) 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.

) 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.

AA 2016-2017Title of CoursEducare alla democrazia

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. 

AA 2016-2017Title of CoursEducare alla democrazia

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 History of Pedagogy Course's programme is focused on the history of children through the examination of the theories on education (with special attention to the revolutionary thinking of J.J. Rousseau) as well as of real life histories of children and girls and the educational models devoloped for them. Special attention will be devoted to the history of sentimental education, a new issue that emerged recently in the field of historical- educational studies. The programme, therefore, includes a first part devotes to the historyof theories on educationa nd second part -during which movies projection and meeting with experts will be provied - where specific issues are explored, such as history of women's education and history of education to sentiments.

S. Santamaita, Storia dell'educazione e delle pedagogie, Bruno Mondadori, Milano 2013;J.-J. Rousseau, Emilio o dell'educazione, tr., it., (qualsiasi edizione purché integrale) Capitoli I, II, V;C. Covato, Idoli di bontà. Il genere come norma nella storia dell'educazione, Unicopli, Milano 2014;F. Borruso, L. Cantatore, C. Covato ( a cura di) L'educazione sentimentale. Vita e norme nelle pedagogie narrate, Guerini Milano 2013 (sei capitolo a scelta).

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.

• Luisa Mattia, A scuola di narrazione: perché e come scrivere con i bambini, Sonda, Casale Monferrato 2011.• Stefano Calabrese, La letteratura per l’infanzia: fiaba, romanzo di formazione, crossover, Bruno Mondadori, Milano 2013.• Charles Perrault, Tutte le fiabe, Donzelli, Roma 2011 (attenersi esclusivamente a questa edizione).• 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.

• Luisa Mattia, A scuola di narrazione: perché e come scrivere con i bambini, Sonda, Casale Monferrato 2011.• Stefano Calabrese, La letteratura per l’infanzia: fiaba, romanzo di formazione, crossover, Bruno Mondadori, Milano 2013.• Charles Perrault, Tutte le fiabe, Donzelli, Roma 2011 (attenersi esclusivamente a questa edizione).• 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 General Didactics includes a basic course (6 credits) and a workshop (3 credits) to obtain a total of 9 credits.Course title: Individualization of teaching and modular teaching in formal contextsThe organization of teaching is a crucial variable to ensure the quality of educational processes in formal and no formal contexts. It’s also an orientation key.The course starts from a reflection on the foundations, the methods of investigation and the aims of the discipline. It intends to analyze some of the most famous models of didactic organization in the formal contexts. In particular it wants to study some models of individualization and personalization of teaching in relation with ICT.The workshop (3 credits) is a part in presence and an other part online (on platform of the Department). The activities include the filling of online questionnnaires and the analysis of results. The interpretation and comments on profiles must be reported in a short report that must be delivered on the platform formonline.uniroma3.it

Basic texts:- Domenici G., Cajola L., Organizzazione didattica e valutazione, Roma, Monolite,2005- Margottini M., Formazione e-learning. Teorie e modelli didattici per la scuola, Roma, Monolite editrice, 2008- Free integrative resources on platformWorkshop text:- M. Pellerey - D. Grzadziel - M. Margottini - F. Epifani - E. Ottone, Imparare a dirigere se stessi, Roma, CNOS-FAP, 2013 (free text on platform)

The course of General Didactics includes a basic course (6 credits) and a workshop (3 credits) to obtain a total of 9 credits.Course title: Individualization of teaching and modular teaching in formal contextsThe organization of teaching is a crucial variable to ensure the quality of educational processes in formal and no formal contexts. It’s also an orientation key.The course starts from a reflection on the foundations, the methods of investigation and the aims of the discipline. It intends to analyze some of the most famous models of didactic organization in the formal contexts. In particular it wants to study some models of individualization and personalization of teaching in relation with ICT.The workshop (3 credits) is a part in presence and an other part online (on platform of the Department). The activities include the filling of online questionnnaires and the analysis of results. The interpretation and comments on profiles must be reported in a short report that must be delivered on the platform formonline.uniroma3.it

Basic texts:- Domenici G., Cajola L., Organizzazione didattica e valutazione, Roma, Monolite,2005- Margottini M., Formazione e-learning. Teorie e modelli didattici per la scuola, Roma, Monolite editrice, 2008- Free integrative resources on platformWorkshop text:- M. Pellerey - D. Grzadziel - M. Margottini - F. Epifani - E. Ottone, Imparare a dirigere se stessi, Roma, CNOS-FAP, 2013 (free text on platform)

KNOWLEDGE AND SKILLS SET OUT BY THE SECONDARY SCHOOL LEVEL, WITH PARTICULAR REFERENCE TO THE LOGICAL-LINGUISTIC AND LOGICAL-MATHEMATICALTHE 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.

KNOWLEDGE AND SKILLS SET OUT BY THE SECONDARY SCHOOL LEVEL, WITH PARTICULAR REFERENCE TO THE LOGICAL-LINGUISTIC AND LOGICAL-MATHEMATICALTHE 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.

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.Dizionari:Laura 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.Dizionari:Laura 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.

) 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.

AA 2016-2017Title of CoursEducare alla democrazia

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. 

AA 2016-2017Title of CoursEducare alla democrazia

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 History of Pedagogy Course's programme is focused on the history of children through the examination of the theories on education (with special attention to the revolutionary thinking of J.J. Rousseau) as well as of real life histories of children and girls and the educational models devoloped for them. Special attention will be devoted to the history of sentimental education, a new issue that emerged recently in the field of historical- educational studies. The programme, therefore, includes a first part devotes to the historyof theories on educationa nd second part -during which movies projection and meeting with experts will be provied - where specific issues are explored, such as history of women's education and history of education to sentiments.

S. Santamaita, Storia dell'educazione e delle pedagogie, Bruno Mondadori, Milano 2013;J.-J. Rousseau, Emilio o dell'educazione, tr., it., (qualsiasi edizione purché integrale) Capitoli I, II, V;C. Covato, Idoli di bontà. Il genere come norma nella storia dell'educazione, Unicopli, Milano 2014;F. Borruso, L. Cantatore, C. Covato ( a cura di) L'educazione sentimentale. Vita e norme nelle pedagogie narrate, Guerini Milano 2013 (sei capitolo a scelta).

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.

• Luisa Mattia, A scuola di narrazione: perché e come scrivere con i bambini, Sonda, Casale Monferrato 2011.• Stefano Calabrese, La letteratura per l’infanzia: fiaba, romanzo di formazione, crossover, Bruno Mondadori, Milano 2013.• Charles Perrault, Tutte le fiabe, Donzelli, Roma 2011 (attenersi esclusivamente a questa edizione).• 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.

