Theories and methods of educational planning (2014/2015)

Course code
Name of lecturer
Giuseppina Messetti
Giuseppina Messetti
Number of ECTS credits allocated
Academic sector
Language of instruction
Sem. IA, Sem. IB
Web page

Lesson timetable

Sem. IA
Day Time Type Place Note
Monday 2:00 PM - 4:30 PM lesson Lecture Hall T.1  
Thursday 2:00 PM - 4:30 PM lesson Lecture Hall 2.2  
Sem. IB
Day Time Type Place Note
Monday 2:00 PM - 4:30 PM lesson Lecture Hall T.1  
Thursday 2:00 PM - 4:30 PM lesson Lecture Hall 2.2  

Learning outcomes

Professor G. Messetti

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 in the planning educational interventions with medium complexities;
− knowledge (and competences) in the reflexive learning field in connection with professional practices.
Professional profile and competences of the instructor
Planning 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.


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 attending

1. Leone L., Prezza M., Costruire e valutare i progetti nel sociale, Franco Angeli, Milano, 2003
2. Lipari D., Valentini P., Comunità di pratica in pratica, Edizioni Palinsesto, Roma, 2013
3. one selected from the following:
− Bellucci M. T. (a cura di), Il Nido. Educazione e cura della prima infanzia, Carocci Faber, Roma, 2013
− 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
− Mortari L., Apprendere dall’esperienza, Carocci, Roma, 2004
− Oggionni F., La supervisione pedagogica, Franco Angeli, Milano, 2013
− Premoli S. (a cura di), Il coordinamento pedagogico nei servizi socioeducativi, Franco Angeli, Milano, 2008
− Regoliosi L., La strada come luogo educativo. Orientamenti pedagogici sul lavoro di strada, Unicopli, Milano, 2000

Assessment methods and criteria

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)
Final interview

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.

Teaching aids