COURSE GUIDE

1
Course Guide
PCA-27-F-01 Ed.00
_________________________________________________________________________________
______
COURSE GUIDE:
PROCESSES OF TEACHING AND LEARNING IN THE
CLASSROOM: TOOLS AND TECHNIQUES
Catholic University of Valencia
Course 2014-15
Catholic University of Valencia “San Vicente Mártir”
2
PCA-27-F-01 Ed.00
Course Guide:
Processes of teaching and learning in the classroom: tools and techniques
ECTS
Subject: EDUCATION
24
Module: PROCESSES AND EDUCATIONAL CONTEXTS
6
YEAR: 2 nd
Semester: 1st
Type of training: BASIC
Instructors:
Javier Castellá
Roberto sanz
Department:General Didactis, Theory of
Education and Technological Education
Luis Marco
José Mula
[email protected],
[email protected]
[email protected],
[email protected],
Education
EdEducation
Education
ORGANIZATION OF THE SUBJECT
Nº ECTS:
12
PROCESSES AND EDUCATIONAL CONTEXTS
Duration and temporal location within the curriculum.
Topics and Subjects
Topic
ECTS
9
SUBJECT
ECTS
Course/
Semester
SUBJECT 1: Processes and Educational
Contexts
6
2º-1º
SUBJECT 2: Design and Educational
evaluation of action plans
6
2º-2º
Catholic University of Valencia “San Vicente Mártir”
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Course Guide
PCA-27-F-01 Ed.00
COURSE GUIDE MATTER: EDUCATION
Prerequisites: there are no
GENERAL OBJECTIVES
a. Analyze the bases of the most relevant theories of education, as well as their different
organizational models.
b. Identify the main characteristics of the current educational legislation.
c. Contrasting the different styles of teaching and learning and its impact on the management of
the classroom.
d. Design action plans and projects of educational innovation educational. e. Implement strategies
for the development of competencies.
e. Implementing strategies for the development of competencies.
Competence
GENERAL COMPETENCES
measuring scale
1
1.
Effectively address situations of learning languages in
multicultural and multilingual contexts.
2. Encourage reading and critical commentary of the
texts different scientific domains and cultural content in
the school curriculum.
3. Express oneself correctly in forms orally and in writing, in the
official languages of the autonomous community and master the use of
different techniques of expression.
4. Meet the curricular areas of primary education, the
interdisciplinary relationship between them, the evaluation
criteria and the body of teaching knowledge about teaching and
learning procedures, knowing design and plan learning projects.
2
3
x
x
x
x
5.
Design, plan, and evaluate processes of learning and
learning, both individually and in collaboration with other teachers and
professionals of the Centre.
6.
Reflect on classroom practices to innovate and improve the
teaching.
know and propose the quality improvement models with
application to schools.
8.
Know systematically observe contexts of learning and
coexistence and learn to reflect on them, establishing a balance and
issuing judgements.
9. Design and regular learning spaces in contexts of diversity
and which address gender equality, equity and respect for human rights that
make up the training values citizen.
10.
Rating the individual and collective responsibility in the
achievement of a sustainable future and to project their
sensitivity towards the environment.
4
x
x
7.
x
x
x
x
Catholic University of Valencia “San Vicente Mártir”
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11.Meet and analyze the Organization of primary education schools and diversity of
actions and strategies comprising.
x
12. Meet operation and apply information and communication technologies in the
classroom. Selectively discern audiovisual information that contributes to learning,
political education and cultural wealth.
x
13. Promoting coexistence in the classroom and outside of it; solve discipline
problems and contribute to the peaceful resolution of conflicts.
x
14. Stimulate rating, effort, perseverance and personal discipline in the students.
x
15. Perform tutoring and guidance functions with the students and their families,
serving the unique needs educational.
x
16. Assist students with the various sectors of the educational community and the
social environment.
x
17. Assume the educational dimension of the teaching function and promote
democratic education for citizenship active.
x
18. Designing and regulating learning environments to promote the comprehensive
development of the students from a transcendent dimension.
x
19. Be able to justify their decisions concerning the learning, assessment and
education of students, and be consistent with the decisions taken.
x
20.
Assume
to
the
exercise
of
the
teaching
function
of go improvement and adapt to the changes scientists, pedagogical and social
throughout life.
21. Understand function, the possibilities and limits of education in today's society
and the core competencies that affect schools of primary education to their
professional.
x
x
22. Purchase habits and skills for autonomous and cooperative learning and
promoting it among students.
x
23. Maintain a critical and autonomous relationship with regard to the knowledge,
values, social and institutions public and private.
x
24. Know work in team contexts interdisciplinary, demonstrating initiative and
creativity.
x
Competence
measuring scale
SPECIFIC COMPETENCES
1
1.Understand learning processes relating to the 6 - 12 year
period in the context of family, social and school.
