48
Special Didatics and Pedagogy
REGGIO DI CALABRIA
Overview
Date/time interval
Syllabus
Course Objectives
The course aims to address the issue of the relationship between teaching and learning within a complex framework in which the concepts of skills, methods, tools, didactic action, mind-body, assessment must be given importance. The aim of the course is to provide conceptual frameworks and methodological tools useful for the didactic action, and to introduce students to the reflective practice, analysis and understanding of such action, considering the socio-cultural transformations underway, the new role of teacher competences, new teaching methods and different learning styles."
Course Prerequisites
The student must have developed the ability to formulate hypotheses and have developed a critical and reflective approach
Teaching Methods
The course will take place in two phases: 1. Lectures; 2. Simulation and deepening knowledge.
Various types of teaching methods can be activated within the course:- lecture;- reading and commenting materials;- case studies;- peer activities;- viewing of short films;- formative and self-assessment practices.
Assessment Methods
The assessment of learning aims to verify the competencies acquired, in alignment with the course learning objectives.
Formative assessment: For attending students, the evaluation of the learning process takes place through continuous interaction during lectures and practical activities. Students are involved in collective discussions, in-class activities, oral or written exercises, and problem-solving tasks. This form of assessment takes into account consistency, engagement, and the quality of contributions provided throughout the entire course.
Summative assessment: All students are required to take a final written examination lasting 30 minutes. The exam may consist of one open-ended question, or fifteen multiple-choice questions with three answer options, or a mixed format combining open-ended and multiple-choice questions. The examination is designed to assess mastery of the course content, the ability to critically elaborate concepts, the appropriate use of disciplinary language, and the practical application of knowledge.
For attending students, the final grade (30/30) will be calculated as the arithmetic mean of the evaluation obtained during the course and the result of the written examination. Students have the right to withdraw before submitting the exam if they consider their performance unsatisfactory, without any consequences for their academic record.
An exam that demonstrates a comprehensive, organic, and detailed knowledge of the course content, full mastery of scientific language, and a mature ability to connect real-world situations and engage in critical analysis will be considered excellent (30-30 cum laude).
An exam that demonstrates a thorough knowledge of the course content, excellent mastery of scientific language, and a solid ability to connect real-world situations and engage in critical analysis will be considered excellent (28-29).
An exam that demonstrates an adequate knowledge of the course content, good mastery of scientific language, and an adequate ability to connect real-world situations and engage in critical analysis will be considered good (25-27).
An exam that demonstrates a reasonable knowledge of the course content, acceptable mastery of scientific language, and the ability to connect real-world situations and engage in critical analysis will be considered fair (22-24).
A pass mark (18-21) will be given to an exam that demonstrates a superficial understanding of the course content, sufficient command of scientific language, and the ability to connect with real-world situations and engage in critical analysis.
A pass mark will be given to an exam that demonstrates difficulty navigating the course content, the presence of gaps in knowledge, inappropriate use of scientific language, or a predominantly rote understanding.
Texts
Curatola, A. (2022). Mente corpo e apprendimento. Roma: Anicia;
Piazza, V. - Petraroli, C. (2020). Guida al concorso per insegnante di scuola primaria. Roma: Anicia
The following document must also be downloaded: Nuove Indicazioni 2025 Scuola dell’infanzia e Primo ciclo di istruzione Materiali per il dibattito pubblico
Contents
The course in General Didactics explores the theoretical, epistemological, and methodological foundations of teaching and learning within formal educational contexts. It examines the main theories of learning and their practical implications for instructional practice, with particular attention to planning based on objectives and competencies. The course addresses curriculum design, the development of learning units, and the constructive alignment between objectives, methodologies, and assessment. Significant attention is devoted to active methodologies, laboratory-based and cooperative learning, as well as to fostering student participation and motivation. The principles of inclusive education, personalization, and Universal Design for Learning are also analyzed. The course further explores formative and authentic assessment as key components of the learning process. Finally, it considers the relational and emotional dimensions of teaching, alongside contributions from educational neuroscience, with particular focus on the integration of mind, body, and emotions in cognitive processes.