMENICI, MANUALE DELLA VALUTAZIONE SCOLASTICA, LATERZA, ROMA-BARI 2003. - GIOVANNI MORETTI, ALBERTO QUAGLIATA, STRUMENTI PER LA VALUTAZIONE DEGLI APPRENDIMENTI. LE PROVE DI VERIFICA STRUTTURATE E SEMISTRUTTURATE, MONOLITE, ROMA 1999.

The theme of the educational guidance reflects the need to promote in schools and universities a culture of awareness and an effective practice guidance that is not directed exclusively to students of classes that enter into various degrees of courses of study and does not consist simply in the information packages on jobs to be carried out or on any further training paths to follow.One can only hope that in the schools programs is a guidance path that does not result in interventions synchronic-finals but to accompany the students during the training process, from the early school years, to facilitate the construction of that knowledge, those skills , those skills that are the basis for the constant and continuous acquisition of new knowledge throughout their lifetime.The viability of a diachronic orientation-training presupposes and requires a flexible organization and, at the same time, rigorous teaching: the modular organization of training, teaching and curricula enables the individualization and personalization of the training, in ' optics allow all students, or to each student, the opportunity to enhance and develop their skills and to plan with greater awareness and satisfaction their training and professional.

Mode of organization of teachingIn presence and remotely (mixed).The course includes a path performed in the presence of base and a path of study online that develops specific topics and areas of interest and offers theoretical and operational activities for the application of knowledge:Base path: 36 lecture hours in the presence (6 CFU).Course of study: 18 hours of training on-line (3 credits), to be carried out mainly on e-learning platform of the Faculty http: \\ formonline.uniroma3.it and platform Mahara.Study materials and online activitiesBase path (6 CFU)The lectures will deal with in the presence of topics pertaining to the following texts:1. Domenici Gaetano (2009). Manuale dell’orientamento e della didattica modulare. Laterza, Bari2. Domenici Gaetano & Moretti Giovanni (2006). Il portfolio dell’allievo per una scuola dell’autonomia e dell’equità. Anicia, Roma.3. Domenici Gaetano (a cura di), (2005). Le prove semistrutturate. Utet, Torino

The lessons will be almost entirely in french language. An elementary knowledge of french (a2 of common european framework of reference for languages (cefr). (cfr. Http://it.wikipedia.org/wiki/quadro_comune_europeo_di_riferimento_per_la_conoscenza_delle_lingue) is required before attending the lessons. The students are invited to value the level of their french language knowledge using entrance test or periodic language tests of cla – centro linguistico di ateneo if possible in the first semester, before the beginning of the lessons, in the second semester- in the cla they will can attend some basic french lessons, until a2 or b1 level. (cfr. Www.cla.uniroma3.it). Contents Review of french grammatical contents and acquisition of an intermediate level of french linguistic knowledges in understanding, speaking, listening, reading, writing (level b1 of the common european framework of reference for languages (cefr). (cfr. Http://it.wikipedia.org/wiki/quadro_comune_europeo_di_riferimento_per_la_conoscenza_delle_lingue). Exercises for translations french – italian - french Learning activities about educational topics in french: “la thématique de la mer comme outil de l’éducation ” .Other information The course of 54 hours/9 cfu will take place in the ii semester. The students of fsru, epc or who have to study french supplementary contents (integrazione, 5 cfu) will attend the course until the number of hours and cfu/ects they need (in this case, however, the students have to write to the teacher and to agree with her an individual study programme). More information in the teacher notice board: https://formazione.uniroma3.it/docente/about/Teacher e-mail: marina.geat@uniroma3.it

1) For revising the principal grammatical contents, the students can use whatever French manual (secondary school level). They can find a lot of grammatical and linguistic exercises in the websites that I have indicated below. If the student have to buy a French manual, I can suggest L.PARODI, M.VALLACCO, Nouvelle Grammaire savoir-faire, publisher Cideb.2) About specific topic of the course, “La thématique de la mer comme outil de l’éducation ”, the students have to study the book Marina Geat, Viviane Deviésère (a cura di), La mer en texte, la mer en classe, Aracne, Roma 2015.La mer en texte, la mer en classe, publisher Aracne, Roma 2015. The students who attend the course will make some individual or group works about this topic, in university et/or on the web platform formonline . They will also use multimedia texts downloaded from internet. The students that don’t attend the course will study the book La mer en texte, la mer en classe, Aracne, Roma 2015. They have to read, resume and revise the chapters that are written in French; they have to summarise in French the chapters that are written in Italian. It’s essential to use a good italian-french dictionary or french dictionary. It’s very useful to have the use of a mp3 recorder for listening podcast files in french language. Very Useful websites: Français facile [http://www.francaisfacile.com] (exercises, explanations, etc.);Le Point du FLE [http://www.lepointdufle.net] (exercises, explanations, songs, audio files, vidéos, etc.;Lexilogos [http://www.lexilogos.com] (French-Italian and Italian- French Dictionaries; etc.);Le conjugeur [http://www.leconjugueur.com] (for resolving all problems of French Verbs Conjugation) Littérature audio [http://www.litteratureaudio.com] (for listening online a lot of French texts and novels; for training oral understanding and pronunciation in French). Exercises, trainings and communication on Departmental digital platform http://formonline.uniroma3.it/

The lessons will be almost entirely in french language. An elementary knowledge of french (a2 of common european framework of reference for languages (cefr). (cfr. Http://it.wikipedia.org/wiki/quadro_comune_europeo_di_riferimento_per_la_conoscenza_delle_lingue) is required before attending the lessons. The students are invited to value the level of their french language knowledge using entrance test or periodic language tests of cla – centro linguistico di ateneo if possible in the first semester, before the beginning of the lessons, in the second semester- in the cla they will can attend some basic french lessons, until a2 or b1 level. (cfr. Www.cla.uniroma3.it). Contents Review of french grammatical contents and acquisition of an intermediate level of french linguistic knowledges in understanding, speaking, listening, reading, writing (level b1 of the common european framework of reference for languages (cefr). (cfr. Http://it.wikipedia.org/wiki/quadro_comune_europeo_di_riferimento_per_la_conoscenza_delle_lingue). Exercises for translations french – italian - french Learning activities about educational topics in french: “la thématique de la mer comme outil de l’éducation ” .Other information The course of 54 hours/9 cfu will take place in the ii semester. The students of fsru, epc or who have to study french supplementary contents (integrazione, 5 cfu) will attend the course until the number of hours and cfu/ects they need (in this case, however, the students have to write to the teacher and to agree with her an individual study programme). More information in the teacher notice board: https://formazione.uniroma3.it/docente/about/Teacher e-mail: marina.geat@uniroma3.it