• Luisa Mattia, A scuola di narrazione: perché e come scrivere con i bambini, Sonda, Casale Monferrato 2011.• Stefano Calabrese, La letteratura per l’infanzia: fiaba, romanzo di formazione, crossover, Bruno Mondadori, Milano 2013.• Charles Perrault, Tutte le fiabe, Donzelli, Roma 2011 (attenersi esclusivamente a questa edizione).• 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 The texts studied deal with the following themes:1) Langue et créativité2) Narration et éducation3) Le sens de la Francophonie4) Être citoyen de l’EuropeLearning activities about these educational topics in French.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). Other information The course of 54 hours/9 cfu will take place in the iII 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 the study and the practise of the grammar: any high school handbook can be used to revise the grammar topics. The websites indicated below can be use for the exercises.2) Material for thematic studies will be indicated online or provided in digital form by the teacher. It will be available on the professor's notice board or in the “formonline” system. Students will print by themselves what is needed.A good Italian/French bilingual and/or monolingual dictionary is required (little pocket-sized dictionaries are not acceptable). Mp3 players or smart phones will be useful for listening to the podcasts recommended in order to practise one's listening skills. Moreover, a computer and Internet access are needed for research and group work.You can use the following websites in order to check and improve your knowledge of the French language: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 conjugueur [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 The texts studied deal with the following themes:1) Langue et créativité2) Narration et éducation3) Le sens de la Francophonie4) Être citoyen de l’EuropeLearning activities about these educational topics in French.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). Other information The course of 54 hours/9 cfu will take place in the iII 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 the study and the practise of the grammar: any high school handbook can be used to revise the grammar topics. The websites indicated below can be use for the exercises.2) Material for thematic studies will be indicated online or provided in digital form by the teacher. It will be available on the professor's notice board or in the “formonline” system. Students will print by themselves what is needed.A good Italian/French bilingual and/or monolingual dictionary is required (little pocket-sized dictionaries are not acceptable). Mp3 players or smart phones will be useful for listening to the podcasts recommended in order to practise one's listening skills. Moreover, a computer and Internet access are needed for research and group work.You can use the following websites in order to check and improve your knowledge of the French language: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 conjugueur [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/

* Description of the course: - This course is meant to provide both a linguistic and a cultural analysis of the texts studied through a reflection on English and Englishes and a study of the language itself. Lessons will deal with English grammar, its structures and idiomatic expressions. The texts provided on the teacher’s board focus on cultural, historical and linguistic issues related to the importance of English and to the position of English as a Lingua Franca. 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. The book English for Educators is used to enhance students’ familiarity with a specific vocabulary for social studies and education.- The books indicated in bibliography provide a fundamental reference for a general revision of English morphological and syntactic structures. The study of a grammar book corresponding to B1 level is highly recommended.- 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)

** Extracts from George Orwell, T.B. Macaulay, S. Rushdie, W. Scott, R. Williams and others (available on line) -Andrea Binelli, Of Englishes and Styles—Rhetorical and Semiotic Analyses of Advertisements, Edizioni ETS, Pisa, 2012 (FIRST CHAPTER); Roberta Facchinetti, Anna Belladelli, English for Educators, CEDAM, Milano, 2011; Catarci Marco, Fiorucci Massimiliano, Intercultural Education in the European Context, Ashgate, Burlington, 2015, pp. 1-34. ** Grammar Text: Raymond Murphy, English Grammar in Use, CUP, Cambridge (3rd ed.) 2007.** Dictionaries: - Hazon Garzanti , Nuova Edizione, or F.Picchi, Grande dizionario Inglese-Italiano/Italiano-Inglese, Hoepli - Macmillan English Dictionary for Advanced Learners or Oxford Advanced Learner’s English Dictionary, or Collins COBUILD Advanced Learner’s English Dictionary. ** Film: Detachment di Tony Kaye (2011).

* Description of the course: - This course is meant to provide both a linguistic and a cultural analysis of the texts studied through a reflection on English and Englishes and a study of the language itself. Lessons will deal with English grammar, its structures and idiomatic expressions. The texts provided on the teacher’s board focus on cultural, historical and linguistic issues related to the importance of English and to the position of English as a Lingua Franca. 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. The book English for Educators is used to enhance students’ familiarity with a specific vocabulary for social studies and education.- The books indicated in bibliography provide a fundamental reference for a general revision of English morphological and syntactic structures. The study of a grammar book corresponding to B1 level is highly recommended.- 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)

** Extracts from George Orwell, T.B. Macaulay, S. Rushdie, W. Scott, R. Williams and others (available on line) -Andrea Binelli, Of Englishes and Styles—Rhetorical and Semiotic Analyses of Advertisements, Edizioni ETS, Pisa, 2012 (FIRST CHAPTER); Roberta Facchinetti, Anna Belladelli, English for Educators, CEDAM, Milano, 2011; Catarci Marco, Fiorucci Massimiliano, Intercultural Education in the European Context, Ashgate, Burlington, 2015, pp. 1-34. ** Grammar Text: Raymond Murphy, English Grammar in Use, CUP, Cambridge (3rd ed.) 2007.** Dictionaries: - Hazon Garzanti , Nuova Edizione, or F.Picchi, Grande dizionario Inglese-Italiano/Italiano-Inglese, Hoepli - Macmillan English Dictionary for Advanced Learners or Oxford Advanced Learner’s English Dictionary, or Collins COBUILD Advanced Learner’s English Dictionary. ** Film: Detachment di Tony Kaye (2011).

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.Dizionari:Laura 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.Dizionari:Laura 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 theme of the educational orientation responds to the need to promote in schools and universities, a culture of awareness and effective practice guidance that is directed exclusively to the students of classes conclude that the 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 courses to follow.However, it is desirable that programs in schools is a guidance that does not result in interventions synchronic-finals but that will accompany the students during the training process, starting in the early school years, to encourage the construction of that knowledge, those skills , those skills that form the basis for the constant acquisition of new knowledge and continues throughout the life span.The feasibility 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 the curriculum allows the personalization and customization of the training, in 'optics to allow all students, ie to each student the opportunity to enhance and develop their skills, and to plan with greater awareness and satisfaction on their training and professional life.

Basic course: (6 UFC)The presence lectures will deal with 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, TorinoDepth course: (3 UFC)The course of study consists of the Unit Study online and Workshop activities available online subsequently listed on the e-learning platform of the Faculty http:\\formonline.uniroma3.it and on Mahara Platform.

The theme of the educational orientation responds to the need to promote in schools and universities, a culture of awareness and effective practice guidance that is directed exclusively to the students of classes conclude that the 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 courses to follow.However, it is desirable that programs in schools is a guidance that does not result in interventions synchronic-finals but that will accompany the students during the training process, starting in the early school years, to encourage the construction of that knowledge, those skills , those skills that form the basis for the constant acquisition of new knowledge and continues throughout the life span.The feasibility 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 the curriculum allows the personalization and customization of the training, in 'optics to allow all students, ie to each student the opportunity to enhance and develop their skills, and to plan with greater awareness and satisfaction on their training and professional life.