2.Learn about the characteristics of these students, as well as the
characteristics of their motivational and social contexts.
3.Mastering the knowledge necessary to understand the
development of the personality of these students and identify dysfunctions.
2
3
4
x
x
x
Catholic University of Valencia “San Vicente Mártir”
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Course Guide
PCA-27-F-01 Ed.00
4.
Identifying learning difficulties, inform them and assist in their
treatment
5.
Learn about the proposals and current developments based
on the learning of skills
6.
Identify and plan for the resolution of
educational situations affecting students with different abilities and different
rhythms of learning
7.
Analyze and understand the educational processes in the
classroom and outside of it relating to the period 6-12
8.
x
x
x
x
Learn the basics of primary education
x
9.
Analyze the teaching practice and institutional conditions that
frame it
10.
The historical evolution of the educational system in our
country and the political and legislative conditions of the educational activity
x
x
11.
Understand the processes of interaction and communication in
the classroom
12.
x
Address and resolve problems of discipline. Promote
cooperative work, individual work and effort
x
Promote the preparation of a democratic and active
citizenship-oriented education in values.
x
14.
Know and deal with school situations in multicultural
contexts
x
15.
Design, plan, and evaluate the teaching and learning
in the classroom
x
13.
16.
Know and apply innovative experiences in education elementary
x
17.
Participate in the definition of the educational project and the
general activity of the center according to criteria of quality
management
18.
Know and apply methodologies and techniques of
educational research and be able to design innovation
projects by identifying indicators of evaluation
LEARNING RESULTS
x
x
COMPETENCES
R-1 Identifies disciplinary problems and solves them through
the elaboration of different intervention plans
R-2 Identifies the student's own learning style
G.8, G. 13, E.11, E.12, E.13
G.5, G.14, G.19, E.4, E.6, E.18
R-3 Plan different processes of learning based on the
diversity of the Group
G.5, G.6, G.7, G.8, G.20, E.6
R-4 The student relates the different styles of teaching
with classroom management
G.17, G.18, G.24, E.15
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R-5 He designed different strategies for teaching based on
the diversity of the student body
G.9, G.12, G.20, E.4, E.5, E.13,
E.18
ON‐CAMPUS EDUCATIONAL ACTIVITIES
ACTIVITY
CLASSROOM
PRACTICAL CLASSES
EXHIBITION WORK
GROUP
TUTORING
EVALUATION
Relation with
Learning
Outcomes of the
Subject
Teaching‐Learning
Methodology
Exhibition of contents by the
Professor, analysis skills,
explanation and demonstration of
abilities, skills and knowledge in the
classroom.
Session of group work in groups
supervised by the professor. Field,
classroom computer, visits, data
search, study cases, diagnostic
tests, problems, study libraries,
network, Internet, etc. Significant
construction of knowledge through
the interaction and the student
activity.
Application of
interdisciplinary
knowledge
Personalized care in small group.
Period of instruction or direction
made by a tutor in order to review
and discuss the
materials and themes presented in
classes, seminars, readings, work,
etc.
Set of oral and/or written tests used
in the initial, formative or additive
evaluation of the student.
ECTS
ALL
1
R.1, R.2
1,5
R.3, R.4, R.5
1
ALL
0,5
ALL
0,5
Total l
4,5
Catholic University of Valencia “San Vicente Mártir”
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Course Guide
PCA-27-F-01 Ed.00
TRAINING ACTIVITIES OF AUTONOMOUS STUDENT WORK
ACTIVITY
WORK IN GROUP
Relation with
Learning
Outcomes
of the Subject
Teaching‐Learning
Methodology
Preparation in Group readings,
essays, resolution of issues,
seminars, jobs, reports to expose or
deliver in theoretical classes,
practical classes and/or small group
tutoring.
Work carried out on the platform of
the University
The student study: individual
preparation of readings, essays,
WORK SELF-EMPLOYED
resolution of issues, seminars, jobs,
reports to expose or deliver in
theoretical classes, practical classes
and/or small group tutoring.
ECTS
R.3, R. 4, R. 5
2
R.1, R.2
2,5
Work on the platform of the
University
Totall
4,5
THE ACQUISITION OF THE SKILLS EVALUATION SYSTEM AND GRADING
SYSTEM
Assessment
tool
ASSESSED LEARNING OUTCOMES
Percenta
ge
granted
(state code)
%
R.1, R.2
30%
Written tests
ALL
30%
Targeted jobs
R.3, R.4, R.5
40%
Resolution of cases
Catholic University of Valencia “San Vicente Mártir”
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DESCRIPTION OF CONTENTS
Organization in blocks of content or thematic groupings.
Development of content in teaching guides.
THEME 1: The management of the classroom
1.1.-Motivation.
1.2.-Classroom climate and its impact on learning.
1.3.-Conflict resolution.