TEXTS 1) For revising the principal grammatical contents, the students can use whatever French manual (secondary school level). They can find a lot of grammatical and linguistic exercises in the websites that I have indicated below. If the student have to buy a French manual, I can suggest L.PARODI, M.VALLACCO, Nouvelle Grammaire savoir-faire, publisher Cideb.2) About specific topic of the course, “La thématique de la mer comme outil de l’éducation ”, the students have to study the book Marina Geat, Viviane Deviésère (a cura di), La mer en texte, la mer en classe, publisher Aracne, Roma 2015. The students who attend the course will make some individual or group works about this topic, in university et/or on the web platform formonline . They will also use multimedia texts downloaded from internet. The students that don’t attend the course will study the book La mer en texte, la mer en classe, Aracne, Roma 2015. They have to read, resume and revise the chapters that are written in French; they have to summarise in French the chapters that are written in Italian. It’s essential to use a good italian-french dictionary or french dictionary. It’s very useful to have the use of a mp3 recorder for listening podcast files in french language. Very Useful websites: Français facile [http://www.francaisfacile.com] (exercises, explanations, etc.);Le Point du FLE [http://www.lepointdufle.net] (exercises, explanations, songs, audio files, vidéos, etc.;Lexilogos [http://www.lexilogos.com] (French-Italian and Italian- French Dictionaries; etc.);Le conjugeur [http://www.leconjugueur.com] (for resolving all problems of French Verbs Conjugation) Littérature audio [http://www.litteratureaudio.com] (for listening online a lot of French texts and novels; for training oral understanding and pronunciation in French). Exercises, trainings and communication on Departmental digital platform http://formonline.uniroma3.it/

This course is meant to provide both a linguistic and a cultural analysis of the texts studied. A first part deals with materials concerning a reflection on the importance of the language and of its political use. The lessons will also deal with revisions of the main grammatical structures.Students will have to deal with these texts in order to read, understand and interpret them from a linguistic, sociological, historical and cultural point of view. - Lessons will be held in English and in Italian. Students will play an active role, they will be asked to participate using the language as a practice experience. A brief part of the course will deal with translation practices in order to stimulate a reflection on the contrast between English and Italian. The course structure will include pre-reading and post-reading activities together with reading exercises and listening comprehension. Authentic materials such as films and audio materials will be used in order to provide different models of the use of English. - Students will be encouraged to practice the language individually at home; the books indicated in bibliography provide a fundamental reference as grammar books with keys, bilingual and monolingual dictionaries. Further references will be given during the course (such as web sites on English language learning with exercises)• N.B.: THE EXAM CONSISTS IN (1) – Reading Comprehension (FROM the texts on the professor’s web site—bacheca elettronica) (2) GRAMMAR SECTIONS. • THOSE HAVING ATTENDED A COURSE AT CLA (CENTRO LINGUISTICO DI ATENEO) OBTAINING A B1 CERTIFICATE WILL SKIP THE GRAMMAR SECTION

- A selection of texts by G. Orwell, W.B. Yeats, T.B. Macaulay and others (available on the web); ** GRAMMAR TEXT: Raymond Murphy, English Grammar in Use, CUP, Cambridge (3rd ed.) 2007.** DICTIONARIES: -ITALIAN / ENGLISH: Hazon Garzanti , Nuova Edizione, or F.Picchi, Grande dizionario Inglese-Italiano/Italiano-Inglese, Hoepli. - MONOLINGUAL: Macmillan English Dictionary for Advanced Learners oppure Oxford Advanced Learner’s English Dictionary, or Collins COBUILD Advanced Learner’s English Dictionary.

This course focuses on representative texts of the British colonial and post-colonial experience. Short stories written by the most influential intellectuals of the last decades introduce the theme of the importance of English all over the world. Students will have to deal with these texts in order to read, understand and interpret them from a linguistic, sociological, historical and cultural point of view. A text on W.B. Yeats is used to include Ireland in the group of post colonial countries dominated by the British Empire. A text on rhetorical and semiotic analysis of advertisement is used to enhance a reflection on the language used for specific purposes.- Lessons will be held in English and in Italian. Students will play an active role, they will be asked to participate using the language as a practice experience. A brief part of the course will deal with translation practices in order to stimulate a reflection on the contrast between English and Italian. Authentic materials such as films and audio materials will be used in order to provide different models of the use of English. THE EXAM CONSISTS IN (-) Cloze Tests (FROM Four Continents). (-) MULTIPLE CHOICE QUESTIONS ON -Andrea Binelli, Of Englishes and Styles—Rhetorical and Semiotic Analyses of Advertisements, Edizioni ETS, Pisa, 2012. AND Fabio Luppi, Cerimonie ed artifici nel teatro di W.B. Yeats and on the movie.

Andrea Binelli, Of Englishes and Styles—Rhetorical and Semiotic Analyses of Advertisements, Edizioni ETS, Pisa, 2012 (first chapter only) R.A. HENDERSON , ed., Four Continents, CIDEB, Genova pp. 1-52; pp. 80-116; pp. 133-160; Fabio Luppi, Cerimonie ed artifici nel teatro di W.B. Yeats, NEU, Roma, 2011. MOVIES: The wind that shakes the barley, by Ken Loach.

