Learning objectives
The course explores the implications that emerge in the circular student-teacher relationship.
The course offers an examination of tools and interpretative concepts for a theoretical deepening of the teaching experience, using both a diachronic and synchronic approach, focusing on the main theorists of adult education
The course proposes an analysis of the main types and forms of teaching, as well as situational interpretative elements, useful for identifying which tools and methodologies can more effectively respond to lessons with different methodological systems or to particular educational needs linked to the correct management of dynamics classroom.
The course also proposes an analysis on the concept and interpretation of the docimology, including the main verification tests, both quantitative and qualitative.
The course proposes and examines the learning methods during the internship experiences and the practice, focusing on the conditions of the training set in the internships. it also proposes the SVIAT project, an analysis of the quality of internships in terms of clinical learning
Prerequisites
The examination of "Theory and methodology of the nursing and midwifery", in which the module specification "Methodology of teaching of nursing and midwifery" is hinged, can only be taken after passing the examinations of "Applied Psychology group dynamics and social "and" History and philosophy of nursing and midwifery. "
Course unit content
Contents
Some adult learning theorists:
From the program to the curriculum
Procedural and procedural methods
Learning models
The lesson
Docimology, evaluation
Internship learning.
The SVIAT project
Full programme
.Contents
Some learning theorists:
Socrates and maieutics
J. Dewey
M. Knowles and the andragogy
The main theories of motivation
D. A. Kolb and cognitive learning
P. Jarvis and experiential learning
D. Schon reflexive learning (action-reflection)
C. Rogers, freedom to learn
J Bruner learning in the cultural context
From the program to the curriculum
Procedural and procedural methods
The method
Learning models
The lesson
The item
The typology
The development
Learning methods
The PBL
Docimology, evaluation
requirements
emotional effects
features
when to evaluate
how to evaluate
the tests
Internship learning
The anticipatory socialization at work
The relationship in learning processes
The conditions of the training set
Evaluation in internships
The taxonomy of objectives (Bloom)
cognitive
affective
psychomotor
The check list
The evaluation grid
The evaluation forms
peer tutoring, peer education
The SVIAT project
Bibliography
Gian Piero Quaglino, Training, Raffaello Cortina publisher, Milan, 2005;
Massimo Bruscaglioni, Process management in adult education, FrancoAngeli,
Milan, 2002;
Fiorino Tessaro Teaching methodology of secondary education, Armando publisher, Rome,
2002;
Maurizio Castagna, The lesson in adult education, FrancoAngeli, Milan, 2008;
Anna Guglielmi, The secret language of the body, Piemmedizioni, Milan, 2007;
Loredana Sasso, Antonella Lotti, Problem based learning for health professions, McGraw
Hill - Milan, 2006;
Michele Baldassarre, Learning to teach. The reflective practice in the teaching profession,
Carocci, Milan, 2009;
Anna Maria De Santi, Margherita Teodori, Health education. Communicate, design and
evaluate training, SEEd, 2012;
Elena Marescotti, Adult education. Identity and challenges, Unicopli, Milan, 2012;
Duccio Demetrio, Adulthood. Theories of identity and developmental pedagogies, Carocci, Milan,
2003.
A.M. Mariani, Santerini M. Adult Education. Manual for lifelong learning, 2002,
Unicopli, Milan
C. Biasin, Transitions: models and approaches for adult education. 2012, Think
MultiMedia, Lecce
F. Elwood, M. Knowles, Holton III, R. Swanson, When the adult learns. Andragogy and development
of the person, 2008 (9th edition, new edition), Franco Angeli, Milan, preface by
Maurizio Castagna
M. Knowles, The Modern Practice of Adult Education: from Pedagogy to Andragogy, 1989,
Cambridge Book co.
Mark K. Smith, The experiential learning of David A. Kolb: characteristics, problems
and developments, 2009
At Castellucci, L Saiani, G Sarchielli, L Marletta: Guided tours, internship and tutorial process in the socio-health professions, 2007 (7th edition) Franco Angeli
R White, C Ewan, The internship: The clinical teaching of nursing, 1994, Sorbonne
L Gamberoni, G Marmo, M Bozzolan, C Loss, O Valentini, Clinical learning: reflexivity and tutoring, 2013, EdiSes
L Sasso, A Lotti, L Gamberoni, The tutor in the health professions, 2004, Carrocci Faber
B Vertecchi, Decision and teaching and evaluation, 1996 New Italy
E P Asson, O Bassetti, M Bettega, A Colombo, O D’Avella, R Lesca, N Stadler, The personal and professional training of nursing organization, 1987, Emmibi Diffusione
J J Giulbert, Pedagogical guide for health personnel, 2002, Edizioni Dal Sud
Lecture notes by the teacher.
SITOGRAPHY
https://www.slideshare.net/carlomariani9655/linnovazione-metodologica-e-le-competenze-65682224
https://www.slideshare.net/carlomariani9655/la-valutazione-49097501
https://insegnantiduepuntozero.wordpress.com/2015/08/31/ricomincio-da-bloom/
http: //www,formazione-esperienziale.it/catalog/index,php
Teaching methods
Participative lesson with the use of visual aids and classroom discussion with students. Use of reflective practices and interactive techniques.
Assessment methods and criteria
Oral examination. During the interview, students must demonstrate that they have understood and made their major theoretical contributions describing the methodology and teaching techniques. The student must also demonstrate the ability to apply knowledge and understanding through the resolution of case studies simulating routine
