Universitat Internacional de Catalunya
Education I: Teaching and the Curriculum
Other languages of instruction: Spanish
Teaching staff
Professor: Carme Balaguer
mcbalaguer@uic.es
Apointment by mail
Introduction
Introduction to teaching methods and styles, and teaching and learning program in the existing regulatory framework, and the current social and cultural toned.
Objectives
- to reach specific competencies
- to know how to program acccording a constructivist and inclusive perspective
- to know elements, strategies and methodologies to organize a process of teaching and learning (Primary education)
Competences/Learning outcomes of the degree programme
- CEM-01 - To analyze and understand the educational processes inside and outside the classroom regarding the 6-12 age period.
- CEM-02 - To be familiar with the basics of primary education.
- CEM-03 - To analyze teaching practice and the institutional conditions in which it takes place.
- CEM-05 - To be familiar with the historical development of the educational system in our country, as well as the political and legislative determinants of educational activity.
- CEM-10 - To design, plan and evaluate teaching activity and learning in the classroom.
- CEM-12 - To participate in the definition of the educational project and the general activities of the school in compliance with quality-management criteria.
- CET-1 - Interpersonal responsibility: to be aware of professional performance and influence on students. To have the skills and knowledge to manage group processes and communication for good collaboration with and between students.
- CET-2 - Pedagogical responsibility: to have the knowledge and teaching skills required to create a safe learning environment for both classes and groups, but also for individual students, in order that children can become responsible, independent adults.
- CET-4 - Expertise in the subject taught and teaching methodologies: to have the required knowledge in the subject taught and to know which teaching methods should be applied to create a good learning environment where students can acquire the cultural baggage they need to live in society. and to do so in an up-to-date, professional and systematic manner.
- CET-5 - Collaboration with colleagues in the profession: to have the knowledge and skills required to make a professional contribution to the teaching environment in the school, in professional relationships, and to achieve a good school organization.
- CG-02 - To communicate clearly and correctly in the language of instruction (Catalan and Spanish), orally and in writing, in accordance with level C1 in the Common European Framework of Reference for languages (CEFR).
- CG-04 - To promote and facilitate attention to the unique educational needs of students, gender equality, fairness and respect for human rights, in the contexts of learning and social harmony, both in the school and in relation to the surroundings.
- CG-05 - To be familiar with the elements that make up analytical thinking, the different levels of proficiency and how to develop this skill as much as possible.
Learning outcomes of the subject
- Identifies analyzes and understands the processes of EA in the classroom and outside of it in the period 6-12
- Identifies Didactics as a science of education and analyzes the components of the didactic act.
- It includes the fonamens of Primary Education
- Design, plan and evaluate teaching activity and classroom learning
- Understands and facilitates attention to diversity.
- Get to know the official curriculum of the elementary stage and its application and is able to analyze it and relate it to the classroom program.
- Understands and argues the need for classroom programming as an action plan to address multiple school situations more effectively.
- Program didactic units in design and application and their evaluation in primary classrooms.
- He is aware of the complexity of the teaching and learning process in Primary Education and faces his analysis.
Syllabus
- The Curriculum and the teaching-learning process.
- The Teaching and educational components of the event.
- The teacher: role, functions and styles.
- Educational role models.
- Curriculum: Concept and foundations.
- The practice of curriculum: design, development and evaluation.
- The curriculum at the stage of primary education.
Teaching and learning activities
In blended
| CEM-02 CEM-05 CG-05 | Presentation methods / lecture | Theory classes IN PERSON / VIRTUAL |
| CEM-03 CEM-10 CET-2 CET-4 CG-05 | Case studies | Seminar-workshops IN PERSON |
| CEM-01 CEM-10 CET-1 CET-5 CG-02 | Problem-solving exercises | Practical classes IN PERSON |
| CEM-12 | Learning contract | Tutorials VIRTUAL |
| CEM-05 CEM-12 CET-1 CG-04 | Cooperative learning Project-based learning |
Group study and work IN PERSON / VIRTUAL |
| CEM-10 CEM-12 CG-02 | Project-based learning | Individual / independent study and work VIRTUAL |
Evaluation systems and criteria
In blended
Assessment: This is an ongoing assessment
– Preparation of a UD in group 50%
- Written work 25% (Presentation of a work, design of activities)
- Oral presentation 25% (Behavior register, degree of participation)
– Individual assessment tests 30%
- 10% interview
- Theoretical test 20%
– Individual portfolio 20%
- Portfolio and Reflective Memory
-Class attendance (IN PERSON or ONLINE). Obligation to monitor continuous assessment activities
The evaluation of the subject will be developed from the evaluation of progress throughout the teaching period. The records that will allow this evaluation will be taken from the different activities of continuous evaluation, which will have a varied nature. Specifically, the subject will be evaluated from the elaboration of a UD or project, the continuous elaboration of a portfolio, the participation competent in the academic tutorials and the realization of individual tests of evaluation. Other situations from which data are extracted are the observation and assessment of the participation in the classroom and the self-evaluation. It will be necessary to distinguish the activities of training of the evaluation activities.