La prima parte del corso riguarda gli aspetti essenziali della grammatica spagnola, in dettaglio:a) Fonetica, ortografia, accentazione b) Morfologia - Articoli determinativi e indeterminativi - Sostantivi: genere e numero.; diminutivi e accrescitivi - Aggettivi e pronomi: possessivi, dimostrativi, numerali - Verbo. Le tre coniugazioni regolari: tempi semplici e composti. I principali verbi irregolari- Pronomi personali soggetto e complemento - Gradi della comparazione - Aggettivi e pronomi relativi, interrogativi, indefiniti - Preposizioni, avverbi e congiunzionic) Sintassi - Uso dei verbi ser, estar, haber, tener - Differenze nell’uso del presente,dell’imperfetto, e del passato remoto del modo indicativo - Le principali perifrasi verbaliLa seconda parte del corso si basa sugli aspetti della traduzione dallo spagnolo all’italiano con esercitazioni pratiche. Inoltre, si prenderà in esame la figura di Simón Bolívar e le vicende politico costituzionali dell’America latina del XIX sec. sulla base del volume di Giuseppe Cacciatore e Antonio Scocozza, El gran Majadero de América, Napoli, La città del sole, 2008 da pag. 29 a pag. 76, e sempre dallo stesso testo le letture: Manifiesto de Cartagena e Discurso de Angostura.

Manuel Carrera Díaz, Grammatica spagnola, Laterza, 2006.Giuseppe Cacciatore e Antonio Scocozza, El gran Majadero de América, Napoli, La città del sole, 2008.DizionariLaura Tam, Grande dizionario di spagnolo, Hoepli, 2004.Real Academia Española, Diccionario de la lengua española, XXII ed., disponibile on-line al sito: http://www.rae.es/

La prima parte del corso riguarda gli aspetti essenziali della grammatica spagnola, in dettaglio:a) Fonetica, ortografia, accentazione b) Morfologia - Articoli determinativi e indeterminativi - Sostantivi: genere e numero.; diminutivi e accrescitivi - Aggettivi e pronomi: possessivi, dimostrativi, numerali - Verbo. Le tre coniugazioni regolari: tempi semplici e composti. I principali verbi irregolari- Pronomi personali soggetto e complemento - Gradi della comparazione - Aggettivi e pronomi relativi, interrogativi, indefiniti - Preposizioni, avverbi e congiunzionic) Sintassi - Uso dei verbi ser, estar, haber, tener - Differenze nell’uso del presente,dell’imperfetto, e del passato remoto del modo indicativo - Le principali perifrasi verbaliLa seconda parte del corso si basa sugli aspetti della traduzione dallo spagnolo all’italiano con esercitazioni pratiche. Inoltre, si prenderà in esame la figura di Simón Bolívar e le vicende politico costituzionali dell’America latina del XIX sec. sulla base del volume di Giuseppe Cacciatore e Antonio Scocozza, El gran Majadero de América, Napoli, La città del sole, 2008 da pag. 29 a pag. 76, e sempre dallo stesso testo le letture: Manifiesto de Cartagena e Discurso de Angostura.

Manuel Carrera Díaz, Grammatica spagnola, Laterza, 2006.Giuseppe Cacciatore e Antonio Scocozza, El gran Majadero de América, Napoli, La città del sole, 2008.DizionariLaura Tam, Grande dizionario di spagnolo, Hoepli, 2004.Real Academia Española, Diccionario de la lengua española, XXII ed., disponibile on-line al sito: http://www.rae.es/

) During the lessons in the presence of the teachers present students with a comprehensive overview of the Italian school system after World War II Unit, focusing on moments, figures, and major problems (illiteracy, compulsory education, technical education, training of teachers , Catholic religious education in public schools, school and fascism, the only school etc..). In this stage will already be able to participate in discussions and exchanges between teachers, tutors and students on the platform of the Faculty of Formation (http://formonline.uniroma3.it).The course of study has the objective to make students acquire skills and critical interpretation of texts in the exam syllabus, through exercises and distance through the platform of the Faculty.

Testi d’esame:M.C. Leuzzi, Alfabetizzazione nazionale e identità civile. Un piccolo popolo per una grande nazione (1880-1911), Roma, Anicia, (1998) 2012.Colin, M., I bambini di Mussolini, Brescia, La Scuola, 2012. Il testo sarà oggetto di seminario valido per il tirocinio interno per tutte le studentesse e gli studenti del Dipartimento.

Testi d’esame:De Serio, B., Educare dalla nascita, Roma, Anicia, 2014.M.C. Leuzzi, Ada Gobetti e l’educazione alla democrazia, Roma, Anicia, 2015.J. Worth, Chiamate la levatrice, Palermo, Sellerio, 2013. Il testo sarà oggetto di seminario valido per il tirocinio interno per tutte le studentesse e gli studenti del Dipartimento. 

The course aims at examining the philosophical and pedagogical thought on educational issues from the modern era to the Twentieth century. Special attention will be dedicated to the theories of Jean-Jacques Rousseau and his Emile or of Education (1762) that celebrates the birth of the social value of children. The issue of initiation into adult life and education to affections in the Eighteenth and Twentieth centuries will also be examined.And finally, some aspects of the goals, contents and ambivalences present in the so-called narrated pedagogies will be analyzed.

S. Santamaita, Storia dell'educazione e delle pedagogie, Bruno Mondadori, Milano, 2013J. J. Rousseau, L'Emilio o dell'educazione, 1°,2°,5° bookC. Covato, Idoli di bontà. Il genere come norma nella storia dell'educazione, Unicopli, Milano, 2014F. Borruso, L. Cantatore, C. Covato (a cura di), L'educazione sentimentale. Vita e norme nelle pedagogie narrate, Guerini, Milano, 2014 (6 chapters choise)

The course of history 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.

S. Blezza Picherle, Formare lettori, promuovere la lettura: riflessioni e itinerari narrativi tra territorio e scuola, Franco Angeli, Milano 2013.L. Cantatore, Parva sed apta mihi: il paesaggio domestico nella letteratura per l’infanzia del XIX secolo, ETS, Pisa 2015 (dalla lettura di questo saggio lo studente dovrà scegliere liberamente uno dei romanzi citati, leggerlo integralmente e costruire un breve percorso storico-critico sull’autore e il suo tempo).Leo Lionni, Piccolo blu e piccolo giallo¸ Babalibri, Milano.Maurice Sendak, Nel paese dei mostri selvaggi, Babalibri, Milano.Roberto Innocenti, Rosa Bianca, La Margherita edizioni, Milano.