Study materials and online activitiesBasic course: (6 UFC)The presence lectures will deal with 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, TorinoDepth course: (3 UFC)The course of study consists of the Unit Study online and Workshop activities available online subsequently listed on the e-learning platform of the Faculty http:\\formonline.uniroma3.it and on Mahara Platform.

The course takes different training paths: how digital technologies transform ideas about knowledge and learning; changes in online communications and considerations about their educational effectiveness; task and expertise for an I-learning project; development of a learning community and sharing construction of knowledge.
Students will develop an educational project in a work group.

A. Quagliata, I-learning. Storie e riflessioni sulla relazione educativa, Armando, Roma 2014

The course takes different training paths: how digital technologies transform ideas about knowledge and learning; changes in online communications and considerations about their educational effectiveness; task and expertise for an I-learning project; development of a learning community and sharing construction of knowledge.
Students will develop an educational project in a work group.

A. Quagliata, I-learning. Storie e riflessioni sulla relazione educativa, Armando, Roma 2014

The course arises from the desire of creating a significant combination between life and knowledge, in an attempt to develop a reflection on resources, ideas, and integration process projects in different contexts.The cooperation between disabled persons and students will allow experiencing, recognizing and analyzing difficulties and fears in the relationship I-you-us. Moreover, it will make it possible to know histories, training and professional processes, and particular inclusion paths.Theory and methodology of the present workshop arise from the Transactional Analysis theory of E. Berne, the Person Centred Approach of C. Roges, and the ways of interpretation and intervention of F. Montuschi.This workshop addresses Specific Learning Disorders (namely DSA in Italian), focusing particularly on reading difficulties (dyslexia).The workshop consists of a theoretic part, aiming to reach basic knowledge on DSA and at analyzing the legislative texts, from the law 170/2010; and of an operating part, to explore possible educational interventions.

- A. Canevaro, A. Goussot, La difficile storia degli handicappati, Carocci, 2005.- F. Montuschi, Competenza affettiva e apprendimento, La Scuola, - L. Boella, Sentire l’altro. Conoscere e praticare l’empatia, Raffaello Cortina, Milano 2006.Articoli di approfondimento disponibili sul sito della docente.Testi a scelta (B)Scegliere 1 testo tra questi indicatiB. Grasselli, La famiglia con figlio disabile, Armando, Roma, 2010.M. Arduino, Il bambino che parlava con la luce, Einaudi, 2014.G. La Rovere, Hallo Harry! Hi Benny!”, Mursia, 2016.B. Marziale, V. Volterra, Lingua dei segni, società, diritti, Carocci, 2016.B. Grasselli et al., Potenziamento abilitante nei disturbi specifici di apprendimento, Armando, 2015.G. Fassari, Il desiderio di imparare attraverso l’arte, Armando, 2016.

The course arises from the desire of creating a significant combination between life and knowledge, in an attempt to develop a reflection on resources, ideas, and integration process projects in different contexts.The cooperation between disabled persons and students will allow experiencing, recognizing and analyzing difficulties and fears in the relationship I-you-us. Moreover, it will make it possible to know histories, training and professional processes, and particular inclusion paths.Theory and methodology of the present workshop arise from the Transactional Analysis theory of E. Berne, the Person Centred Approach of C. Roges, and the ways of interpretation and intervention of F. Montuschi.This workshop addresses Specific Learning Disorders (namely DSA in Italian), focusing particularly on reading difficulties (dyslexia).The workshop consists of a theoretic part, aiming to reach basic knowledge on DSA and at analyzing the legislative texts, from the law 170/2010; and of an operating part, to explore possible educational interventions.

- A. Canevaro, A. Goussot, La difficile storia degli handicappati, Carocci, 2005.- F. Montuschi, Competenza affettiva e apprendimento, La Scuola, - L. Boella, Sentire l’altro. Conoscere e praticare l’empatia, Raffaello Cortina, Milano 2006.Articoli di approfondimento disponibili sul sito della docente.Testi a scelta (B)Scegliere 1 testo tra questi indicatiB. Grasselli, La famiglia con figlio disabile, Armando, Roma, 2010.M. Arduino, Il bambino che parlava con la luce, Einaudi, 2014.G. La Rovere, Hallo Harry! Hi Benny!”, Mursia, 2016.B. Marziale, V. Volterra, Lingua dei segni, società, diritti, Carocci, 2016.B. Grasselli et al., Potenziamento abilitante nei disturbi specifici di apprendimento, Armando, 2015.G. Fassari, Il desiderio di imparare attraverso l’arte, Armando, 2016.

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 EDUCATION
THE 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;
• ALLIEVI S., DALLA ZUANNA G., Tutto quello che non vi hanno mai detto sull’immigrazione, Laterza, Roma-Bari 2016
• AIME M., Cultura, Bollati Boringhieri, Torino 2013;
• RICCARDI V., Costruire la cultura della convivenza. Alexander Langer educatore, Franco Angeli, Milano 2016.

• GIANTURCO G., L’intervista qualitativa. Dal discorso al testo scritto, Guerini, Milano 2005.

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 EDUCATION
THE 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;
• ALLIEVI S., DALLA ZUANNA G., Tutto quello che non vi hanno mai detto sull’immigrazione, Laterza, Roma-Bari 2016
• AIME M., Cultura, Bollati Boringhieri, Torino 2013;
• RICCARDI V., Costruire la cultura della convivenza. Alexander Langer educatore, Franco Angeli, Milano 2016.

• GIANTURCO G., L’intervista qualitativa. Dal discorso al testo scritto, Guerini, Milano 2005.

The course deals with the general concepst of Social education Social work and social pedagoy at the theoretical and practical Level. Intercultural issues will be also analysed .What means community education? In which way educators are responsible for the community and society construction ? How to deal with new challenges of changing families and communication social networks. What kind of “places” and project are relevant for in community education?The laboratory will give students the possibility to work in small groups exploring emotions, empathy and moral education and focusing on the fisiological functioning of making experiences and taking decision . Students will present their work to the collegues and organize patterns for discussion or propose games and acrivities.Erasmus students have the possibility to prepare part of the programm in english or in french or in german or in spanish.

A) Mollo G., A. Porcarelli, D. Simeone (2014), Pedagogia Sociale, La Scuola.B) Premoli S. (2015) Educatori in Ricerca, Carocci , Milano.C) Un testo a scelta tra i seguenti - Aluffi Pentini A. , F. Olivieri (2014) Dalla valigia al web, Alpes- Pasqualotto L. Rendere generativo il lavoro sociale, Ed La meridiana - TFIEY Italia (2016) Il futuro è nelle nostre mani . Investire nell’infanzia per coltivare la vita. Il Mulino D) Libro di lettura ( da Leggere!) Contessa de Ségur, Quella Peste di Sophie, Donzelli o altra edizione integrale.D ) Lucidi da ritirare DOPO il 10 gennaio nella copisteria di via VareseLaboratorio E) SIEGEL 12 strategie straordinarie per favorire lo sviluppo mentale del bambino. Una guida pratica con esercizi schede e giochi , Raffaello Cortina.F) OLIVIERI F. (2016) Educazione neurobiologia. Cervello Empatia e processi morali, in corso di stampa.