To achieve the maximum possible objectivity in the assessment, the student will be asked as closely as possible between the individual assessment notes and the group assessment notes. If this consistency does not exist, the individual mark obtained in the classroom will always be prioritized, as a final grade. This is because we think that the component in group work is unique and that the rest of the competences that the student has to achieve are individual.
In coherence with the social responsibility that the function of the teachers entails, it is necessary to specify two more factors in the evaluation of this subject. In the first place, mention that the attitudes that teachers consider of academic irresponsibility may not achieve the approved in the subject, to enter into complete contradiction with the teacher profile, as indicated by the competence of qualification 7 CET7 . Secondly, and in relation to CG 2, specify that the vehicular language of this subject is Catalan (although documentation in Spanish or English can be worked), in this sense, in any test of written evaluation, is Penalize with 0.2 points, each lack of spelling considered serious. If the revision of a work is perceived, from the beginning, an excess of spelling mistakes or improper writing, the work will be returned for the student to correct it and return it again within a week. In this case, you will have to approve a pass at most. We think that these considerations will be of great help to improve the quality of the future work as teachers and the current academic work. If a student presents, justifiedly, a difficulty in reaching these conditions, they must inform the teacher.
|
OUTCOMES |
ASSESMENT SYSTEM |
|
1, 2, 6 |
Objectives Test and executions test |
|
4, 5, 6, 8 |
Oral presentation (UD / Project) |
|
1,3 |
Memory (Portfoli) |
|
1, 2, 7 |
Academic interview (Tutoria) |
|
9 |
Self evaluation |
Bibliography and resources
Lectures de consulta:
- MENA, B. (1998): Didáctica y currículum escolar. II Edición ampliada. Salamanca: Anthema Ediciones.
- BERNARDO J. (2004) Una didáctica para hoy. Madrid. Ed. Rialp
- SEVILLANO, M. (2004) Didáctica en el siglo XXI. Madrid: Ed. Mc Graw Hill
- BLANCH, X. (1999): Cinc cèntims sobre la reforma educativa. Barcelona: Proa. (pp.61 a91: “Concepció del procés ensenyament-aprenentatge” i “ El constructivisme”)
- COLL, C. (1990): Aprendizaje escolar y construcción del conocimiento. Barcelona: Paidós
- MARCHESI, A. (2000): Controversias en la educación española. Madrid: Alianza
- BENEDITO, V. (1987): Introducción a la Didáctica. Barcelona: Barcanova
Bibliografia bàsica
- ARÀNEGA, Susana (2008) La programació en el nou currículum. Les competències bàsiques a l'Educació Primària. És de Rosa Sensat.
- COLL, C.; DARDER, P. I PÉLACH, J. (eds) (1991): El grup-classe.un potencial educatiu fonamental. Projecte educatiu i concreció del currículum en el marc de la reforma. Vic: Eumo.
- DD.AA. (1986): “Hacia un nuevo modelo curricular”. Cuadernos de Pedagogía(núm. 139).
- DD.AA. (1989): “Reforma y currículum”. Cuadernos de Pedagogía(núm. 168).
- DD.AA. (1994): “Proyectos curriculares”. Cuadernos de Pedagogía(núm. 223)
- MENA, B. (1998): Didáctica y currículum escolar. II Edición ampliada. Salamanca: Anthema Ediciones. (Tems 10 i 11, pp.229 a276).
Bibliografia d'ampliació
- ANTÚNEZ, S. i alt. (1995): Del projecte educatiu a la programació d’aula. Barcelona: Graó.
- BOLEA, E.; MIRAS, M. (1994): “Intenciones educativas'. Cuadernos de Pedagogía (núm. 223, pág. 32-38).
- COLL, C. (1991): 'Concepción constructivista y planteamiento curricular”. Cuadernos de Pedagogía (núm. 188, pág.8-11).
- DEL CARMEN, L. (1991): “Secuenciación de los contenidos educativos”.Cuadernos de Pedagogía (núm. 188, pág. 20-23).
- DEL CARMEN, L. (1992): “Una propuesta práctica para analizar y reelaborar las secuencias de contenidos”. AULA de innovación educativa (10, pág. 5-8).
- DEL CARMEN, L. (1993): La planificació de cicle i de curs. Barcelona: ICE - GRAÓ.
- DEL CARMEN, L.; MAURI, T.; SOLE, I.; ZABALA, A. (1990): El currículum en el centro educativo. Barcelona: Horsori - ICE.
- Departament d'Ensenyament. Generalitat de Catalanya (1994): Educació infantil: Unitats de programació. Servei de Difusiói Edicions.
- Departament d'Ensenyament. Generalitat de Catalunya (1994, 1995): Educació primària: Unitats de programació. Servei de Difusió i Edicions.