The course of history 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.

S. Blezza Picherle, Formare lettori, promuovere la lettura: riflessioni e itinerari narrativi tra territorio e scuola, Franco Angeli, Milano 2013.L. Cantatore, Parva sed apta mihi: il paesaggio domestico nella letteratura per l’infanzia del XIX secolo, ETS, Pisa 2015 (dalla lettura di questo saggio lo studente dovrà scegliere liberamente uno dei romanzi citati, leggerlo integralmente e costruire un breve percorso storico-critico sull’autore e il suo tempo).Leo Lionni, Piccolo blu e piccolo giallo¸ Babalibri, Milano.Maurice Sendak, Nel paese dei mostri selvaggi, Babalibri, Milano.Roberto Innocenti, Rosa Bianca, La Margherita edizioni, Milano.

The lessons will be almost entirely in french language. An elementary knowledge of french (a2 of common european framework of reference for languages (cefr). (cfr. Http://it.wikipedia.org/wiki/quadro_comune_europeo_di_riferimento_per_la_conoscenza_delle_lingue) is required before attending the lessons. The students are invited to value the level of their french language knowledge using entrance test or periodic language tests of cla – centro linguistico di ateneo if possible in the first semester, before the beginning of the lessons, in the second semester- in the cla they will can attend some basic french lessons, until a2 or b1 level. (cfr. Www.cla.uniroma3.it). Contents Review of french grammatical contents and acquisition of an intermediate level of french linguistic knowledges in understanding, speaking, listening, reading, writing (level b1 of the common european framework of reference for languages (cefr). (cfr. Http://it.wikipedia.org/wiki/quadro_comune_europeo_di_riferimento_per_la_conoscenza_delle_lingue). Exercises for translations french – italian - french Learning activities about educational topics in french: “la thématique de la mer comme outil de l’éducation ” .Other information The course of 54 hours/9 cfu will take place in the ii semester. The students of fsru, epc or who have to study french supplementary contents (integrazione, 5 cfu) will attend the course until the number of hours and cfu/ects they need (in this case, however, the students have to write to the teacher and to agree with her an individual study programme). More information in the teacher notice board: https://formazione.uniroma3.it/docente/about/Teacher e-mail: marina.geat@uniroma3.it

1) For revising the principal grammatical contents, the students can use whatever French manual (secondary school level). They can find a lot of grammatical and linguistic exercises in the websites that I have indicated below. If the student have to buy a French manual, I can suggest L.PARODI, M.VALLACCO, Nouvelle Grammaire savoir-faire, publisher Cideb.2) About specific topic of the course, “La thématique de la mer comme outil de l’éducation ”, the students have to study the book Marina Geat, Viviane Deviésère (a cura di), La mer en texte, la mer en classe, Aracne, Roma 2015.La mer en texte, la mer en classe, publisher Aracne, Roma 2015. The students who attend the course will make some individual or group works about this topic, in university et/or on the web platform formonline . They will also use multimedia texts downloaded from internet. The students that don’t attend the course will study the book La mer en texte, la mer en classe, Aracne, Roma 2015. They have to read, resume and revise the chapters that are written in French; they have to summarise in French the chapters that are written in Italian. It’s essential to use a good italian-french dictionary or french dictionary. It’s very useful to have the use of a mp3 recorder for listening podcast files in french language. Very Useful websites: Français facile [http://www.francaisfacile.com] (exercises, explanations, etc.);Le Point du FLE [http://www.lepointdufle.net] (exercises, explanations, songs, audio files, vidéos, etc.;Lexilogos [http://www.lexilogos.com] (French-Italian and Italian- French Dictionaries; etc.);Le conjugeur [http://www.leconjugueur.com] (for resolving all problems of French Verbs Conjugation) Littérature audio [http://www.litteratureaudio.com] (for listening online a lot of French texts and novels; for training oral understanding and pronunciation in French). Exercises, trainings and communication on Departmental digital platform http://formonline.uniroma3.it/

The lessons will be almost entirely in french language. An elementary knowledge of french (a2 of common european framework of reference for languages (cefr). (cfr. Http://it.wikipedia.org/wiki/quadro_comune_europeo_di_riferimento_per_la_conoscenza_delle_lingue) is required before attending the lessons. The students are invited to value the level of their french language knowledge using entrance test or periodic language tests of cla – centro linguistico di ateneo if possible in the first semester, before the beginning of the lessons, in the second semester- in the cla they will can attend some basic french lessons, until a2 or b1 level. (cfr. Www.cla.uniroma3.it). Contents Review of french grammatical contents and acquisition of an intermediate level of french linguistic knowledges in understanding, speaking, listening, reading, writing (level b1 of the common european framework of reference for languages (cefr). (cfr. Http://it.wikipedia.org/wiki/quadro_comune_europeo_di_riferimento_per_la_conoscenza_delle_lingue). Exercises for translations french – italian - french Learning activities about educational topics in french: “la thématique de la mer comme outil de l’éducation ” .Other information The course of 54 hours/9 cfu will take place in the ii semester. The students of fsru, epc or who have to study french supplementary contents (integrazione, 5 cfu) will attend the course until the number of hours and cfu/ects they need (in this case, however, the students have to write to the teacher and to agree with her an individual study programme). More information in the teacher notice board: https://formazione.uniroma3.it/docente/about/Teacher e-mail: marina.geat@uniroma3.it

