EDUCATIONAL PLANNING AND TEACHING APPROACHES FOR PEDAGOGICAL COORDINATION WITH LABORATORY
Academic Year 2026/2027 - Teacher: RAFFAELLA CARMEN STRONGOLIExpected Learning Outcomes
The course aims to provide students with theoretical knowledge and methodological skills aimed at the design, organization, and coordination of educational and educational research activities in formative and territorial contexts (DD2). By the end of the course, students must know the main approaches and models of design, the functions of pedagogical coordination, and the organization of educational activities and research (DD1), and they must be able to conduct paths for applying techniques and tools suitable for evaluating them and supervising work teams (DD2). The course also aims to increase students' critical and judgmental capacities through laboratory activities (DD3), which characteristically mark the performance of classroom teaching activities, and to enhance communication skills (DD4) thanks to the configuration of co-construction paths for educational design and coordination activities carried out cooperatively. Additional cross-cutting objectives of the course are:
Know and appropriately use the basic lexicon of the discipline, design, and coordination (DD1);
Perform operations of synthesis and connection between theoretical contents, methods, and design and coordination strategies to configure hypothetical solutions to complex educational problems (DD3);
Conduct forms of self-assessment of one's learning oriented toward the development of professional agency and the coordinator profile (DD5);
Argue, justifying the reasons, around the choices of objectives, procedures, and methodologies of design and coordination (DD4).
Course Structure
Teaching activities will be carried out following constructivist-inspired models, methods, and techniques. The course will alternate moments of delivery-based teaching (didattica erogativa), dedicated to exploring theoretical contents, with moments of interactive teaching (didattica interattiva) through case analysis and discussion, simulation activities, and individual and group work, aimed at applying the concepts addressed and reflecting on educational practices.
The pathway also includes laboratory exercises, which will have an exclusively formative and co-constructive function, impacting teaching activities and the learning path, but not the final exam grade.
Required Prerequisites
Attendance of Lessons
Detailed Course Content
Textbook Information
- A. Traverso, Metodologia della progettazione educativa. Competenza, strumenti e contesti. Roma: Carocci. Edizione: Gennaio 2016. Ultima ristampa: 9a 2022, pp. 200.
- Pillera G., Strongoli R.C. Comunità di ricerca e metafore dell’apprendimento. Sperimentare la flipped classroom nella didattica universitaria. Milano: FrancoAngeli, 2025, pp. 132.
- Premoli S., Professione pedagogista. Lo sguardo pedagogico nelle pratiche di coordinamento, consulenza e supervisione, Miano, FrancoAngeli, 2025, pp.225.
- bell kooks. Insegnare a trasgredire. L'educazione come pratica della libertà. Meltemi editore, 2020, pp. 254.
A choice of one article from:
- Del Gobbo, G., & Torlone, F. (2022). I professionisti non-teaching dell'educazione e della formazione. Pedagogia Oggi, 20(2), 18-26. https://ojs.pensamultimedia.it/index.php/siped/article/view/6083/5102
- Lazzari, A. (2022). Il coordinamento pedagogico territoriale nel sistema integrato 0-6: sfide e opportunità. Pedagogia Oggi, 20(2), 60–70. https://ojs.pensamultimedia.it/index.php/siped/article/view/5865/5107
- Ercolano, M. (2022). Educare nei contesti culturali: quale scenario per i professionisti dell'educazione? Pedagogia Oggi, 20(2), 102–110. https://ojs.pensamultimedia.it/index.php/siped/article/view/5870/5113
Course Planning
| Subjects | Text References | |
|---|---|---|
| 1 | Metodologia della progettazione educativa | |
| 2 | Metodologia della progettazione educativa | |
| 3 | Comunità di ricerca e metafore dell’apprendimento. | |
| 4 | Comunità di ricerca e metafore dell’apprendimento. | |
| 5 | Insegnare a trasgredire | |
| 6 | Professione pedagogista | |
| 7 | Professione pedagogista |
Learning Assessment
Learning Assessment Procedures
The examination will be conducted orally. The evaluation criteria for the oral test are as follows:
Use and appropriateness of the pedagogical-didactic lexicon in the field of educational research and design
Ability to correlate educational research tools with educational design activities
Ability to select research tools and educational design strategies appropriate to operational contexts
Ability to organize knowledge according to specific objectives
Systematic approach to treatment If conditions require it, learning assessment may also be carried out online.
The final grade is expressed out of thirty. The evaluation takes into account the level of knowledge and understanding of the disciplinary contents, the ability to apply the main theoretical references to the analysis of educational situations, the appropriate use of the disciplinary lexicon, the ability to make connections between the topics covered, and the ability to argue one's answers clearly and coherently.
- A sufficient grade (18-21/30) attests to the mastery of essential contents and an adequate presentation skill, albeit with limited analytical autonomy and ability to make connections.
- A fair or good grade (22-27/30) attests to an organic knowledge of the contents, a good ability to apply theoretical references, a correct use of the disciplinary lexicon, and a satisfactory argumentative capacity.
- An excellent grade (28-30/30) attests to an in-depth and critically re-elaborated knowledge of the contents, high analytical and connection skills, mastery of the disciplinary language, and autonomy in argumentation.
- Honors (laude) are awarded to female and male students who demonstrate full achievement of the learning outcomes, an excellent capacity for critical elaboration of the contents, and particular effectiveness in argumentation and in the use of the disciplinary lexicon.
To ensure equal opportunities and in compliance with current laws, interested female and male students may request a personal interview in order to plan any compensatory and/or dispensatory measures, based on educational objectives and specific needs. Students may also contact the Department's CInAP (Active and Participatory Integration Center - Services for Disabilities and/or Specific Learning Disorders) contact professor.
Examples of frequently asked questions and / or exercises
What is meant by educational design and what are its key stages?
How are educational and training contexts classified based on territorial and organizational specificities?
What are the methodological peculiarities of the flipped classroom approach in higher education and schooling?
In what ways is education configured as a "practice of freedom" according to the thought of bell hooks?
What is the function of pedagogical coordination as a "bridge" between the managerial and operational dimensions in socio-educational services, in light of Silvio Premoli's contributions?
How does the pedagogical perspective of the coordinator impact the supervision of work teams and the quality of territorial educational contexts?