-I KNOW THE MAIN THEORIES OF INTERPRETATION PROCESS GUIDANCE
E-LEARN TO ANALYZE THE ROLE ORIENTATION IN TODAY'S EDUCATIONAL AND PROFESSIONAL CONTEXT
-KNOW AND ANALYZE THE CONTRIBUTION OF A MODULAR AND FLEXIBLE ORGANIZATION OF TEACHING PROCESSES FOR GUIDANCE
DESCRIBE AND ANALYZE-SIMILARITIES AND DIFFERENCES OF MODELS OF ORIENTATION IN THE EUROPEAN COUNTRIES
-ABLE TO CONNECT TO THE DEVELOPMENT OF SKILLS DEVELOPMENT OF INTERESTS AND ATTITUDES WITH THE REQUIREMENTS OF ACTIVE EUROPEAN CITIZENSHIP
ABLE-simulated argue CONTEXTS THE REASONS OF CHOICE OF INSTRUMENTS DEEMED MOST APPROPRIATE TO REPORT: EVALUATION DATA, INTERESTS, PREFERENCES
BUILT-IN DIFFERENT CONTEXTS OF ORIENTATION OF TOOLS FOR DATA COLLECTION AND ANALYSIS EVALUATION
-KNOW AND DESCRIBE THE ROLE AND ACTIVITIES OF THE MAIN STRUCTURE FOR SPATIAL ORIENTATION AND WORK
-Knowing, ANALYZE AND EVALUATE THE ROLE OF ICT IN DEVELOPMENT OF ACTIVITIES AND SERVICES FOR GUIDANCE
-SEARCH, TO ANALYZE AND EVALUATE EXPERIENCE SIGNIFICANT GUIDANCE AND PROFESSIONAL SCHOOL
E-LEARN TO ANALYZE THE RELIEF OF COMPETENCE STRATEGIC PROCESS for self
QUESTIONNAIRES AND KNOW-APPLY FOR THE DETECTION AND ANALYSIS OF EXPERTISE IN THE PROCESS OF STRATEGIC ORIENTATION
E-LEARN TO ANALYZE THE ROLE ORIENTATION IN TODAY'S EDUCATIONAL AND PROFESSIONAL CONTEXT
-KNOW AND ANALYZE THE CONTRIBUTION OF A MODULAR AND FLEXIBLE ORGANIZATION OF TEACHING PROCESSES FOR GUIDANCE
DESCRIBE AND ANALYZE-SIMILARITIES AND DIFFERENCES OF MODELS OF ORIENTATION IN THE EUROPEAN COUNTRIES
-ABLE TO CONNECT TO THE DEVELOPMENT OF SKILLS DEVELOPMENT OF INTERESTS AND ATTITUDES WITH THE REQUIREMENTS OF ACTIVE EUROPEAN CITIZENSHIP
ABLE-simulated argue CONTEXTS THE REASONS OF CHOICE OF INSTRUMENTS DEEMED MOST APPROPRIATE TO REPORT: EVALUATION DATA, INTERESTS, PREFERENCES
BUILT-IN DIFFERENT CONTEXTS OF ORIENTATION OF TOOLS FOR DATA COLLECTION AND ANALYSIS EVALUATION
-KNOW AND DESCRIBE THE ROLE AND ACTIVITIES OF THE MAIN STRUCTURE FOR SPATIAL ORIENTATION AND WORK
-Knowing, ANALYZE AND EVALUATE THE ROLE OF ICT IN DEVELOPMENT OF ACTIVITIES AND SERVICES FOR GUIDANCE
-SEARCH, TO ANALYZE AND EVALUATE EXPERIENCE SIGNIFICANT GUIDANCE AND PROFESSIONAL SCHOOL
E-LEARN TO ANALYZE THE RELIEF OF COMPETENCE STRATEGIC PROCESS for self
QUESTIONNAIRES AND KNOW-APPLY FOR THE DETECTION AND ANALYSIS OF EXPERTISE IN THE PROCESS OF STRATEGIC ORIENTATION
teacher profile teaching materials
Basic course (6 credits)
The orientation regards the subject that is committed in the construction of its own life project and the set of actions able to promote the full awareness of his choices into a continuous training process.
The course of Didactic of Guidance in European perspective, starting from an analysis of the models that have characterized the evolution of guidance practices, deepens the features of the model "diachronic-formative orientation" highlighting the connections with a modular and flexible teaching organization with a special reference to the theme of the development of strategic skills.