TEXTS 1) For revising the principal grammatical contents, the students can use whatever French manual (secondary school level). They can find a lot of grammatical and linguistic exercises in the websites that I have indicated below. If the student have to buy a French manual, I can suggest L.PARODI, M.VALLACCO, Nouvelle Grammaire savoir-faire, publisher Cideb.2) About specific topic of the course, “La thématique de la mer comme outil de l’éducation ”, the students have to study the book Marina Geat, Viviane Deviésère (a cura di), La mer en texte, la mer en classe, publisher Aracne, Roma 2015. The students who attend the course will make some individual or group works about this topic, in university et/or on the web platform formonline . They will also use multimedia texts downloaded from internet. The students that don’t attend the course will study the book La mer en texte, la mer en classe, Aracne, Roma 2015. They have to read, resume and revise the chapters that are written in French; they have to summarise in French the chapters that are written in Italian. It’s essential to use a good italian-french dictionary or french dictionary. It’s very useful to have the use of a mp3 recorder for listening podcast files in french language. Very Useful websites: Français facile [http://www.francaisfacile.com] (exercises, explanations, etc.);Le Point du FLE [http://www.lepointdufle.net] (exercises, explanations, songs, audio files, vidéos, etc.;Lexilogos [http://www.lexilogos.com] (French-Italian and Italian- French Dictionaries; etc.);Le conjugeur [http://www.leconjugueur.com] (for resolving all problems of French Verbs Conjugation) Littérature audio [http://www.litteratureaudio.com] (for listening online a lot of French texts and novels; for training oral understanding and pronunciation in French). Exercises, trainings and communication on Departmental digital platform http://formonline.uniroma3.it/

This course is meant to provide both a linguistic and a cultural analysis of the texts studied. A first part deals with materials concerning a reflection on the importance of the language and of its political use. The lessons will also deal with revisions of the main grammatical structures.Students will have to deal with these texts in order to read, understand and interpret them from a linguistic, sociological, historical and cultural point of view. - Lessons will be held in English and in Italian. Students will play an active role, they will be asked to participate using the language as a practice experience. A brief part of the course will deal with translation practices in order to stimulate a reflection on the contrast between English and Italian. The course structure will include pre-reading and post-reading activities together with reading exercises and listening comprehension. Authentic materials such as films and audio materials will be used in order to provide different models of the use of English. - Students will be encouraged to practice the language individually at home; the books indicated in bibliography provide a fundamental reference as grammar books with keys, bilingual and monolingual dictionaries. Further references will be given during the course (such as web sites on English language learning with exercises)• N.B.: THE EXAM CONSISTS IN (1) – Reading Comprehension (FROM the texts on the professor’s web site—bacheca elettronica) (2) GRAMMAR SECTIONS. • THOSE HAVING ATTENDED A COURSE AT CLA (CENTRO LINGUISTICO DI ATENEO) OBTAINING A B1 CERTIFICATE WILL SKIP THE GRAMMAR SECTION

- A selection of texts by G. Orwell, W.B. Yeats, T.B. Macaulay and others (available on the web); ** GRAMMAR TEXT: Raymond Murphy, English Grammar in Use, CUP, Cambridge (3rd ed.) 2007.** DICTIONARIES: -ITALIAN / ENGLISH: Hazon Garzanti , Nuova Edizione, or F.Picchi, Grande dizionario Inglese-Italiano/Italiano-Inglese, Hoepli. - MONOLINGUAL: Macmillan English Dictionary for Advanced Learners oppure Oxford Advanced Learner’s English Dictionary, or Collins COBUILD Advanced Learner’s English Dictionary.

This course focuses on representative texts of the British colonial and post-colonial experience. Short stories written by the most influential intellectuals of the last decades introduce the theme of the importance of English all over the world. Students will have to deal with these texts in order to read, understand and interpret them from a linguistic, sociological, historical and cultural point of view. A text on W.B. Yeats is used to include Ireland in the group of post colonial countries dominated by the British Empire. A text on rhetorical and semiotic analysis of advertisement is used to enhance a reflection on the language used for specific purposes.- Lessons will be held in English and in Italian. Students will play an active role, they will be asked to participate using the language as a practice experience. A brief part of the course will deal with translation practices in order to stimulate a reflection on the contrast between English and Italian. Authentic materials such as films and audio materials will be used in order to provide different models of the use of English. THE EXAM CONSISTS IN (-) Cloze Tests (FROM Four Continents). (-) MULTIPLE CHOICE QUESTIONS ON -Andrea Binelli, Of Englishes and Styles—Rhetorical and Semiotic Analyses of Advertisements, Edizioni ETS, Pisa, 2012. AND Fabio Luppi, Cerimonie ed artifici nel teatro di W.B. Yeats and on the movie.

Andrea Binelli, Of Englishes and Styles—Rhetorical and Semiotic Analyses of Advertisements, Edizioni ETS, Pisa, 2012 (first chapter only) R.A. HENDERSON , ed., Four Continents, CIDEB, Genova pp. 1-52; pp. 80-116; pp. 133-160; Fabio Luppi, Cerimonie ed artifici nel teatro di W.B. Yeats, NEU, Roma, 2011. MOVIES: The wind that shakes the barley, by Ken Loach.

La prima parte del corso riguarda gli aspetti essenziali della grammatica spagnola, in dettaglio:a) Fonetica, ortografia, accentazione b) Morfologia - Articoli determinativi e indeterminativi - Sostantivi: genere e numero.; diminutivi e accrescitivi - Aggettivi e pronomi: possessivi, dimostrativi, numerali - Verbo. Le tre coniugazioni regolari: tempi semplici e composti. I principali verbi irregolari- Pronomi personali soggetto e complemento - Gradi della comparazione - Aggettivi e pronomi relativi, interrogativi, indefiniti - Preposizioni, avverbi e congiunzionic) Sintassi - Uso dei verbi ser, estar, haber, tener - Differenze nell’uso del presente,dell’imperfetto, e del passato remoto del modo indicativo - Le principali perifrasi verbaliLa seconda parte del corso si basa sugli aspetti della traduzione dallo spagnolo all’italiano con esercitazioni pratiche. Inoltre, si prenderà in esame la figura di Simón Bolívar e le vicende politico costituzionali dell’America latina del XIX sec. sulla base del volume di Giuseppe Cacciatore e Antonio Scocozza, El gran Majadero de América, Napoli, La città del sole, 2008 da pag. 29 a pag. 76, e sempre dallo stesso testo le letture: Manifiesto de Cartagena e Discurso de Angostura.