The course deals with the general concepst of Social education Social work and social pedagoy at the theoretical and practical Level. Intercultural issues will be also analysed .What means community education? In which way educators are responsible for the community and society construction ? How to deal with new challenges of changing families and communication social networks. What kind of “places” and project are relevant for in community education?The laboratory will give students the possibility to work in small groups exploring emotions, empathy and moral education and focusing on the fisiological functioning of making experiences and taking decision . Students will present their work to the collegues and organize patterns for discussion or propose games and acrivities.Erasmus students have the possibility to prepare part of the programm in english or in french or in german or in spanish.

Testi per la preparazione dell’esame da nove crediti (corso e laboratorio) A) Mollo G., A. Porcarelli, D. Simeone (2014), Pedagogia Sociale, La Scuola.B) Premoli S. (2015) Educatori in Ricerca, Carocci , Milano.C) Un testo a scelta tra i seguenti - Aluffi Pentini A. , F. Olivieri (2014) Dalla valigia al web, Alpes- Pasqualotto L. Rendere generativo il lavoro sociale, Ed La meridiana - TFIEY Italia (2016) Il futuro è nelle nostre mani . Investire nell’infanzia per coltivare la vita. Il Mulino D) Libro di lettura ( da Leggere!) Contessa de Ségur, Quella Peste di Sophie, Donzelli o altra edizione integrale.D ) Lucidi da ritirare DOPO il 10 gennaio nella copisteria di via VareseLaboratorio E) SIEGEL 12 strategie straordinarie per favorire lo sviluppo mentale del bambino. Una guida pratica con esercizi schede e giochi , Raffaello Cortina.F) OLIVIERI F. (2016) Educazione neurobiologia. Cervello Empatia e processi morali, in corso di stampa.

Docimology

Prof. Emma Nardi
Collaboration with Dott. Nader Harb
Valutare per capire (Evaluate to understand)
9 credits
Academic year 2016-2017
http://lps.uniroma3.it


Prof. Emma Nardi's lectures and the module developed by Dott. Harb will take place in the "Ex caserma Sani", Tuesdays and Wednesdays from 10:00am- 12:00pm starting from the 11st of October 2016


Online activity calendar
The online activity will be active on the website http://www.orbisdictus.it, starting from October 18th 2016 and will be concluded on December 21st 2016. The completion of the workshop activities is necessary for taking part in the final exam. P.S.: The deadline for the availability of the online content (Unites and exercises) is on the 21st of December 2016


Summary seminar
The seminar will take place on the 10th of January 2017 from 9:00am to 1:00pm. the location is yet to be determined.


Exam texts
Benedetto Vertecchi, Manuale di valutazione, Milano, Franco Angeli, 2003.
Benedetto Vertecchi (a cura di), Nulla dies sine linea, Milano, Franco Angeli, 2016.


Theme of the course
the theme of the course is "Valutare per capire" (Evaluate to understand). The course's specific objectives that will be tackled during through the lectures are:
- consider the characteristics of the educational language;
- consider the changes that influence the evaluation;
- classify the evaluation instruments;
- define the relation between didactics and evaluation;
- identify the evaluation elements and functions;
- build knowledge related structured tests;
- analyze the test data;
- and adequate manner of correction of various test types.
During the lectures, short texts will be given to students to read, discuss and comment.

The online activity will be done only once, titled how to evaluate reading comprehension structured tests (Come valutare le prove strutturate di comprensione della lettura)
the workshop is organized into five Units, each of which focuses on a specific argument:
- the narrative;
- the myth and the tale;
- the story;
- tests correction;
- the questionnaire as a research instrument.

At the end of every Lab didactical unit, two tests will be handed to the students to administer: one multiple choice test and one fill in blanks test. A correction message will be sent to the student in real time.
The summary seminar represents a chance to follow-up and discuss the theoretical arguments.

Evaluation
The exam will have a written part that all students will have to take part in. The duration of the exam will be 90 minutes, and it will consist of a structured knowledge test as a 90 multiple choice questions related to the program (the course, laboratory and seminar). errors will not be penalized.



FAQs

1. How can i make a reservation for Professor Nardi’s exam?
Only using the Student portal “Portale dello Studente”

2. What if the dates of the booking were not respected, is it possible to nevertheless take to exam?
The new online verbalization procedures prevent the admission of candidates to the verbal exam, which is generated automatically by the system, furthermore, the assignments that the students should answer are permuted and therefore produced as a single solution. After the deadline it is not possible to print out other assignments.

3. The students who do not attend the course, are they required to integrate the program with ulterior tests?
No. The program is the same for all students.

4. Is it possible to take the exam two times in the same session?
No. Students lists will be checked in order to prevent this form happening.

5. For someone who could not take an exam he/she already made a reservation for, is it possible to book another exam in the same session?
Yes, only if the reservation was cancelled before the printing of the assignments. The preparation of the assignment is an expensive process, which makes the preparation of two assignments for the same student in the same session not doable. Moreover, the cancellation procedure is an easy and fast process, it’s sufficient to send an email to the following address: lab.pedagogia.sperimentale@uniroma3.it

Reception and communications
Tuesday and Wednesday, after the lecture at “Piazza della Repubblica”.
Students who wish to receive information via email can send an email to Prof. Nardi (emma.nardi@uniroma3.it), indicating in the subject their name and the course they are attending.

Benedetto Vertecchi, Manuale di valutazione, Milano, Franco Angeli, 2003.
Benedetto Vertecchi (a cura di), Nulla dies sine linea, Milano, Franco Angeli, 2016.

Program SDE / Docimologia – Modulo (3 credits)
The activity will focus on introducing the students to the basic elements of education, adding a practical application to the theory that focuses on reading comprehension.

Objectives
The Laboratory’s activity aims to introduce the students to some important subjects regarding the reading comprehension:

• Introduction the Microsoft Excel;
• data entry and answer codification;
• marking the correct answers and the automatic calculations of answers;
• frequency calculations;
• the difficulty index and the discrimination index;
• central tendency and the standard deviation;
• raw score, z-score and T-score;
• background variables and the results graphical representation.

Activity
The activity will be held in 9 lectures of 2 hours each, every lecture will be available online afterwards.

Didactic materials
• Agrusti, G., & Vertecchi B. (2008). Laboratorio di valutazione.
• G. Agrusti, “Modelli di lettura e procedure per valutare la comprensione del testo letterario”, in Cadmo. Giornale italiano di Pedagogia sperimentale. An International journal of Educational Research, XI, 2, 2003, pp. 93-114

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

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.

