In the Italian context, the training of teacher's aide, for years now, has been linked through a special specialization course for educational support activities for pupils with disabilities and, in the universities where it has been, it has often involved consistent numbers of students. The V Cycle of this Course, for the first time, for obvious reasons linked to the Covid-19 emergency, took place for the most part on-line. In this paper, through the analysis of the course "Special education: metacognitive and cooperative approach" (30 hours-4 CFU) which was taught at the University of Molise by the same teacher both in the course dedicated to the kindergarten and primary, both in that for lower and upper secondary school we tried to see how teaching methods of active learning based on feedback that try to investigate opinions and ask questions during the university lecture, even in a "lecture hall", have allowed the involvement, understanding and learning of the students to obtain, at the same time, the teaching action of the teacher is more effective
Ausubel D.P. (2000). The acquisition and retention of knowledge. A cognitive view. Switzerland: Springer.
Barnes W.B. and Slate J.R. (2013). College-readiness is not one-size-fits-all. Current Issues in Education, 16(1): 1-13.
Bonaiuti G. (2011). Organizzatori grafici e apprendimento. In: Calvani A., a cura di, Principi di comunicazione visiva e multimediale. (pp. 75-127). Roma: Carocci.
Bonauti G. and Dipace A. (2021). Insegnare e apprendere in aula e in rete. Per una didattica blended efficace. Roma: Carocci.
Calvani A. (2011). Principi dell’istruzione e strategie per insegnare. Criteri per una didattica efficace. Roma: Carocci.
Calvani A. (2014). Come fare una lezione efficace. Roma: Carocci.
Carless D. (2019). Feedback loops and the longer-term: towards feedback spirals. Assessment & Evaluation in Higher Education, 44(5): 705-714.
Castagna M. (1998). La lezione. Metodi e idee per la formazione degli adulti. Milano: Unicopli.
Dirksen J. (2017). Learning Design. Progettare un apprendimento efficace. Milano: Pearson.
Cuban L. (2001). Oversold and Underused. Computers in Classrooms. Cambridge (MA): Harvard University Press.
French S. and Kennedy G. (2016). Reassessing the value of university lectures. Teaching in Higher Education, 22(6): 639-654. doi: 10.1080/13562517.2016.1273213.
Giannandrea L. (2019). Valutazione, feedback, tecnologie. In: Rivoltella P.C. and Rossi P.G., a cura di, Tecnologie per l’educazione. (pp. 69-81). Milano: Pearson.
Graham C.R. (2006). Blenden Learning System: Definition, Current Trends, and Future Directions. In: Bonk C.J. and Graham C.R., a cura di, Handbook of Blended Learning: Global Perspectives, Local Design. (pp. 3-21). San Francisco (CA): Pfeiffer.