Manuel Carrera Díaz, Grammatica spagnola, Laterza, 2006.Giuseppe Cacciatore e Antonio Scocozza, El gran Majadero de América, Napoli, La città del sole, 2008.DizionariLaura Tam, Grande dizionario di spagnolo, Hoepli, 2004.Real Academia Española, Diccionario de la lengua española, XXII ed., disponibile on-line al sito: http://www.rae.es/

La prima parte del corso riguarda gli aspetti essenziali della grammatica spagnola, in dettaglio:a) Fonetica, ortografia, accentazione b) Morfologia - Articoli determinativi e indeterminativi - Sostantivi: genere e numero.; diminutivi e accrescitivi - Aggettivi e pronomi: possessivi, dimostrativi, numerali - Verbo. Le tre coniugazioni regolari: tempi semplici e composti. I principali verbi irregolari- Pronomi personali soggetto e complemento - Gradi della comparazione - Aggettivi e pronomi relativi, interrogativi, indefiniti - Preposizioni, avverbi e congiunzionic) Sintassi - Uso dei verbi ser, estar, haber, tener - Differenze nell’uso del presente,dell’imperfetto, e del passato remoto del modo indicativo - Le principali perifrasi verbaliLa seconda parte del corso si basa sugli aspetti della traduzione dallo spagnolo all’italiano con esercitazioni pratiche. Inoltre, si prenderà in esame la figura di Simón Bolívar e le vicende politico costituzionali dell’America latina del XIX sec. sulla base del volume di Giuseppe Cacciatore e Antonio Scocozza, El gran Majadero de América, Napoli, La città del sole, 2008 da pag. 29 a pag. 76, e sempre dallo stesso testo le letture: Manifiesto de Cartagena e Discurso de Angostura.

Manuel Carrera Díaz, Grammatica spagnola, Laterza, 2006.Giuseppe Cacciatore e Antonio Scocozza, El gran Majadero de América, Napoli, La città del sole, 2008.DizionariLaura Tam, Grande dizionario di spagnolo, Hoepli, 2004.Real Academia Española, Diccionario de la lengua española, XXII ed., disponibile on-line al sito: http://www.rae.es/

THE ORGANIZATION OF TEACHING TURNS OUT TO BE A CRUCIAL VARIABLE TO ENSURE THE QUALITY OF EDUCATIONAL PROCESSES IN VARIOUS CONTEXTS OF EDUCATION, FORMAL OR OTHERWISE. THE GENERAL DIDACTICS COURSE, STARTING FROM A REFLECTION ON THE FUNDAMENTALS, SURVEY METHODS AND GOALS OF THE DISCIPLINE, INTENDS TO ANALYZE SOME OF THE MORE SIGNIFICANT AND FAMOUS MODELS OF ORGANIZATION OF TEACHING IN DIFFERENT CONTEXTS OF EDUCATION AND TRAINING. PARTICULAR ATTENTION WILL BE DEVOTED TO THE STUDY OF THE RELATIONSHIP BETWEEN TECHNOLOGIES OF COMMUNICATION AND TEACHING IN THE SCHOOL AND TO EDUCATIONAL PLANNING IN E-LEARNING ENVIRONMENTS.TOPICS DEVELOPED IN THE COURSE:- THEORETICAL FUNDAMENTALS AND APPLICATIONS OF TEACHING AS A DISCIPLINE ABLE TO MEET THE TRAINING NEEDS IN FORMAL AND NON FORMAL EDUCATION;- EVOLUTION OF THE EDUCATION SYSTEM AND THE NEW PROFESSIONAL ROLE OF TEACHER;- LEARNING THEORIES AND TEACHING MODELS;- THEORETICAL PRINCIPLES AND OPERATIONAL PHASES OF THE MAIN MODELS OF EDUCATIONAL PLANNING;- INDIVIDUALIZATION AND PERSONALIZATION OF TEACHING;- SELF-REGULATION, LEARNING STRATEGIES AND STRATEGIC SKILLS;- ASSESSMENT AS A TOOL TO REGULATE THE PROCESSES OF TEACHING / LEARNING;- COMMUNICATION TECHNOLOGIES AND TEACHING MODELS;- TEACHING AS A PROCESS OF CHOICES AND CONSCIOUS DECISIONS.THE GENERAL DIDACTICS COURSE (9 CREDITS) INCLUDES A THEORETICAL BASE MODULE (6 CREDITS) WITH LESSONS IN THE CLASSROOM; AN ONLINE SEMINAR ON THE E-LEARNING PLATFORM OF THE FACULTY : FORMONLINE.UNIROMA3.IT. FROM THE OPERATIONAL POINT OF VIEW, FOR THE LABORATORY, IT IS NECESSARY TO FILL THE TWO ONLINE QUESTIONNAIRES QSA, QPCS AND QPCC, ANALYZE THE OBTAINED PROFILES AND WRITE A SHORT REPORT OF INTERPRETATION AND COMMENTARY OF THE OUTCOMES, TO BE DELIVERED IN THE SPACE PROVIDED ON THE PLATFORM.

- Domenici G., Cajola L., Organizzazione didattica e valutazione, Roma, Monolite,2005- Domenici G. (a cura di), Le prove semistrutturate, Torino, Utet, 2005 - Margottini M., Formazione e-learning. Teorie e modelli didattici per la scuola, Roma, Monolite editrice, 2008- M. Pellerey - D. Grzadziel - M. Margottini - F. Epifani - E. Ottone, Imparare a dirigere se stessi, Roma, CNOS-FAP, 2013 (free on line book)