GENERALE ASPECT. The psychic trauma. Collettive trauma. The Repression of the psychic traumas Process of elaboration. On Resilience. Mourning and melancholia. Trauma and memory. SPECIFIC ASPECTS. Process of elaboration of the Holocaust mourning.

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, RICOMPORRE L'INFRANTO. VENEZIA. MARSILIO, 2010. MEGHNAGI DAVID (A CURA DI). SCRITTURA E TESTIMONIANZA. FIRENZE. LIBRI LIBERI. 2004.

GENERALE ASPECT. The psychic trauma. Collettive trauma. The Repression of the psychic traumas Process of elaboration. On Resilience. Mourning and melancholia. Trauma and memory. SPECIFIC ASPECTS. Process of elaboration of the Holocaust mourning.

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, RICOMPORRE L'INFRANTO. VENEZIA. MARSILIO, 2010. MEGHNAGI DAVID (A CURA DI). SCRITTURA E TESTIMONIANZA. FIRENZE. LIBRI LIBERI. 2004.

The course arises from the desire of creating a significant combination between life and knowledge, in an attempt to develop a reflection on resources, ideas, and integration process projects in different contexts.The cooperation between disabled persons and students will allow experiencing, recognizing and analyzing difficulties and fears in the relationship I-you-us. Moreover, it will make it possible to know histories, training and professional processes, and particular inclusion paths.Theory and methodology of the present workshop arise from the Transactional Analysis theory of E. Berne, the Person Centred Approach of C. Roges, and the ways of interpretation and intervention of F. Montuschi.This workshop addresses Specific Learning Disorders (namely DSA in Italian), focusing particularly on reading difficulties (dyslexia).The workshop consists of a theoretic part, aiming to reach basic knowledge on DSA and at analyzing the legislative texts, from the law 170/2010; and of an operating part, to explore possible educational interventions.

- A. Canevaro, A. Goussot, La difficile storia degli handicappati, Carocci, 2005.- F. Montuschi, Competenza affettiva e apprendimento, La Scuola, - L. Boella, Sentire l’altro. Conoscere e praticare l’empatia, Raffaello Cortina, Milano 2006.Articoli di approfondimento disponibili sul sito della docente.Testi a scelta (B)Scegliere 1 testo tra questi indicatiB. Grasselli, La famiglia con figlio disabile, Armando, Roma, 2010.M. Arduino, Il bambino che parlava con la luce, Einaudi, 2014.G. La Rovere, Hallo Harry! Hi Benny!”, Mursia, 2016.B. Marziale, V. Volterra, Lingua dei segni, società, diritti, Carocci, 2016.B. Grasselli et al., Potenziamento abilitante nei disturbi specifici di apprendimento, Armando, 2015.G. Fassari, Il desiderio di imparare attraverso l’arte, Armando, 2016.

The course arises from the desire of creating a significant combination between life and knowledge, in an attempt to develop a reflection on resources, ideas, and integration process projects in different contexts.The cooperation between disabled persons and students will allow experiencing, recognizing and analyzing difficulties and fears in the relationship I-you-us. Moreover, it will make it possible to know histories, training and professional processes, and particular inclusion paths.Theory and methodology of the present workshop arise from the Transactional Analysis theory of E. Berne, the Person Centred Approach of C. Roges, and the ways of interpretation and intervention of F. Montuschi.This workshop addresses Specific Learning Disorders (namely DSA in Italian), focusing particularly on reading difficulties (dyslexia).The workshop consists of a theoretic part, aiming to reach basic knowledge on DSA and at analyzing the legislative texts, from the law 170/2010; and of an operating part, to explore possible educational interventions.

- A. Canevaro, A. Goussot, La difficile storia degli handicappati, Carocci, 2005.- F. Montuschi, Competenza affettiva e apprendimento, La Scuola, - L. Boella, Sentire l’altro. Conoscere e praticare l’empatia, Raffaello Cortina, Milano 2006.Articoli di approfondimento disponibili sul sito della docente.Testi a scelta (B)Scegliere 1 testo tra questi indicatiB. Grasselli, La famiglia con figlio disabile, Armando, Roma, 2010.M. Arduino, Il bambino che parlava con la luce, Einaudi, 2014.G. La Rovere, Hallo Harry! Hi Benny!”, Mursia, 2016.B. Marziale, V. Volterra, Lingua dei segni, società, diritti, Carocci, 2016.B. Grasselli et al., Potenziamento abilitante nei disturbi specifici di apprendimento, Armando, 2015.G. Fassari, Il desiderio di imparare attraverso l’arte, Armando, 2016.

BASE PATH (6 CREDITS)1. DOMENICI G. (2006). Metodologia della ricerca educativa. Corso introduttivo. ROMA: MONOLITE;2. LUCISANO P. & SALERNI A. (2002). Metodologia della ricerca in educazione e formazione. ROMA: CAROCCI. 3. CORBETTA P. (2003). La ricerca sociale: metodologia e tecniche. I. I paradigmi di riferimento. BOLOGNA: IL MULINO.DEEPENING PATH (3 CREDITS)1. CORBETTA P. (2003). La ricerca sociale: metodologia e tecniche. III. Le tecniche qualitative. BOLOGNA: IL MULINO. 2. ONLINE ACTIVITIES (on http://formonline.uniroma3.it):UNIT 1: Objective tests of learning assessmentTHEORETICAL PARTLABORATORYUNIT 2: Semi-structured tests of learning assessment THEORETICAL PARTLABORATORYUNIT 3: E-learning training of teachers and creative thinkingTHEORETICAL PARTLABORATORYUNIT 4: Competences and evaluation processesTHEORETICAL PARTLABORATORYUNIT 5: The OCSE-PISA survey THEORETICAL PARTLABORATORYUNIT 6: The teacher training at universityTHEORETICAL PARTLABORATORYUNIT 7: Develop a research projectLABORATORY

BASE PATH (6 CREDITS)1. DOMENICI G. (2006). Metodologia della ricerca educativa. Corso introduttivo. ROMA: MONOLITE2. LUCISANO P. & SALERNI A. (2002). Metodologia della ricerca in educazione e formazione. ROMA: CAROCCI3. CORBETTA P. (2003). La ricerca sociale: metodologia e tecniche. I. I paradigmi di riferimento. BOLOGNA: IL MULINO (Second Edition 2015)DEEPENING PATH (3 CREDITS)1. CORBETTA P. (2003). La ricerca sociale: metodologia e tecniche. III. Le tecniche qualitative. BOLOGNA: IL MULINO (Second Edition 2015)