- ESCAMILLA, A. (2008): Las competencias básicas. Claves y propuestas para su desarrollo en los centros. Graó.
- GONZÁLEZ, F. (1994): Temas transversales y áreas curriculares. Madrid: Alauda/Anaya.
- KETELE, J.M. DE (1984): Observar para educar. Observación y evaluación en la práctica educativa. Madrid: Visor.
- MAURI, T.; ONRUBIA, J. (1994): “Decisiones sobre metodología didáctica”. Cuadernos de Pedagogía (núm. 223, pág.39-44).
- MEC (1992): Cajas rojas de materiales para la reforma. Madrid:MEC.
- MEC (1993): Cajas rojas: Temas transversales. Madrid: MEC.
- MONEREO, C. (comp) (1991): Enseñar a pensar a través del currículum escolar. Barcelona: Casals.
- PALOS, J. (coord.) (2000): Estrategias para el desarrollo de los temas transversales del currículum. Barcelona: ICE-Horsori.
- TABA, H. (1974): Elaboración del currículum. Buenos Aires:Troquel.
- TANN, C.S. (1990): Diseño y desarrollo de unidades didácticasen la escuela infantil. Madrid: MORATA-MEC.
- ZABALA, A. (1992): “Elaboración de los Proyectos Curriculares de centro: ¿empezar por lo que se hace o a partir de las grandes decisiones?”. AULA de innovación educativa (23, pág.40-48).
- ZABALA, A. (1994): “Les seqüències de contingut, instruments per a l'análisi de la práctica”. Guix (201-202, pág.23-29).
- ZABALA, A. (1995): La pràctica educativa. Com ensenyar. Barcelona:Graó.
La investigació i la innovació a partir de la pràctica
Bibliografia bàsica
- MENA, B. (1998): Didáctica y currículum escolar. II Edición ampliada. Salamanca: Anthema Ediciones. (Tema 14, pp.297 a310).
Bibliografia d'ampliació
- BLÁNDEZ, J. (1996): Investigación-acción: un reto para el profesorado. Barcelona: Inde.
- CARRASCO, J. I CALDERERO, JF. (2000): Aprendo a investigar en educación.Madrid: Rialp.
- EISNER, E.W. (1998): El ojo ilustrado. Indagación cualitativa y mejora de la práctica educativa. Málaga: Aljibe.
- ELLIOT, J. (1990): La investigación-acción en educación. Madrid: Morata.
- HOPKINS, D. (1989): Investigación en el aula. Guía del profesor. Barcelona: PPU.
- KEMMIS, S. I MC TAGGART, R. (1988): Cómo planificar la investigación -acción. Barcelona: Laertes.
- STENHOUSE, L. (1987): La investigación como base de la enseñanza. Madrid: Morata.
- WOODS, D. (1987): La escuela por dentro. La etnografía en la investigación educativa. Madrid: Paidós-MEC.
Escola i societat
Bibliografia bàsica
- MENA, B. (1998): Didáctica y currículum escolar. II Edición ampliada. Salamanca: Anthema Ediciones. (Tema 13, pp.283 a296 i tema15, pp.311 a324).
Bibliografia d'ampliació
- ALONSO TAPIA, J. (1991): Motivación y aprendizaje en el aula.Madrid: Santillana, Aula XXI.
- BLANCO, R. (1993): “La respuesta a la diversidad y las intenciones educativas”. Aula de Innovación Educativa, nº 10. pp.43-46.
- BUENO, J.J. (1997): “Controversias en torno a la educación multicultural”.RELIEVE. http://www2.uca.es/RELIEVE.
- CARBONELL, F. (1995): Inmigración: Diversidad Cultural, Desigualdad Social y Educación. Madrid: MEC.
- DD.AA. (1993a): “Educar en la diversidad”. Cuadernos de Pedagogía(núm. 212).
- DD.AA. (1993b): El constructivismo en el aula. Barcelona: Graó.
- DD.AA. (2000a): “Estrategias para atender la diversidad”. Aula, nº.90.
- DÍAZ-AGUADO, M.J. (1995): “Educación intercultural yd esarrollo de la tolerancia”. Revista de Educación, 307. pp. 163-183.
- GARCÍA-GARRIDO, J.L. (1995): “Interculturalismo: el reto dela educación Europea”. Vela Mayor, 5. pp. 6-12.
- MARCHESI, A. I HERNÁNDEZ-GIL, C. (2000): El fracaso escolar. Madrid: Fundación por la modernización de España.
- PUIGDELIVOL, I. (1993): Programación de aula y adecuación curricular. El tratamiento de la diversidad. Barcelona: Graó.
- TOURAINE, A. (1995): “¿Que és una sociedad multicultural?Falsos y verdaderos problemas”. Claves de Razón Práctica,56. pp. 14-25.
- ZAPATA-BARRERO, R. (2000): “Ocho preguntas bàsicas para una cultura de la integración”. La Vanguardia Digital, novembre. www.lavanguardia.es