To improve educational, strategical, methodological, instructional, technic, and instrumental skills and competences in the field of planning, managing and evaluating educational policies, services and activities, by practicing them during the time spent in stage and by reflecting during the supervision and personal studying.
To study again the scientific and cultural foundations of educational activities by defining, during the stage, the operational, instructional and educational instru-ments requested by individualized activities targeted on users of the educational organizations where stage takes place.
By the study of Attività coordinative di supervisione del tirocinio the student will be able to achieve the following training objectives.
- Knowledge and understanding:
To know the instruments to plan, manage and evaluate educational services and activities.
- Applying knowledge and understanding:
- To perform tasks linked to coordination of educational activities: situations, contexts and needs analysis; planning or designing activities; taking decisions, checking or monitoring activities; supervision; counselling; evaluation and assessment.
- Making judgements:
- To collect information, to weight up point of view, to examine situation, in order to formulating hypothesis and critical statements about what is observed or happens in and around the educational activities planned, managed or evaluated.
- Communication skills:
- To know and be able to use the way to show plans, project or programs, to communicate the input necessary to coordinate and direct activities, to present the results of monitoring, checking, assessment and evaluation.
- To be able to have dialogue and interact using active listening, empathy and emotional sharing, as required to direct, lead and coordinate educational services, activities and organisations.
- Learning skills:
- To identify his/her own training and educational needs, by means of the analysis of educational problems and situations.
- To identify skills and knowledge involved in the professional transition and transformations, which are necessary to improve his/her competences.
Methods of connection with other teachings
Although there is no pre-requisite relationship, the teaching links to the following: Socio-educational methods and strategies for diversitỳ, Educational models for integration, Educational strategies for new communication processes.
To study again the scientific and cultural foundations of educational activities by defining, during the stage, the operational, instructional and educational instru-ments requested by individualized activities targeted on users of the educational organizations where stage takes place.
By the study of Attività coordinative di supervisione del tirocinio the student will be able to achieve the following training objectives.
- Knowledge and understanding:
To know the instruments to plan, manage and evaluate educational services and activities.
- Applying knowledge and understanding:
- To perform tasks linked to coordination of educational activities: situations, contexts and needs analysis; planning or designing activities; taking decisions, checking or monitoring activities; supervision; counselling; evaluation and assessment.
- Making judgements:
- To collect information, to weight up point of view, to examine situation, in order to formulating hypothesis and critical statements about what is observed or happens in and around the educational activities planned, managed or evaluated.
- Communication skills:
- To know and be able to use the way to show plans, project or programs, to communicate the input necessary to coordinate and direct activities, to present the results of monitoring, checking, assessment and evaluation.
- To be able to have dialogue and interact using active listening, empathy and emotional sharing, as required to direct, lead and coordinate educational services, activities and organisations.
- Learning skills:
- To identify his/her own training and educational needs, by means of the analysis of educational problems and situations.
- To identify skills and knowledge involved in the professional transition and transformations, which are necessary to improve his/her competences.
Methods of connection with other teachings
Although there is no pre-requisite relationship, the teaching links to the following: Socio-educational methods and strategies for diversitỳ, Educational models for integration, Educational strategies for new communication processes.
teacher profile teaching materials
It will be characterized by a didactic/operational cut: each thematic nucleus will be supported by experiential modalities and punctual feedback.
OBJECTIVES
• Definition of the role of the coordinator for the accompaniment of the teams (responsibilities and competences)
• "Focus" of the coordination style: personal specificities, role and functions delivered through a specific mandate, values and culture of the organization.
• Consolidation of the intentionality of the educational action of the service and the team: the figure of the coordinator as guardian of the pedagogical dimension of the service. The coordinator is called to give meaning to the events that happen in the light of a constant reference to the design tools such as the individualized educational project of the users and the service project;
• Identification of resources to be reinforced for the improvement of individualized projects
• Acquisition of key concepts and guiding criteria of participatory processes
• Acquisition of tools to evaluate the coherence of educational action
METHODOLOGY AND TOOLS
The complexity of the issues that the coordination function poses requires specific attention from the training point of view: the cruciality of an ongoing training, on the work of support to the exercise of the tasks (experiential learning) is highlighted.Very often the learning of skills related to coordination functions takes place essentially through experiential methods, in direct contact, that is, with the organizational and operational reality. In addition, a further reference to experiential learning can be identified in the importance of the re-elaboration of experience: this role is often accessed as a result of substantial training and work experiences, which, however, do not always correspond to adequate recognition in terms of qualification. The proposed approach is that of "practice learning community":from this perspective, different people performing similar functions share knowledge, reflection and innovation efforts in the face of common problems arising from professional practice. According to this approach, which makes use of the technique of narration, these realities are composed on the basis of spontaneous processes of recognition of affinities and common interests.
