The teaching is organized as follows:

Learning outcomes

THEORIES AND METHODS FOR EDUCATIONAL PLANNING (9 UNIVERSITY CREDITS)


Educational objectives
The purpose of the course is to teach:
−theoretical models and methodologies for planning in the social-educational field;
−diverse planning and assessment tools (questionnaires, interviews, observations, focus groups) and the ability to apply these in specific situations and contexts;
−operational competences planning educational interventions with medium complexity, in reference to European projects
- knowledge (and competences) in the reflexive learning field in connection with professional practices.
Program/Contents
The educational work of "second level" in the functions of coordination, training, supervision, consulting and research: the reflexive horizonPlanning theories and models in the social-educational field
Planning and intervention logic
Planning and assessment techniques and tools
Organization of an educational intervention: from needs analysis to assessment
The relational and reflexive competences: specific and qualifying dimension of the professionalism of the educator

Didactic methods and tools

Expository lessons with the use of PowerPoint presentations, audio visual tools, role playing experiences, focus groups, work groups (for the conception of an educational project, the work group must also meet outside of regular lesson hours), analysis of the documentation produced and presented by professionals in the social-educational field (early childhood services, community organizations, etc.), presentations by experts, visits and educational services in the local territory.

Program

Texts for the exam/Bibliography
For the attendees:
The bibliography for the attendees will be defined during the ongoing course. Bibliographic materials on a dedicated e-learning platform will be made available to those who are regularly attending the course activities.

For those not attending1. Leone L., Prezza M., Costruire e valutare i progetti nel sociale, Franco Angeli, Milano, 2003
2. Mortari L., Apprendere dall’esperienza, Carocci, Roma, 2004
3. uno a scelta tra i seguenti (elenco in progress)
Bondioli A. (a cura di), Il progetto pedagogico del nido e la sua valutazione, Edizioni Junior, Bergamo, 2002
Catarsi E. (a cura di), Coordinamento pedagogico e servizi per l’infanzia, Edizioni Junior, Bergamo, 2010
Clementi E., L’educatore professionale e il lavoro di «secondo livello», Ipoc, 2011
Contini M. G., Dis-alleanze nei contesti educativi, Carocci, Roma, 2012
Kaneklin C., Orsenigo A. (a cura di), Il lavoro di comunità. Modalità di intervento con adolescenti in difficoltà, Carocci, Roma, 2003
Lipari D., Valentini P., Comunità di pratica in pratica, Edizioni Palinsesto, Roma, 2013
Oggionni F., La supervisione pedagogica, Franco Angeli, 2013
Premoli S. (a cura di), Il coordinamento pedagogico nei servizi socioeducativi, Franco Angeli, Milano, 2008
Regoliosi L., Scaratti G., Il consulente del lavoro educativo. Formazione, supervisione, coordinamento, CarocciFaber, Roma, 2002
Simone D., La consulenza educativa. Dimensione pedagogica della relazione d’aiuto, Vita e Pensiero, Milano, 2011

Examination Methods

Methods for verification of learning

For the attendees
Diversified individual test assignments are planned (autobiographical paper, reflexive reports on training experiences carried out in the classroom, etc.)
Drafting of a group project (work project)


For those not attending
The exam includes a written test and an oral test articulated as follows:
a) the written test consists of the creation of a project starting from the indication of the contents in the worksheet attached to the course program. This project must be sent by e-mail to the instructor at least three days before the exam date.
b) an oral interview where the presented project and exam contents will be discussed in-depth. In-depth criticism is required for the selected text.

The tests have the objective of verifying:
acquisition of the fundamental concepts relative to the presented contents;
the level of personal knowledge gained;
the ability to use logical-operational tools for the planning or analysis of educational interventions;
critical and reflexive skills.