COMPETENCE
(Indicate, numerically,
the related
competences)
G.7, G.8, G.13, G.18, G.19,
G.24, E.7, E.11, E.12, E.15
THEME 2: Learning styles and evaluation.
2.1.-Approach to the different educational styles and their impact
G.8, G.12, G.14, G.17, G.19,
on the process of e-a.
E.4, E.6, E.15
2.2.-The reflective practice.
THEME 3: Techniques and tools for learning
3.1-Classifications and proposals.
3.2-Teaching strategies for learning.
3.3-Strategies for the acquisition of attitudes and values.
THEME 4: Learning Based on Competencies.
4.1.-Approach to competency-based learning.
4.2.-Competence-based learning: techniques.
G.7, G.17, G.20, G.22, E.12,
E.13, E.15
G.7, G.9, G.19, G.20, G.24, E.5,
E.15, E.18
THEME 5: Innovation in the processes of teaching and learning.
5.1.-Approximation to the concept and practice of innovation.
5.2.-Models of educational innovation.
G.6, G.14, G.18, G.20, E.16,
E.18
REFERENCES
AGELET, J. (2001). Estrategias organizativas de aula. Ed. Graó.
ANDRES, J. (2004). Aprender a aprender. Ed. CCS.
ARELLANO, Y y SANTOYO, M. (2010). Investigar con mapas conceptuales. Procesos
metodológicos. Editorial Narcea. Madrid.
Catholic University of Valencia “San Vicente Mártir”
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Course Guide
PCA-27-F-01 Ed.00
BARNETT, L. y Colaboradores. (2003). Motivación tratamiento de la diversidad y
rendimiento académico. Ed. Graó.
ESTEFANÍA, J. L. & SARASÚA, A., (1998). Proyecto Educativo de Centro. Revisión,
seguimiento y evaluación. Madrid: Ed. CCS.
FICHTNER, B. (2002). Enseñar y aprender. Ed. Octaedro.
GARCIA, E. (2004). Didáctica y currículum: claves para el análisis en los procesos de
enseñanza. Ed. Mira Editores S.A.
GARCIA. M.C y colaboradores (2000). El Constructivismo en la práctica. Ed. Graó.
GILBERT, I. (2005). Motivar para aprender en el aula. Las siete claves de la motivación
escolar. Ed. Paidós.
GONZÁLEZ, J.; GUTIERREZ, F. & RUEDA, J., (1998). Programación Curricular y unidades
didácticas. Madrid: Ed. Escuela Española
LÓPEZ MOJARRO, M. (002), A la Calidad por la evaluación. Praxis. Barcelona
MARCELO C. Y VAILLANT, d. (2010) Desarrollo profesional docente. ¿Cómo se aprende a
enseñar?
MARTÍNEZ, P. (2008). Aprender y enseñar. Ed. Mensajero S.A. Unipersonal.
MUÑOZ, A. & MORIEGA, A. J., (1996). Técnicas básicas de programación. Madrid: Escuela
Española.
NIETO, J.M. (2004). Estrategias para mejorar la práctica docente. Ed. CCS.
PASCUAL, A., (1995). La Unidad Didáctica en Educación Primaria. Barcelona: Bruño.
PENNAC, D. (2007). Mal de Escuela. Ed. Mondadori.
PROT, B. (2004). Pedagogía de la motivación. Cómo despertar el deseo de aprender. Ed.
Narcea.
SANTOS GUERRA, M.A. (2000) Entre bastidores. El lado oculto de la organización escolar.
Aljibe. Archidona (Málaga)
SANZ ORO, R. (2001) Orientación psicopedagógica y calidad educativa. Pirámide. Madrid.
THORNE, KAYE (2010) Motivación y creatividad en clase. Ed. Graó. Barcelona.
TRUJILLO, F. (2006). Experiencias educativas en aprendizaje cooperativo. Ed. Grupo
Editorial Universitario.
Catholic University of Valencia “San Vicente Mártir”
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TEMPORAL LEARNING ORGANIZATION:
BLOCK CONTENT / TEACHING UNIT
1
2
3
NUMBER OF
SESSIONS
The management of the classroom
NUMBER
1.1.-Motivation
1.2.-Classroom climate and its impact on learning.
1.3.-Conflict resolution
Learning styles and evaluation
2.1.-Approach to the different educational styles and their
impact on the process of e-a
2.2.-The reflective practice
Techniques and tools for learning
3.1.-Classifications and proposals
3.2.-Teaching strategies for learning
3.3.-Strategies for the acquisition of attitudes and values
7
7
8
4
Learning skills
4.1.- Approach to skills
4.2.- Competency-based learning approach: its techniques
4
5
Innovation in the processes of teaching and learning
5.1.-Approximation to the concept and practice of innovation
5.2.-Models of educational innovation
4
Catholic University of Valencia “San Vicente Mártir”