BASE PATH (6 CREDITS)1. DOMENICI G. (2006). Metodologia della ricerca educativa. Corso introduttivo. ROMA: MONOLITE2. LUCISANO P. & SALERNI A. (2002). Metodologia della ricerca in educazione e formazione. ROMA: CAROCCI3. CORBETTA P. (2003). La ricerca sociale: metodologia e tecniche. I. I paradigmi di riferimento. BOLOGNA: IL MULINO (Second Edition 2015)DEEPENING PATH (3 CREDITS)1. CORBETTA P. (2003). La ricerca sociale: metodologia e tecniche. III. Le tecniche qualitative. BOLOGNA: IL MULINO (Second Edition 2015)2. ONLINE ACTIVITIES (on http://formonline.uniroma3.it):UNIT 1: Objective tests of learning assessmentTHEORETICAL PARTLABORATORYUNIT 2: Semi-structured tests of learning assessment THEORETICAL PARTLABORATORYUNIT 3: E-learning training of teachers and creative thinkingTHEORETICAL PARTLABORATORYUNIT 4: Competences and evaluation processesTHEORETICAL PARTLABORATORYUNIT 5: The OCSE-PISA survey THEORETICAL PARTLABORATORYUNIT 6: The teacher training at universityTHEORETICAL PARTLABORATORYUNIT 7: Develop a research projectLABORATORY

BASE PATH (6 CREDITS)1. DOMENICI G. (2006). Metodologia della ricerca educativa. Corso introduttivo. ROMA: MONOLITE2. LUCISANO P. & SALERNI A. (2002). Metodologia della ricerca in educazione e formazione. ROMA: CAROCCI3. CORBETTA P. (2003). La ricerca sociale: metodologia e tecniche. I. I paradigmi di riferimento. BOLOGNA: IL MULINO (Second Edition 2015)DEEPENING PATH (3 CREDITS)1. CORBETTA P. (2003). La ricerca sociale: metodologia e tecniche. III. Le tecniche qualitative. BOLOGNA: IL MULINO (Second Edition 2015)

The course deals with the general concepst of Social education Social work and social pedagoy at the theoretical and practical Level. Intercultural issues will be also analysed .What means community education? In which way educators are responsible for the community and society construction ? How to deal with new challenges of changing families and communication social networks. What kind of “places” and project are relevant for in community education?The laboratory will give students the possibility to work in small groups exploring emotions, empathy and moral education and focusing on the fisiological functioning of making experiences and taking decision . Students will present their work to the collegues and organize patterns for discussion or propose games and acrivities.Erasmus students have the possibility to prepare part of the programm in english or in french or in german or in spanish.

A) Mollo G., A. Porcarelli, D. Simeone (2014), Pedagogia Sociale, La Scuola.B) Premoli S. (2015) Educatori in Ricerca, Carocci , Milano.C) Un testo a scelta tra i seguenti - Aluffi Pentini A. , F. Olivieri (2014) Dalla valigia al web, Alpes- Pasqualotto L. Rendere generativo il lavoro sociale, Ed La meridiana - TFIEY Italia (2016) Il futuro è nelle nostre mani . Investire nell’infanzia per coltivare la vita. Il Mulino D) Libro di lettura ( da Leggere!) Contessa de Ségur, Quella Peste di Sophie, Donzelli o altra edizione integrale.D ) Lucidi da ritirare DOPO il 10 gennaio nella copisteria di via VareseLaboratorio E) SIEGEL 12 strategie straordinarie per favorire lo sviluppo mentale del bambino. Una guida pratica con esercizi schede e giochi , Raffaello Cortina.F) OLIVIERI F. (2016) Educazione neurobiologia. Cervello Empatia e processi morali, in corso di stampa.

The course deals with the general concepst of Social education Social work and social pedagoy at the theoretical and practical Level. Intercultural issues will be also analysed .What means community education? In which way educators are responsible for the community and society construction ? How to deal with new challenges of changing families and communication social networks. What kind of “places” and project are relevant for in community education?The laboratory will give students the possibility to work in small groups exploring emotions, empathy and moral education and focusing on the fisiological functioning of making experiences and taking decision . Students will present their work to the collegues and organize patterns for discussion or propose games and acrivities.Erasmus students have the possibility to prepare part of the programm in english or in french or in german or in spanish.

Testi per la preparazione dell’esame da nove crediti (corso e laboratorio) A) Mollo G., A. Porcarelli, D. Simeone (2014), Pedagogia Sociale, La Scuola.B) Premoli S. (2015) Educatori in Ricerca, Carocci , Milano.C) Un testo a scelta tra i seguenti - Aluffi Pentini A. , F. Olivieri (2014) Dalla valigia al web, Alpes- Pasqualotto L. Rendere generativo il lavoro sociale, Ed La meridiana - TFIEY Italia (2016) Il futuro è nelle nostre mani . Investire nell’infanzia per coltivare la vita. Il Mulino D) Libro di lettura ( da Leggere!) Contessa de Ségur, Quella Peste di Sophie, Donzelli o altra edizione integrale.D ) Lucidi da ritirare DOPO il 10 gennaio nella copisteria di via VareseLaboratorio E) SIEGEL 12 strategie straordinarie per favorire lo sviluppo mentale del bambino. Una guida pratica con esercizi schede e giochi , Raffaello Cortina.F) OLIVIERI F. (2016) Educazione neurobiologia. Cervello Empatia e processi morali, in corso di stampa.

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

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.

GENERALE ASPECT. The psychic trauma. Collettive trauma. The Repression of the psychic traumas Process of elaboration. On Resilience. Mourning and melancholia. Trauma and memory. SPECIFIC ASPECTS. Process of elaboration of the Holocaust mourning.

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, RICOMPORRE L'INFRANTO. VENEZIA. MARSILIO, 2010. MEGHNAGI DAVID (A CURA DI). SCRITTURA E TESTIMONIANZA. FIRENZE. LIBRI LIBERI. 2004.

GENERALE ASPECT. The psychic trauma. Collettive trauma. The Repression of the psychic traumas Process of elaboration. On Resilience. Mourning and melancholia. Trauma and memory. SPECIFIC ASPECTS. Process of elaboration of the Holocaust mourning.

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, RICOMPORRE L'INFRANTO. VENEZIA. MARSILIO, 2010. MEGHNAGI DAVID (A CURA DI). SCRITTURA E TESTIMONIANZA. FIRENZE. LIBRI LIBERI. 2004.

