Unit Social-emotional Competences for Inclusion
- Course
- Primary teacher education
- Study-unit Code
- A001994
- Curriculum
- In all curricula
- CFU
- 7
- Course Regulation
- Coorte 2020
- Offered
- 2023/24
- Type of study-unit
- Obbligatorio (Required)
- Type of learning activities
- Attività formativa integrata
Social-emotional Competences for Inclusion
| Code | A001995 |
|---|---|
| CFU | 6 |
| Teacher | Annalisa Morganti |
| Teachers |
|
| Hours |
|
| Learning activities | Base |
| Area | Didattica e pedagogia speciale |
| Academic discipline | M-PED/03 |
| Type of study-unit | Obbligatorio (Required) |
| Language of instruction | Italian |
| Contents | The course, unique in the Italian panorama among the Primary Teacher Training Courses, intends to promote: teacher awareness, practical-operational skills, as well as universal design skills, useful for promoting socio-emotional competences in the classroom. Particular attention will be put on these skills as tool for creating inclusive classroom contexts. |
| Reference texts | The main reference text is in press and detailed information will be provided during the course. Recommended texts: Altri testi: MORGANTI A. (2013) INTELLIGENZA EMOTIVA E INTEGRAZIONE SCOLASTICA. ROMA: CAROCCI MORGANTI A. PASCOLETTI S. SIGNORELLI A. (2020). Index per le tecnologie socio-emotive. Milano: Mondadori. MORGANTI & BOCCI (2017). Didattica Inclusiva nella scuola primaria. Firenze: Giunti EDU. |
| Educational objectives | The course intends to promote the following l objectives: - Describing the main theoretical models related to the construct of "social-emotional education" - Developing design skills for introducing social-emotional education at school - Promoting self awareness about the importance of these skills for the educational success of students and for the construction of an inclusive school context. - Building specific teaching skills useful for the realization of socio-emotional education in daily teaching practices and its assessment. |
| Prerequisites | It is necessary to have acquired the key principles of Didactics and didactic design. |
| Teaching methods | The course includes participatory lessons, debates, together with frontal lessons. |
| Other information | Nothing |
| Learning verification modality | The knowledge acquired during the course will be assessed through a written test with closed-ended questions, to be carried out on the LibreEOL platform. Students with disabilities and/or with DSA are invited to visit the page dedicated to the tools and measures envisaged and to agree in advance what is necessary with the teacher (https://www.unipg.it/disabilita- e-dsa). |
| Extended program | The topics covered during the course will be the following: - what socio-emotional education is? The main theoretical models of reference; - what skills does social-emotional education develop? - the applications of socio-emotional education in school - implications and perspectives in adopting a "whole school" approach - socio-emotional education as an educational tool for the creation of an inclusive school environment. |
| Obiettivi Agenda 2030 per lo sviluppo sostenibile | N. 4 Quality in Education |
Social-emotional Competences for Inclusion Lab
| Code | A001996 |
|---|---|
| CFU | 1 |
| Teacher | Annalisa Morganti |
| Teachers |
|
| Hours |
|
| Learning activities | Base |
| Area | Didattica e pedagogia speciale |
| Academic discipline | M-PED/03 |
| Type of study-unit | Obbligatorio (Required) |
| Language of instruction | Italian |
| Contents | The laboratory intends to transfer the knowledge acquired during the course into the daily teaching practices of the teachers. Particular attention during the workshop will be given to the ways of implementing socio-emotional education within the curriculum. |
| Reference texts | The main reference text is in press and detailed information will be provided during the laboratory. Recommended text: Altri testi: MORGANTI A. (2013) INTELLIGENZA EMOTIVA E INTEGRAZIONE SCOLASTICA. ROMA: CAROCCI MORGANTI A. PASCOLETTI S. SIGNORELLI A. (2020). Index per le tecnologie socio-emotive. Milano: Mondadori. MORGANTI & BOCCI (2017). Didattica Inclusiva nella scuola primaria. Firenze: Giunti EDU. |
| Educational objectives | The laboratory is developed in order to enable students to acquire the following objectives: - Designing and implementing social-emotional education activities within the school curriculum |
| Prerequisites | It is necessary to have acquired the key principles of Didactics and didactic design. |
| Teaching methods | The laboratory includes diversified forms of group work. |
| Other information | Nothing |
| Learning verification modality | At the end of the laboratory the student must have acquired an "idoneità", necessary to carry out the exam of the integrated course. The student will be evaluated through the construction of products and teaching materials related to the laboratory followed. Students with disabilities and/or with DSA are invited to visit the page dedicated to the tools and measures envisaged and to agree in advance what is necessary with the teacher (https://www.unipg.it/disabilita- e-dsa). |
| Extended program | The laboratory foresees a development in two phases: Phase I: Illustration of reference practical-didactic elements and their implementation Phase II: creation of products and dedicated teaching materials |
| Obiettivi Agenda 2030 per lo sviluppo sostenibile | N. 4 Quality in Education |