The coordinator evolves his role towards a function of learning from practice by mediating the relationship between subjects, problems deriving from professional practice and training needs.
The main tools that will be used are: Classroom Games, Observation Grid, Video (or other evocative codes), Self case, Creative Writing.
THEMATIC AREAS
• Methods and techniques of educational interventions
• Analysis of the need for network work.
• Organizational models and organizational plans.
• Group work and Team work.
• Educational supervision
• The role profile of the coordinator
• The styles of coordination
• Pedagogical supervision, Francesca Oggionni; Franco Angeli, 2013
• Pedagogical coordination in socio-educational services, Silvio Remoli edited by, Franco Angeli, 2008
• Any material and handouts used in the classroom.
Programme
The course will enhance the role of the coordinator through the techniques "praxis-theory-praxis", the internship and the narration to ensure the pedagogical dimension consolidating the intentionality of the educational action.It will be characterized by a didactic/operational cut: each thematic nucleus will be supported by experiential modalities and punctual feedback.
OBJECTIVES
• Definition of the role of the coordinator for the accompaniment of the teams (responsibilities and competences)
• "Focus" of the coordination style: personal specificities, role and functions delivered through a specific mandate, values and culture of the organization.
• Consolidation of the intentionality of the educational action of the service and the team: the figure of the coordinator as guardian of the pedagogical dimension of the service. The coordinator is called to give meaning to the events that happen in the light of a constant reference to the design tools such as the individualized educational project of the users and the service project;
• Identification of resources to be reinforced for the improvement of individualized projects
• Acquisition of key concepts and guiding criteria of participatory processes
• Acquisition of tools to evaluate the coherence of educational action
METHODOLOGY AND TOOLS
The complexity of the issues that the coordination function poses requires specific attention from the training point of view: the cruciality of an ongoing training, on the work of support to the exercise of the tasks (experiential learning) is highlighted.Very often the learning of skills related to coordination functions takes place essentially through experiential methods, in direct contact, that is, with the organizational and operational reality. In addition, a further reference to experiential learning can be identified in the importance of the re-elaboration of experience: this role is often accessed as a result of substantial training and work experiences, which, however, do not always correspond to adequate recognition in terms of qualification. The proposed approach is that of "practice learning community":from this perspective, different people performing similar functions share knowledge, reflection and innovation efforts in the face of common problems arising from professional practice. According to this approach, which makes use of the technique of narration, these realities are composed on the basis of spontaneous processes of recognition of affinities and common interests.
The coordinator evolves his role towards a function of learning from practice by mediating the relationship between subjects, problems deriving from professional practice and training needs.
The main tools that will be used are: Classroom Games, Observation Grid, Video (or other evocative codes), Self case, Creative Writing.
THEMATIC AREAS
• Methods and techniques of educational interventions
• Analysis of the need for network work.
• Organizational models and organizational plans.
• Group work and Team work.
• Educational supervision
• The role profile of the coordinator
• The styles of coordination
Core Documentation
• The coordinator of personal services, Ugo De Ambrogio, Ariela Casartelli, Glenda Cinotti, Carrocci, 2020• Pedagogical supervision, Francesca Oggionni; Franco Angeli, 2013
• Pedagogical coordination in socio-educational services, Silvio Remoli edited by, Franco Angeli, 2008
• Any material and handouts used in the classroom.
Type of delivery of the course
The meetings will take place in presence through the use of experiential training methods and techniques. Students will be accompanied with lectures and will experience what they have learned in their internship and lessons through supervision activities (with the use of tools such as autocaso, role playing, etc.) During the course will be delivered tools to rework the experience with the use of narrative techniques. In the event of an extension of the COVID-19 health emergency, all the provisions governing the methods of carrying out teaching activities and student evaluation will be transposed. In particular, the following methods will be applied: distance learning with the use of the platforms in use.Attendance
Since the teaching is structured on an operational didactic cut and to ensure the continuity and effectiveness of the same, the attendance of at least eighty percent of the classroom meetings is strongly recommended.Type of evaluation
The evaluation at the end of the course will take place through an oral exam aimed at reworking the experience declined through the deepening and representation of one's own style in the role of coordination. To this end, during the meetings we will work with a narrative tool that will then be the subject of the examination. The exam will be oriented on the verification of the knowledge and skills acquired in the construction of the professional self.