The course will analyse the techniques and theory of creative writing and illustrate the basics of writing short stories and novels, film and television scripts, plays, radio programmes and cartoons. Students will be given the instruments that will enable them to approach writing through the knowledge and comprehension of the world of fiction and of the fundamental theories of story-telling and the acquisition of the specific skills required. The course will help students develop their creative writing abilities, perfect their syntactic language skills and activate all the capacities required to write a complete text. The writing workshop is set up as an organised and targeted open forum focused on: stimulating, perceiving and processing internal mental images. The lessons will represent an opportunity to tackle the key issues of narration: character creation, plot structuring and avoiding the most frequent narrative traps. Practical exercises will help students design their own comprehensive narrative approach.Different narrative forms will also be analysed in order to help students understand how to adapt them to different writing activities (from content creation for traditional media to developing contents for websites and social networks).In particular, the course aims to develop students ' knowledge and skills associated with the following contents:• Learn different creative writing forms and their peculiarities • Analyse narrative structures (three-act structures, tales of travelling heroes…)• Explore the ways of applying creative writing to different media • Analyse all types of narrative mechanisms • Destructure a creative text in order to highlight its strengths and weaknesses • Use the appeal of creative texts for non-fiction• Use narrative mechanisms to make non-fiction texts flow more easily • Learn to single out and exploit the strengths of the idea underlying a text of fiction/non fiction• Use the same elements in a text of fiction as in one of non-fiction (from news to fiction and from a biography to a biopic)

Beltramo M., M. T. Nesci, Dizionario di stile e scrittura, Zanichelli, Bologna.Garavelli B.M., Prontuario di punteggiatura, Laterza: Bari, 2003.Gotham Writers' Workshop, Lezioni di scrittura creativa, Un manuale di tecnica ed esercizi della più grande scuola di formazione americana, Dino Audino Editore.Santambrogio M., Manuale di scrittura non creativa, Laterza, Bari, 2006.Seger L., Come scrivere una grande sceneggiatura, Dino Audino Editore, Roma.Serianni L., Leggere, scrivere, argomentare, Laterza, Bari, 2013.Further study material will be made available during the lessons and on the website of the course.

General objective of the course will be that of endowing students with those tools necessary to project and write teaching and learning materials in different disciplinary and educational settings, being them formal and informal.Students will be asked to reflect on the lexicon and syntactical structures to be used for an effective teaching, according to the addressees’ profile, with specific reference both to teaching and learning and cultural and scientific communication in school and museum context. Students are asked as well to reflect on the level of difficulty of the texts proposed in order to transfer contents, on the choice of the kind of language used and to be used, and on the ways of representation of a certain content.They will have, then, to work on the analysis of the writing techniques related to the disciplinary fields identified, in projecting and defining a methodology of work and in the draft of texts for teaching and learning, solving educational problems submitted to their attention. Meta-objectives will be the possibility to increase both literacy abilities, often lacking as regards grammar and syntaxes and writing argumentation skills, critical thinking skills and creativity.To this aim the course is articulated in a main module (face to face and distance) and a creative writing lab where main tools for analysis and production of fiction texts (stories, novels and scripts) and non-fiction texts (press articles and short essays) will be explained.

Main course:Cartesio, Discorso sul metodo (qualsiasi edizione, anche online).Poce (a cura di), Tecnologia critica, Creatività e Didattica della Scienza, FrancoAngeli, Milano, 2015, ISBN: 978-88-917-2533-2Testi consigliati per approfondimento:Garavelli 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 978-88-420-8640-6Creative writing labSeger L., Come scrivere una grande sceneggiatura, Dino Audino Editore, Roma, ISBN: 978-88-7527-151-0Beltramo M., M. T. Nesci, Dizionario di stile e scrittura, Zanichelli, Bologna, ISBN: 978-88-08-07477-5A. Celotto, ll dott. Ciro Amendola, direttore della Gazzetta Ufficiale, Mondadori, 2014.

1. The debate on the origins of sociology2. Fundamental Concepts3. Groups4. The social stratifications5. Social mobility6. Authors

(9 cr.)1. Anna Maria Curcio, Saper stare in società, Franco Angeli, Milano2. B. De Angelis, C. Costa, S. Pallini, Tra reale e irreale, Franco Angeli, Milano.(6 cr.)1. Anna Maria Curcio, Saper stare in società, Franco Angeli, Milano.

- Knowledge of the theoretical foundations and historical roots of adult education - knowledge of the process related to becoming adults - in-depth knowledge of research fields and intervention in Adult Education - to understand the needs of the territory - being able to promote an educational relationship with an adult - Adult Education in the perspective of lifelong learning - knowledge of international indicators and national and international educational policies for the adults - the autobiography and in adult education e lifelong learning

1. G. ALEANDRI, Educazione permanente nella prospettiva del lifelong e lifewide learning, Armando editore, 2011, pp. 192

2. G. ALEANDRI, I sistemi formativi nella prospettiva dell'economia globale. Per una pedagogia del lifelong learning, Armando editore, 2003, pp.208

3. G. ALEANDRI, Scritture adulte. L’autobiografia come ricerca e costruzione del sé, Armando editore, 2012, pp. 1-62

Course program
Historical-semantic field of the concept of paideia (analysis of the context in the Greek world); deepening of the scientific definition of the pedagogical discourse; trend lines of reflection on the subject-in-education; education and political-religious category; subject and freedom; education and self-representation of the subject in modernity and postmodernity. Part of the program is dedicated to early childhood and to applications to educational settings for children.

Testi
PLATONE La Repubblica, Libro VII e VIII (possibilmente testo greco a fronte);
F. MATTEI,C. CASALINI, Su Schopenhauer. Marginalità filosofico-pedagogiche, Anicia, Roma 2016.
M. GIOSI, Shakespeare e il teatro del riconoscimento, Anicia, Roma 2014.
A. Broccoli, L’educazione tra le immagini del moderno, a cura di F. Mattei, Anicia, Roma 2015.

Course program
Historical-semantic field of the concept of paideia (analysis of the context in the Greek world); deepening of the scientific definition of the pedagogical discourse; trend lines of reflection on the subject-in-education; education and political-religious category; subject and freedom; education and self-representation of the subject in modernity and postmodernity. Part of the program is dedicated to early childhood and to applications to educational settings for children.

Texts
PLATONE La Repubblica, Libro VII e VIII (possibilmente testo greco a fronte);
F. MATTEI,C. CASALINI, Su Schopenhauer. Marginalità filosofico-pedagogiche, Anicia, Roma 2016.
M. GIOSI, Shakespeare e il teatro del riconoscimento, Anicia, Roma 2014.
A. Broccoli, L’educazione tra le immagini del moderno, a cura di F. Mattei, Anicia, Roma 2015.

Laboratorio (3 crediti)
F. MATTEI, Persona. Adnotationes in lemma, Anicia, Roma 2015

The 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, animation and music;
• 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, animation and music 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.

Course Organization

● Lectures on activities
■ Laboratory online (or text of your choice)

Indispensable books
- L. Chiappetta Cajola, Didattica del gioco e integrazione. Progettare con l’ICF, Carocci, Roma, 2012.
- L. Chiappetta Cajola, A. L. Rizzo (2016), Musica e inclusione. Teorie e strumenti didattici, Carocci, Roma, 2016.
- 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.

As alternative to online laboratory, 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.

The 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, animation and music;
• 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, animation and music 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.

Course Organization

● Lectures on activities
■ Laboratory online (or text of your choice)

Indispensable books
- L. Chiappetta Cajola, Didattica del gioco e integrazione. Progettare con l’ICF, Carocci, Roma, 2012.
- L. Chiappetta Cajola, A. L. Rizzo (2016), Musica e inclusione. Teorie e strumenti didattici, Carocci, Roma, 2016.
- 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.

