Universitat Internacional de Catalunya
Education I: Teaching and the Curriculum
Other languages of instruction: Spanish
Teaching staff
Carme Balaguer
Notice by mail: mcbalaguer@uic.es
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 (Childhood education)
Competences/Learning outcomes of the degree programme
- CEM-01 - To understand the educational and learning processes in the 0-6 year age period, in the family, social and school contexts.
- CEM-05 - To know how to promote the acquisition of habits concerning independence, freedom, curiosity, observation, experimentation, imitation, acceptance of rules and limits, and symbolic and heuristic play.
- CEM-06 - To know the pedagogical dimension of interaction with peers and adults and learn to promote participation in group activities, cooperative work and individual effort.
- CET-3 - 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-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.
- CET-6 - Collaboration with the professional environment at the school: to have the knowledge and skills required to establish good relations with the people and institutions dedicated to child welfare or belonging to the school's professional environment.
- CET-7 - To promote responsibility in terms of professional development: to analyse, reflect on and develop points of view about the profession and teaching skills, to know how to make these clear and how to bring them up to date.
- 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.
- CG-06 - To be familiar with the elements that make up systemic thinking, the different levels of proficiency and how to develop this skill as much as possible.
- CG-07 - To be familiar with the elements that make up critical thinking, the different levels of proficiency and how to develop this skill as much as possible.
- CG-08 - To be familiar with the elements that make up reflective thinking, the different levels of proficiency and how to develop this skill as much as possible.
Learning outcomes of the subject
1. Know the psychological, developmental and personality / the children / as 0-3 features.
2. Identify, analyze and understand the teaching-learning / the alumos / as 0-6 years and knows how to relate with the environment becoming aware of its complexity.
3. Know, knows and values apply early child care education.
4. Recognizes cognitive, psychomotor, communication, social and emotional characteristics of students in 0-6 years and knows identify possible deficits or giftedness.
5. Knows how to promote the acquisition of habits around autonomy, freedom, curiosity, observation, experimentation, imitation, acceptance of rules and limits, symbolic play and heuristic.
8. Evaluate the activities and effectiveness and, if necessary, adapts the whole group or each student in particular to encourage attention to diversity.
9. Manages the kindergarten classroom using different forms of organization, teaching aids and educational materials that support the objectives related to educational activities.
10. Participate in the dynamic-school making a constructive contribution in the various meetings, promoting cooperative work as the focus of tolerance education.
12.- offers parents and other stakeholders about students, and appropriately uses information obtained from these.
13. Participate constructively in consultations with different types of people and institutions to collaborate with other outdoor professionals.
14.This familiar with the social environment of the parent or guardian and the cultural background of students.
15.- 15. In your personal and professional development using information obtained from students and their peers, in addition to help from peers in the form of advice or supervision, to direct its action towards constant improvement.
16. Has sufficient knowledge of behavioral psychology to analyze and understand their own behavior and that of others.
17. Know the mental processes continue to develop a comprehensive analysis of the cases studied.
18.-know and take into account the characteristics of the environment both in understanding the features of a case as to forecast the supply of its intervention.
20. Take-aware of the importance of the teacher as driver class group to promote a good working atmosphere in the classroom.
23.-Analyze the need for rigidity and flexibility in educational contexts for the development of the educational activity.
24. Identify, describe and understand the concept of education.
36-Meet, analyzes and applies contemporary educational thinking
37. Identifies, analyzes and understands the teaching-learning / the alumos / as 0-6 years and knows how to relate with the environment becoming aware of its complexity.
39.-Design, plans and evaluates, from reflection, teaching and the process of teaching and learning in the classroom.
40.Evaluate the activities and their effectiveness and, if necessary, adapted to the whole group or each student in particular to encourage attention to diversity.
42. Meet the official curriculum of step child and their application being able to analyze and relate classroom programming.
43.Explain the need for programming in the classroom as an action plan to address multiple school situations more effectively.
Syllabus
Teaching and learning activities
In person
| CEM-01 CEM-06 CET-3 CG-02 CG-05 CG-06 | Case studies | Seminar-workshops IN PERSON |
| CEM-06 CET-3 CET-4 CET-5 CG-02 CG-04 CG-07 | Problem and exercise solving | Practical classes IN PERSON |
| CET-3 CG-02 | Learning contract | Tutorials VIRTUAL |
| CEM-05 CET-6 CG-02 CG-04 CG-06 CG-07 | Project-based learning | Group study and work IN PERSON / VIRTUAL |
| CEM-05 CET-3 CET-5 CET-7 CG-05 CG-06 CG-08 | Project-based learning Case studies |
Individual / independent study and work VIRTUAL |
Evaluation systems and criteria
In person
Evaluation: this is a continuous evaluation
- Production of a group UD 40%
- Written work 20% (Presentation of a work, design of activities)
- Oral presentation 20% (Register of behaviors, degree of participation)
- Individual assessment tests 40%
- Interview 10%
- Theoretical test 30%
- Paper individual 20%
- Personal reflections on personal development and learning
-Assistance in class (IN PERSON or VIRTUAL). Obligatory monitoring of the activities of continuous evaluation
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. . It will be necessary to distinguish the activities of training of the evaluation activities.
To achieve as much objectivity as possible in the assessment, the student will be asked for maximum consistency between the individual assessment notes and the group assessment notes. If this consistency does not exist, the individual grade obtained in the classroom will always be prioritized as the final grade. This is because we think that the competence in group work is unique and that the rest of the competences that the student must achieve are individual. In the event of suspending the skills related to any of the continuous assessment activities, a symbolic suspension will be placed on the first call. When the suspended skills have been recovered, in the 2nd call, the previous continuous assessment grades will be taken into account and the final grade will be weighted with the grade obtained in the 2nd call.
In coherence with the social responsibility that the role of the teachers entails, two more factors must be specified in the evaluation of this subject. In the first place, mention that attitudes that teachers consider to be academic irresponsibility may not achieve the approved in the subject, to enter into complete contradiction with the teacher's profile, as indicated by the competence of the degree course 7 CET7 . Secondly, and in relation to CG 2, specify that the vehicular language of this subject is Catalan (although documents in Spanish or English can be worked on), in this sense, in any written assessment test, it 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 believe 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, justifiably, a difficulty in reaching these conditions, they must be communicated to the teacher.
|
OUTCOMES |
ASSESTMENT |
|
5, 22, 24, |
Academic Work (UD/ Project) |
|
6, 8, 9, 23, 21 |
Desing of activities (UD/ Project) |
|
11 |
Behaviour registration |
|
19, 10, 11, 36 |
Academic Interview |
|
5, 19, 42. 43, 44 |
Memory: Personal reflections on personal development and learning |
|
12 |
Report(UC/ Projecte) |
|
15 |
Self evaluation |
|
6, 19, 21, 24, 42, 43, 44 |
Execution test and objective test |
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).
- MORAL, C. i PÉREZ, M.P. (coords) (2009) Didáctica. Teoría y práctica de la enseñanza). Madrid: Pirámide
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