The goal of this class is the development in the students of the competence and the critical sensitivity for managing the educational process based on the cooperation, both in adults and in children, through the knowledge of the principles, dynamics, strategies and tools for enhancing cooperation in several contexts such as learning or education groups and in dual relationships.
Curriculum
teacher profile teaching materials
Tomasello, M. (2010). Altruisti nati. Perché cooperiamo fin da piccoli. Torino: Bollati Boringhieri.
Torre, E. M. (2014). Dalla progettazione alla valutazione. Modelli e metodi per educatori e formatori. Roma: Carocci Faber.
Programme
The course will analyze the concepts of cooperation, from the first manifestations of cooperative behavior that can be observed spontaneously in early childhood up to the promotion of cooperative dynamics in educational and training interventions at later ages. In particular, the lessons, after an introduction dedicated to interpersonal motivational systems, will focus on the psychological mechanisms underlying prosocial and cooperative behaviors and on the role that such behaviors play as the foundation of integration and interculturality. Furthermore, methods to concretely improve dialogue and effectively manage conflicts will also be analyzed. The course will end with the presentation of the constitutive elements of the interventions in the educational and training contexts.Core Documentation
Gordon, T. (1991). Insegnanti efficaci. Firenze: Giunti.Tomasello, M. (2010). Altruisti nati. Perché cooperiamo fin da piccoli. Torino: Bollati Boringhieri.
Torre, E. M. (2014). Dalla progettazione alla valutazione. Modelli e metodi per educatori e formatori. Roma: Carocci Faber.
Type of delivery of the course
In addition to traditional lectures conducted with visual aids (slides), the course will also include practical exercises, working in group and video viewing that will allow the students’ active involvement. In case of the extension of the COVID-19 health emergency, the course will be held online via Microsoft Teams environment.Attendance
Class attendance is optional but highly recommended.Type of evaluation
The exam is written and includes 30 multiple choice (4 answer options with only one correct; no penalty for incorrect answer) and 1 open-ended questions for ascertaining the knowledge about the course contents. In case of a high number of students, they will be divided into groups. This information will be communicated in advance on the teacher's notice board at the end of the exam booking period. The exam is passed with a score of at least 18, whereas the highest score is 30/30. Lode may be added if the student demonstrates to master an excellent knowledge about all the course topics. In case of the extension of the COVID-19 health emergency, the exam will be oral. teacher profile teaching materials
Tomasello, M. (2010). Altruisti nati. Perché cooperiamo fin da piccoli. Torino: Bollati Boringhieri.
Torre, E. M. (2014). Dalla progettazione alla valutazione. Modelli e metodi per educatori e formatori. Roma: Carocci Faber.
Programme
The course will analyze the concepts of cooperation, from the first manifestations of cooperative behavior that can be observed spontaneously in early childhood up to the promotion of cooperative dynamics in educational and training interventions at later ages. In particular, the lessons, after an introduction dedicated to interpersonal motivational systems, will focus on the psychological mechanisms underlying prosocial and cooperative behaviors and on the role that such behaviors play as the foundation of integration and interculturality. Furthermore, methods to concretely improve dialogue and effectively manage conflicts will also be analyzed. The course will end with the presentation of the constitutive elements of the interventions in the educational and training contexts.Core Documentation
Gordon, T. (1991). Insegnanti efficaci. Firenze: Giunti.Tomasello, M. (2010). Altruisti nati. Perché cooperiamo fin da piccoli. Torino: Bollati Boringhieri.
Torre, E. M. (2014). Dalla progettazione alla valutazione. Modelli e metodi per educatori e formatori. Roma: Carocci Faber.
Type of delivery of the course
In addition to traditional lectures conducted with visual aids (slides), the course will also include practical exercises, working in group and video viewing that will allow the students’ active involvement. In case of the extension of the COVID-19 health emergency, the course will be held online via Microsoft Teams environment.Attendance
Class attendance is optional but highly recommended.Type of evaluation
The exam is written and includes 30 multiple choice (4 answer options with only one correct; no penalty for incorrect answer) and 1 open-ended questions for ascertaining the knowledge about the course contents. In case of a high number of students, they will be divided into groups. This information will be communicated in advance on the teacher's notice board at the end of the exam booking period. The exam is passed with a score of at least 18, whereas the highest score is 30/30. Lode may be added if the student demonstrates to master an excellent knowledge about all the course topics. In case of the extension of the COVID-19 health emergency, the exam will be oral.