As alternative to online laboratory, 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.

Education, Culture and GlobalizationTraining needs and youthEducation and local developmentSchool and CommunityEducation and socio-cultural marginalityThe new places of knowledgeFamily, education and socializationcultural and educational policies and youth.social research and educational planning

Brint S., Scuola e Società, Il Mulino, 2002, capitoli I.I.IV.VI.Colombo, M., Scuola e comunità locale, Carocci, 2001Giardiello, M., Politiche culturali: globalizzazione e sviluppo locale. Un’analisi sociologica sulla realtà giovanile del Sannio, Edizioni Scientifiche Italiane, Napoli, 2002

The classical and contemporary theories; Education as social resources; School, social resources, educational processes, and communities; Civil education quality and public space; Socialization, belonging and identity; Crisis of public space and exclusion of childhood and adolescents; spatial mobility and development cognitive sense of belonging; Education and marginality; Sociological Theory and young; Marginality, youth and education; social research and educational planning in marginal contexts.

Besozzi, E., Società, cultura, educazione, Carocci, Roma, 2006 pp.15-64; 72-93;111-131; 205-227; 293-334.Giardiello, M., L’adolescenza come generazione nell’epoca dell’individualizzazione: appartenenza e nuove identità, Scienze e Ricerche, 8, 2015, (scaricabile dalla bacheca docenti in documenti)Giardiello, M., Processi generativi e degenerativi negli spazi sociali e civili dei preadolescenti, Democrazia e Diritto, 2, 2014, pp. 196-223 (file scaricabile dalla bacheca docenti in documenti)Leccardi C., Rampazi M., Gambardella M.G, Sentirsi a casa. I giovani e la riconquista degli spazi-tempi della casa e della metropoli, UTET, 2011, pp. 87-208

1. The debate on the origins of sociology2. Fundamental Concepts3. Groups4. The social stratifications5. Social mobility6. Authors

(9 cr.)1. Anna Maria Curcio, Saper stare in società, Franco Angeli, Milano2. B. De Angelis, C. Costa, S. Pallini, Tra reale e irreale, Franco Angeli, Milano.(6 cr.)1. Anna Maria Curcio, Saper stare in società, Franco Angeli, Milano.

The course will analyse the techniques and theory of creative writing and illustrate the basics of writing short stories and novels, film and television scripts, plays, radio programmes and cartoons. Students will be given the instruments that will enable them to approach writing through the knowledge and comprehension of the world of fiction and of the fundamental theories of story-telling and the acquisition of the specific skills required. The course will help students develop their creative writing abilities, perfect their syntactic language skills and activate all the capacities required to write a complete text. The writing workshop is set up as an organised and targeted open forum focused on: stimulating, perceiving and processing internal mental images. The lessons will represent an opportunity to tackle the key issues of narration: character creation, plot structuring and avoiding the most frequent narrative traps. Practical exercises will help students design their own comprehensive narrative approach.Different narrative forms will also be analysed in order to help students understand how to adapt them to different writing activities (from content creation for traditional media to developing contents for websites and social networks).In particular, the course aims to develop students ' knowledge and skills associated with the following contents:• Learn different creative writing forms and their peculiarities • Analyse narrative structures (three-act structures, tales of travelling heroes…)• Explore the ways of applying creative writing to different media • Analyse all types of narrative mechanisms • Destructure a creative text in order to highlight its strengths and weaknesses • Use the appeal of creative texts for non-fiction• Use narrative mechanisms to make non-fiction texts flow more easily • Learn to single out and exploit the strengths of the idea underlying a text of fiction/non fiction• Use the same elements in a text of fiction as in one of non-fiction (from news to fiction and from a biography to a biopic)

Beltramo M., M. T. Nesci, Dizionario di stile e scrittura, Zanichelli, Bologna.Garavelli B.M., Prontuario di punteggiatura, Laterza: Bari, 2003.Gotham Writers' Workshop, Lezioni di scrittura creativa, Un manuale di tecnica ed esercizi della più grande scuola di formazione americana, Dino Audino Editore.Santambrogio M., Manuale di scrittura non creativa, Laterza, Bari, 2006.Seger L., Come scrivere una grande sceneggiatura, Dino Audino Editore, Roma.Serianni L., Leggere, scrivere, argomentare, Laterza, Bari, 2013.Further study material will be made available during the lessons and on the website of the course.

General objective of the course will be that of endowing students with those tools necessary to project and write teaching and learning materials in different disciplinary and educational settings, being them formal and informal.Students will be asked to reflect on the lexicon and syntactical structures to be used for an effective teaching, according to the addressees’ profile, with specific reference both to teaching and learning and cultural and scientific communication in school and museum context. Students are asked as well to reflect on the level of difficulty of the texts proposed in order to transfer contents, on the choice of the kind of language used and to be used, and on the ways of representation of a certain content.They will have, then, to work on the analysis of the writing techniques related to the disciplinary fields identified, in projecting and defining a methodology of work and in the draft of texts for teaching and learning, solving educational problems submitted to their attention. Meta-objectives will be the possibility to increase both literacy abilities, often lacking as regards grammar and syntaxes and writing argumentation skills, critical thinking skills and creativity.To this aim the course is articulated in a main module (face to face and distance) and a creative writing lab where main tools for analysis and production of fiction texts (stories, novels and scripts) and non-fiction texts (press articles and short essays) will be explained.

Main course:Cartesio, Discorso sul metodo (qualsiasi edizione, anche online).Poce (a cura di), Tecnologia critica, Creatività e Didattica della Scienza, FrancoAngeli, Milano, 2015, ISBN: 978-88-917-2533-2Testi consigliati per approfondimento:Garavelli 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 978-88-420-8640-6Creative writing labSeger L., Come scrivere una grande sceneggiatura, Dino Audino Editore, Roma, ISBN: 978-88-7527-151-0Beltramo M., M. T. Nesci, Dizionario di stile e scrittura, Zanichelli, Bologna, ISBN: 978-88-08-07477-5A. Celotto, ll dott. Ciro Amendola, direttore della Gazzetta Ufficiale, Mondadori, 2014.

To express the self To love the other

Nietzsche, Friedrich, Considerazioni inattuali III, qualunque edizione.Fo, Dario, Mistero buffo, Einaudi, Torino.Scaramuzzo, Gilberto, Così è (se vi pare). Una lettura pedagogica, Anicia, Roma, 2013.Scaramuzzo, Gilberto, Educazione Poetica. Dalla Poetica di Aristotele alla poetica dell’educare, Anicia, Roma, 2013.

To express the self To love the other

Kieślowski, Krzysztof, Film Rosso (available on line)

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.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.

Online materials and reference texts of the basic module:- Giovanni Moretti, Il piacere della lettura. Anicia, Roma (nuova edizione, in corso di stampa).- 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. Anicia, Roma (nuova edizione, in corso di stampa). - 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.