Learning objectives
At the end of the course, students will be able to recognize thinking, affective, emotional and social processes in adolescence. They will also become aware of individual and social mechanisms that promote a meaningful and lasting learning. They will know how to favour learning, how and when to use different teaching strategies, and how to manage classroom relations. They will learn how to create an inclusive classroom context, in which diversities, talents and weaknesses of every single individual will be accepted and valorized. Finally, they will discuss how to plan preventive interventions for facing negative outcomes.
Prerequisites
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Course unit content
The course, specifically directed to pre-service and in-service teachers, presents a general view on the psychological elements useful for teaching professions. Particular attention will be given to the knowledge of developmental processes in adolescence, teaching strategies, teaching and learning. Issues related to cognitive, affective, social and motivational processes will be treated, as well as the typical and atypical learning processes in adolescence and a discussion of the classroom as inclusive context.
Full programme
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Bibliography
Molinari, L., Corsano, P., Cigala, A. (2018). Psicologia dei processi di sviluppo e di adattamento in classe. Bologna, Il Mulino.
Teaching methods
The course will be blended, with 50% of lessons in presence and 50% of virtual lessons. On the platform, the teachers will post didactic material. During lessons in presence, teachers will involve students in projects and practical activities.
Assessment methods and criteria
The exam will consist in a written text based on closed questions. The exam will consist in 30 questions (time allowed: 45 minutes). Pass will correspond to 18 correct answers.
Other information
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