THE ORGANIZATION OF TEACHING TURNS OUT TO BE A CRUCIAL VARIABLE TO ENSURE THE QUALITY OF EDUCATIONAL PROCESSES IN VARIOUS CONTEXTS OF EDUCATION, FORMAL OR OTHERWISE. THE GENERAL DIDACTICS COURSE, STARTING FROM A REFLECTION ON THE FUNDAMENTALS, SURVEY METHODS AND GOALS OF THE DISCIPLINE, INTENDS TO ANALYZE SOME OF THE MORE SIGNIFICANT AND FAMOUS MODELS OF ORGANIZATION OF TEACHING IN DIFFERENT CONTEXTS OF EDUCATION AND TRAINING. PARTICULAR ATTENTION WILL BE DEVOTED TO THE STUDY OF THE RELATIONSHIP BETWEEN TECHNOLOGIES OF COMMUNICATION AND TEACHING IN THE SCHOOL AND TO EDUCATIONAL PLANNING IN E-LEARNING ENVIRONMENTS.TOPICS DEVELOPED IN THE COURSE:- THEORETICAL FUNDAMENTALS AND APPLICATIONS OF TEACHING AS A DISCIPLINE ABLE TO MEET THE TRAINING NEEDS IN FORMAL AND NON FORMAL EDUCATION;- EVOLUTION OF THE EDUCATION SYSTEM AND THE NEW PROFESSIONAL ROLE OF TEACHER;- LEARNING THEORIES AND TEACHING MODELS;- THEORETICAL PRINCIPLES AND OPERATIONAL PHASES OF THE MAIN MODELS OF EDUCATIONAL PLANNING;- INDIVIDUALIZATION AND PERSONALIZATION OF TEACHING;- SELF-REGULATION, LEARNING STRATEGIES AND STRATEGIC SKILLS;- ASSESSMENT AS A TOOL TO REGULATE THE PROCESSES OF TEACHING / LEARNING;- COMMUNICATION TECHNOLOGIES AND TEACHING MODELS;- TEACHING AS A PROCESS OF CHOICES AND CONSCIOUS DECISIONS.THE GENERAL DIDACTICS COURSE (9 CREDITS) INCLUDES A THEORETICAL BASE MODULE (6 CREDITS) WITH LESSONS IN THE CLASSROOM; AN ONLINE SEMINAR ON THE E-LEARNING PLATFORM OF THE FACULTY : FORMONLINE.UNIROMA3.IT. FROM THE OPERATIONAL POINT OF VIEW, FOR THE LABORATORY, IT IS NECESSARY TO FILL THE TWO ONLINE QUESTIONNAIRES QSA, QPCS AND QPCC, ANALYZE THE OBTAINED PROFILES AND WRITE A SHORT REPORT OF INTERPRETATION AND COMMENTARY OF THE OUTCOMES, TO BE DELIVERED IN THE SPACE PROVIDED ON THE PLATFORM.

THE COURSE “EDUCATIONAL ORGANIZATION AND EVALUATION PROCESSES” TAKES THE ASSESSMENT AS A STRATEGIC RESOURCE VITAL TO REGULATE AND SELF-REGULATE THE EDUCATIONAL PROCESSES AND TO IMPROVE THE QUALITY OF EDUCATIONAL PROCESSES AND OUTCOMES. THE ORGANIZATION OF TEACHING AND ASSESSMENT ARE THEREFORE REGARDED AS TWO DIMENSIONS CLOSELY INTERLINKED , ESPECIALLY IN FORMAL EDUCATIONAL ENVIRONMENTS, THEY CAN PROVIDE THE FLEXIBILITY, MODULARITY AND THE INDIVIDUALISATION OF THE TEACHING-LEARNING PROCESSES.MODALITY OF DIDACTICTS ORGANIZATION IN PRESENCE AND IN DISTANCE (MIXED). SUBDIVISION IN FORMSFORM – BASE PATH: 36 HOURS LESSON IN PRESENCE (6 CFU).FORM – PATH ANALYSIS: 18 HOURS ONLINE AND IN PRESENCE (3 CFU). TO IMPLEMENT THE ACTIVITIES OF THE PATH ANALYSIS, STUDENTS CAN CHOOSE ONE OF THE OPTIONS LISTED BELOW. 1) TEAM WORKS IN PRESENCE AND ONLINE.STUDENTS WHO ATTEND THE COURSE (BASE PATH) INFORM THE TEACHER TO WANT TO PARTICIPATE IN THE TEAMS WORKS THAT WILL WORK IN PRESENCE AND ONLINE. THE TEACHER CONSTITUTES THE WORKING GROUPS, ASSIGNS TO EACH GROUP THE JOB TO BE DONE (ACCORDING WITH THE GROUP), AND SHOWS THE OPERATING MODALITIES THAT WILL BE FOLLOWED.2)TEAM WORKS ONLINE.STUDENTS INFORM THE TEACHER TO WANT TO PARTICIPATE IN THE TEAMS WORKS ONLINE. THE TEACHER CONSTITUTES THE WORKING GROUPS, ASSIGNS TO EACH GROUP THE JOB TO BE DONE (ACCORDING WITH THE GROUP), AND SHOWS THE OPERATING MODALITIES THAT WILL BE FOLLOWED.3)WORKS OF CRITIC ANALYSIS ABOUT ONE OF THE COURSE’S THEME WITH PRODUCTION OF A WRITTEN EXAMINATION PAPER REALIZED INDIVIDUALLY OR IN SMALL GROUPS. STUDENTS AGREE WITH THE TEACHER A COURSE’S THEME TO ANALYSE THOROUGHLY AND THE OPERATIVE MODALITIES THAT WILL HAVE TO BE FOLLOWED.ACTIVITIES OF THE PATH ANALYSIS REQUIRE THE MINIMUM TIME OF ACHIEVEMENT OF 5 WEEKS.FORMATIVE ASSESSMENT: WILL BE GIVEN A WRITTEN TRAINING TESTS ONGOING WHIT SELF-ASSESSMENT AND REFLECTION FUNCTION ABOUT THEMES DISCUSSED IN THE BASE PATH.FINAL ASSESSMENT: THE TEST OF PROFIT IS UNIQUE, ARTICULATED IN A WRITTEN (OBJECTIVE TEST) AND AN ORAL EXAMINATION WHICH INCLUDES, AMONG OTHER THINGS, THE PRESENTATION-DISCUSSION OF THE WORK DONE IN PATH ANALYSIS (ONLINE ACTIVITIES AND IN THE PRESENCE ). ACCESS TO THE ORAL EXAMINATION IS REQUIRED TO IMPLEMENT ACTIVITIES IN THE PATH OF EXPLORATION.TESTI PER IL PERCORSO BASE - GIOVANNI MORETTI (A CURA DI), PRATICHE DI QUALITÀ E RICERCA-AZIONE. COSTRUIRE LA SCUOLA DELL’AUTONOMIA, ANICIA, ROMA 2003. - GAETANO DOMENICI, MANUALE DELLA VALUTAZIONE SCOLASTICA, LATERZA, ROMA-BARI 2003. - GIOVANNI MORETTI, ALBERTO QUAGLIATA, STRUMENTI PER LA VALUTAZIONE DEGLI APPRENDIMENTI. LE PROVE DI VERIFICA STRUTTURATE E SEMISTRUTTURATE, MONOLITE, ROMA 1999.RESERVATION EXAMSTHE RESERVATION OF EXAMS MUST BE DONE THROUGH THE SITE HTTP://PRENOTA.UNIROMA3.IT/. THE DATES OF THE CALLS ARE AVAILABLE ON THE BULLETIN BOARD OF THE TEACHER IN THE DEPARTMENT'S WEBSITE.

