METHODS AND TECHNIQUES OF EDUCATIONAL INTERVENTION

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Versione italiana
Academic year
2020/2021
Teacher
DARIO FORTIN
Credits
7
Didactic period
Secondo Semestre

Training objectives

MODULE I
Increase of narrative communication skills, animation of the story, the narrative use of audiovisual tools and the knowledge of the meta-cognitive dimension of the shape-tale.
MODULE II
Throughout the three years the overall objective of the subject is to acquire in-depth knowledge about the professional identity and methodological expertise specifically requested today to the Educator Professional from the world of social and health services and society.
Also reach an autonomous interpretative guidance with respect to their skills of other professions, in order to work together to better meet the biopsychosocial health of the person. Also reach an autonomous interpretative guidance compared to to the skills of other professions, in order to work together to better meet the biopsychosocial health of the person. For the first year the specific objectives are: promoting awareness of professional ethics and awareness of personal professional identity. Acquire the basic methods aimed to the assumption of professional and social complex responsibility. Self-training to use the modalities of constant self-assessment compared to the proposed and experimented knowledge.

Prerequisites

Interpersonal skills in educational settings

Course programme

MODULE I
Study and theoretical analysis of the concept of metacognition and narrative metacognition, active reading exercises, storytelling, animation of the story and commentary, preparation and use of multimedia and audiovisual aids. Laboratory testing of exhibition skills, narrative, relationship with the micro teaching technique.
MODULE II
Styles of education and their effect on communication. Relations involved in assistance: professional criteria as a useful basis for a good understanding of difficult issues in the workplace, identification, planning and implementation of specific interventions of care and rehabilitation.
Communication strategies used in teamwork. Pedagogical strategies consistent with the figure of the professional educator.

Didactic methods

MODULE I
Interactive laboratory
MODULE II
In parallel with lessons devoted to theory (8 hours) the course provides a practical training and class discussions of observations. (45 hours). The students are expected to take an active part in a learning process which aims to achieve personal development and growth through reflection and research.

Learning assessment procedures

MODULE I
Since the course is based on the laboratory micro teaching technique (video observation, observation and self-assessment of communicative and interactive performances), the exam will consist in an audiovisual learning content, lasting about 10 minutes, in which the student will be the creator, director and main character.
MODULE II
OBJECTIVE EVALUATION
The teaching objective evaluation is done with:
-a written test (intermediate) formed by one answer on two open questions about the assigned chapters in the book "Health promotion" (cfr. the text)
-a written test (final) consists of 2 replies on 3 open-ended questions.
The questions are centered on the contents of the texts for the exam, theoretical lessons and handouts delivered by the professor. The evaluation appreciates the links that the student will make between the theoretical aspects and activations experienced in Training Experiential Workshop.
SELF-ASSESSMENT
Admission to the final objective test, of which above, occurs after delivery (to the teachers of the Laboratory) of a writing individual self-assessment related to the activities of the Training Experiential Workshop.
The self-assessment activities are regularly carried out in the course of all laboratory activities:
-individual self-assessment
-self-assessment between each
-logbook
-moments of autobiographical writing
-stimulus of reflection on experience.
This is performed not just for didactical motives but also for the specific professionalising character which has the self-assessment processes in the field of the "professional education".
Other modalities of evaluation will be eventually agreed with the Professor.

Reference texts

MODULE I
Dallari M., La conoscenza narrativa, in: rivista ENCYCLOPAIDEIA, Bologna, Clueb, n.5, 2005
Gris R. La pedagogia dei popcorn, Trento, Erickson, 2010
Gris R. La caverna digitale, Trento, Erickson, 2014
MODULE II
-Bertolini P., Caronia L., Ragazzi difficili, pedagogia interpretativa e linee di intervento, La Nuova Italia, Firenze, 1993 (cap. IX obbligatorio: La figura e il ruolo dell’educatore professionale)
-Barnao C., Fortin D., Accoglienza e autorità nella relazione educativa, Erickson, Trento 2009 (cap.1 obbligatorio: La relazione educativa rogersiana + Cap. 11 obbligatorio: Un ruolo professionale per l’educatore autorevole; Cap. 14 lettura consigliata: Costruire il cambiamento sociale con la formazione e l’accoglienza della persona)
- Brandani W., Zuffinetti P., Le competenze dell’educatore professionale, Carocci, Roma 2004 (cap. 2 lettura consigliata: Prada G, La metodologia della pratica educativa professionale, fino al cap. 2.3.2 compreso)
-Crisafulli et al., tabella 2.1.2.obbligatoria: Il “core competence dell’educatore professionale”
-Dispense e slides consegnate dal docente
- Zucconi A., Howell P. 2003, La promozione della salute (obbligatori cap. 1-2-3-4-6-8)
- Handouts provided by the teacher