Education I: Teaching and the Curriculum
Main language of instruction: Catalan
Other languages of instruction: Spanish
Head instructor
Dra. Maria Carmen BALAGUER - mcbalaguer@uic.es
Office hours
Carme Balaguer
Notice by mail: mcbalaguer@uic.es
Introduction to teaching methods and styles, and teaching and learning program in the existing regulatory framework, and the current social and cultural toned.
- 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)
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.
COMPETENCES | METHODOLOGY | TRAINING ACTIVITY |
---|---|---|
CEM-01 CEM-06 CET-3 CG-02 CG-05 CG-06 | Case studies | Seminar-workshops |
CEM-06 CET-3 CET-4 CET-5 CG-02 CG-04 CG-07 | Problem and exercise solving | Practical classes |
CET-3 CG-02 | Learning contract | Tutorials |
CEM-05 CET-6 CG-02 CG-04 CG-06 CG-07 | Project-based learning | Group study and work |
CEM-05 CET-3 CET-5 CET-7 CG-05 CG-06 CG-08 | Project-based learning Case studies | Individual / independent study and work |
• Evaluation: this is a continuous evaluation
-Production of a group UD 50%
• Written work 25% (Presentation of a work, design of activities)
• Oral presentation 25% (Register of behaviors, degree of participation)
-Individual assessment tests 30%
• Interview 10%
• Theoretical test 20%
-Paper individual 20%
- Porfoli and reflexive memory
-Assistance in class. 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 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 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 (portfoli) |
12 |
Report(UC/ Projecte) |
15 |
Self evaluation |
6, 19, 21, 24, 42, 43, 44 |
Execution test and objective test |
Lectures de consulta:
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