OVERVIEW

The discipline illustrates and deepens the inclusive dimension of teaching in its didactic-pedagogical variables: epistemological, project-strategic, communicative-methodological and evaluative-docimological with lifelong learning as a meta-context of reference.

AIMS AND CONTENT

LEARNING OUTCOMES

Learning outcomes consists in enabling students to master the concept of inclusive didactics, recognizing the variables that characterize the construct in the professional practice of educators in lifelong learning contexts. Starting from the correct conceptualization of the concept of inclusion, which is recalled both in the intercultural perspective of acting and in the perspective of the training needs of the subjects, knowledge will focus on the training process and its phases, asking how the variables involved (design, communication, evaluation) must characterize each other in terms of models, strategies, skills and attitude of teachers to give rise to an authentically inclusive action, in formal and non-formal contexts of learning

TEACHING METHODS

Lectures, discussions, videos, group work, case studies

SYLLABUS/CONTENT

1) Didactics

2) The concept of inclusion

3) Inclusion as a tool for valuing differences in equality

4) Inclusive design

5) Inclusive communication and methodologies

6) Inclusive evaluation

RECOMMENDED READING/BIBLIOGRAPHY

1) Comoglio M., Educare insegnando. Apprendere ad applicare il cooperative learning. LAS, Roma, 1998.

2) Bochicchio F. (a cura di), L'agire inclusivo nella scuola, Libellula, Tricase (Le)

3) Topping K., Tutoring. L'insegnamento reciproco tra compagni, Erikson, Trento

TEACHERS AND EXAM BOARD

Exam Board

FRANCO BOCHICCHIO (President)

ANDREA TRAVERSO

LESSONS

LESSONS START

1 october, 2019

Class schedule

The timetable for this course is available here: Portale EasyAcademy

EXAMS

EXAM DESCRIPTION

ATTENDING (WHO ATTEND AT LEAST 65% OF THE LECTURE HOURS)

APPEAL OF EXAMINATION: written exam on book 1 and 2, and of what was said in class (see slide aulaweb)

REPEATING THE EXAMINATION: written exam on book 1 and 2, and of what was said in class (see slide aulaweb)

NOT ATTENDING

FIRST APPEAL OF EXAMINATION: written exam on book 1, 2 and 3

REPEATING THE EXAMINATION: written exam on book 1, 2 and 3

ASSESSMENT METHODS

The successful learning of the discipline is certified by the competence demonstrated by the student to have acquired a knowledge of the subjects consistent with the expected results and in accordance with the training objectives declined according to the Dublin descriptors. This knowledge oscillates between the sufficient and excellent level expressed in thirtieths,
and is evaluated with the following criteria:
Knowledge and understanding: min 8 - max 12.
Ability to apply knowledge and understanding: min 4 - 6 max
Making judgments: min 3 - max 5.
Communication skills: min 2 max 4.
Ability to learn: min 1 - max 3.

Exam schedule