TESTI PER IL PERCORSO BASE - GIOVANNI MORETTI (A CURA DI), PRATICHE DI QUALITÀ E RICERCA-AZIONE. COSTRUIRE LA SCUOLA DELL’AUTONOMIA, ANICIA, ROMA 2003. - GAETANO DOMENICI, MANUALE DELLA VALUTAZIONE SCOLASTICA, LATERZA, ROMA-BARI 2003. - GIOVANNI MORETTI, ALBERTO QUAGLIATA, STRUMENTI PER LA VALUTAZIONE DEGLI APPRENDIMENTI. LE PROVE DI VERIFICA STRUTTURATE E SEMISTRUTTURATE, MONOLITE, ROMA 1999.

FORM – PATH ANALYSIS: 18 HOURS ONLINE AND IN PRESENCE (3 CFU). TO IMPLEMENT THE ACTIVITIES OF THE PATH ANALYSIS, STUDENTS CAN CHOOSE ONE OF THE OPTIONS LISTED BELOW. 1) TEAM WORKS IN PRESENCE AND ONLINE.STUDENTS WHO ATTEND THE COURSE (BASE PATH) INFORM THE TEACHER TO WANT TO PARTICIPATE IN THE TEAMS WORKS THAT WILL WORK IN PRESENCE AND ONLINE. THE TEACHER CONSTITUTES THE WORKING GROUPS, ASSIGNS TO EACH GROUP THE JOB TO BE DONE (ACCORDING WITH THE GROUP), AND SHOWS THE OPERATING MODALITIES THAT WILL BE FOLLOWED.2)TEAM WORKS ONLINE.STUDENTS INFORM THE TEACHER TO WANT TO PARTICIPATE IN THE TEAMS WORKS ONLINE. THE TEACHER CONSTITUTES THE WORKING GROUPS, ASSIGNS TO EACH GROUP THE JOB TO BE DONE (ACCORDING WITH THE GROUP), AND SHOWS THE OPERATING MODALITIES THAT WILL BE FOLLOWED.3)WORKS OF CRITIC ANALYSIS ABOUT ONE OF THE COURSE’S THEME WITH PRODUCTION OF A WRITTEN EXAMINATION PAPER REALIZED INDIVIDUALLY OR IN SMALL GROUPS. STUDENTS AGREE WITH THE TEACHER A COURSE’S THEME TO ANALYSE THOROUGHLY AND THE OPERATIVE MODALITIES THAT WILL HAVE TO BE FOLLOWED.ACTIVITIES OF THE PATH ANALYSIS REQUIRE THE MINIMUM TIME OF ACHIEVEMENT OF 5 WEEKS.

Online materials and reference texts of the basic module:- GIOVANNI MORETTI (A CURA DI), PRATICHE DI QUALITÀ E RICERCA-AZIONE. COSTRUIRE LA SCUOLA DELL’AUTONOMIA, ANICIA, ROMA 2003. - GAETANO DOMENICI, MANUALE DELLA VALUTAZIONE SCOLASTICA, LATERZA, ROMA-BARI 2003. - GIOVANNI MORETTI, ALBERTO QUAGLIATA, STRUMENTI PER LA VALUTAZIONE DEGLI APPRENDIMENTI. LE PROVE DI VERIFICA STRUTTURATE E SEMISTRUTTURATE, MONOLITE, ROMA 1999.

The theme of the educational guidance reflects the need to promote in schools and universities a culture of awareness and an effective practice guidance that is not directed exclusively to students of classes that enter into various degrees of courses of study and does not consist simply in the information packages on jobs to be carried out or on any further training paths to follow.One can only hope that in the schools programs is a guidance path that does not result in interventions synchronic-finals but to accompany the students during the training process, from the early school years, to facilitate the construction of that knowledge, those skills , those skills that are the basis for the constant and continuous acquisition of new knowledge throughout their lifetime.The viability of a diachronic orientation-training presupposes and requires a flexible organization and, at the same time, rigorous teaching: the modular organization of training, teaching and curricula enables the individualization and personalization of the training, in ' optics allow all students, or to each student, the opportunity to enhance and develop their skills and to plan with greater awareness and satisfaction their training and professional.

Mode of organization of teachingIn presence and remotely (mixed).The course includes a path performed in the presence of base and a path of study online that develops specific topics and areas of interest and offers theoretical and operational activities for the application of knowledge:Base path: 36 lecture hours in the presence (6 CFU).Course of study: 18 hours of training on-line (3 credits), to be carried out mainly on e-learning platform of the Faculty http: \\ formonline.uniroma3.it and platform Mahara.Study materials and online activitiesBase path (6 CFU)The lectures will deal with in the presence of topics pertaining to the following texts:1. Domenici Gaetano (2009). Manuale dell’orientamento e della didattica modulare. Laterza, Bari2. Domenici Gaetano & Moretti Giovanni (2006). Il portfolio dell’allievo per una scuola dell’autonomia e dell’equità. Anicia, Roma.3. Domenici Gaetano (a cura di), (2005). Le prove semistrutturate. Utet, Torino