Finally, the course treats the comparative analysis between the orientation services in some European countries.
Seminar (3 credits): Time perspective in orientation
The seminar is based on the analysis of P. Zimbardo and J. Boyd’ book The Time Paradox, Milan, Oscar Mondadori, 2009 (the text isn’t easily found in bookstores, therefore some extracts will be provided during the lessons on the online platform of course)
Workshop (3 credits): Questionnaires for the evaluation and self-assessment of strategic skills
The laboratory takes place on the e-learning platform of Department http://formonline.uniroma3.it/ where there are teaching materials and questionnaires for self-assessment of strategic skills.
It ends with the delivery of a written report on the activities carried out by student.
Soresi S., Nota L., Santilli S. (a cura di), Il contributo dell'orientamento e del counselling all'agenda 2030, Padova, Cleup, 2019
VAIRA M. (a cura di), Dalla scuola all’università. Politiche e pratiche di orientamento in sei paesi europei, Milano, LED edizioni, 2007
MARGOTTINI M., Promuovere competenze strategiche a scuola e all’università, Milano, LED edizioni, 2017 (testo open access)
Titolo del Seminario: La prospettiva temporale per l’orientamento
Testo: Zimbardo P. Boyd J., Il paradosso del tempo, Milano, Oscar Mondadori, 2009 (il testo non è facilmente reperibile in libreria pertanto ne saranno forniti estratti durante le lezioni e sulla piattaforma online)
Laboratorio on line: Autovalutazione di competenze strategiche.
Materiali didattici e questionari disponibili gratuitamente sulla piattaforma formonline.uniroma3.it
onibili gratuitamente sulla piattaforma formonline.uniroma3.it
Programme
The course of Didactic of Guidance in European perspective (12 credits) includes a basic module (6 credits), a seminar (3 credits) and a workshop (3 credits).Basic course (6 credits)
The orientation regards the subject that is committed in the construction of its own life project and the set of actions able to promote the full awareness of his choices into a continuous training process.
The course of Didactic of Guidance in European perspective, starting from an analysis of the models that have characterized the evolution of guidance practices, deepens the features of the model "diachronic-formative orientation" highlighting the connections with a modular and flexible teaching organization with a special reference to the theme of the development of strategic skills.
Finally, the course treats the comparative analysis between the orientation services in some European countries.
Seminar (3 credits): Time perspective in orientation
The seminar is based on the analysis of P. Zimbardo and J. Boyd’ book The Time Paradox, Milan, Oscar Mondadori, 2009 (the text isn’t easily found in bookstores, therefore some extracts will be provided during the lessons on the online platform of course)
Workshop (3 credits): Questionnaires for the evaluation and self-assessment of strategic skills
The laboratory takes place on the e-learning platform of Department http://formonline.uniroma3.it/ where there are teaching materials and questionnaires for self-assessment of strategic skills.
It ends with the delivery of a written report on the activities carried out by student.
Core Documentation
Corso base:Soresi S., Nota L., Santilli S. (a cura di), Il contributo dell'orientamento e del counselling all'agenda 2030, Padova, Cleup, 2019
VAIRA M. (a cura di), Dalla scuola all’università. Politiche e pratiche di orientamento in sei paesi europei, Milano, LED edizioni, 2007
MARGOTTINI M., Promuovere competenze strategiche a scuola e all’università, Milano, LED edizioni, 2017 (testo open access)
Titolo del Seminario: La prospettiva temporale per l’orientamento
Testo: Zimbardo P. Boyd J., Il paradosso del tempo, Milano, Oscar Mondadori, 2009 (il testo non è facilmente reperibile in libreria pertanto ne saranno forniti estratti durante le lezioni e sulla piattaforma online)
Laboratorio on line: Autovalutazione di competenze strategiche.
Materiali didattici e questionari disponibili gratuitamente sulla piattaforma formonline.uniroma3.it
onibili gratuitamente sulla piattaforma formonline.uniroma3.it
Type of delivery of the course
Blended learning, lessons in presence and activities to be carried out on the e-learning platform at formonline.uniroma3.itType of evaluation
The final exam consists of an oral interview aimed at verifying the level of understanding of the contents and the ability to apply them in real contexts. The final report on laboratory activities will also be discussed during the interview.