Universitat Internacional de Catalunya

Education I: Teaching and the Curriculum

Education I: Teaching and the Curriculum
6
10595
1
First semester
FB
Main language of instruction: Catalan

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

  1.  Identifies analyzes and understands the processes of EA in the classroom and outside of it in the period 6-12
  2. Identifies Didactics as a science of education and analyzes the components of the didactic act.
  3. It includes the fonamens of Primary Education
  4. Design, plan and evaluate teaching activity and classroom learning
  5. Understands and facilitates attention to diversity.
  6. 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.
  7. Understands and argues the need for classroom programming as an action plan to address multiple school situations more effectively.
  8. Program didactic units in design and application and their evaluation in primary classrooms.
  9. He is aware of the complexity of the teaching and learning process in Primary Education and faces his analysis.

Syllabus

  1. The Curriculum and the teaching-learning process.
  2. The Teaching and educational components of the event.
  3. The teacher: role, functions and styles.
  4. Educational role models.
  5. Curriculum: Concept and foundations.
  6. The practice of curriculum: design, development and evaluation.
  7. The curriculum at the stage of primary education.

 

Teaching and learning activities

In person



COMPETENCESMETHODOLOGYTRAINING ACTIVITY
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 person



Evaluation: this is a continuous evaluation

- Production of a group UD 10% 

  • Written work 20% (Presentation of a work, design of activities) 
  • Oral presentation 20% (Register of behaviors, degree of participation)

- Individual assessment tests 50%

  • Interview 10% 
  • Theoretical test 40%

- Paper individual 20%

  • Personal reflections on personal development and learning

-Assistance in class (IN PERSON). 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 case of NP in the first call, it will be required, in the second call, the presentation of all the planned continuous assessment activities, as a measure to be able to evaluate the skills.

In line with the social responsibility that comes with the function of teachers, it is necessary to specify two more conditions in the evaluation of this subject. First of all, mention that the attitudes that the teaching staff consider to be academic irresponsibility can lead to not achieving the pass in the subject, to enter into complete contradiction with the profile of the teacher, as indicated by the qualification qualification 7 CET7 . Secondly, and in relation to CG 2, specify that the vehicular language of this subject is Catalan (although documentation can be worked on in Spanish or English).

In this sense, the spelling criteria in force for the discount of points in the assessment tests are as follows:

  • In written works that have a maximum of 7 pages, 0.1 points will be deducted for missing work if it is a handwritten work, and 0.3 points if it has been written on a computer.
  • In written works of more than 7 pages, 0.1 points will be deducted for errors, whether by hand or by computer.
  • The discount limit is a maximum of 2 points.

If an excess of spelling mistakes or inappropriate writing is noticed in the review of a work, from the beginning, the work will be returned so that the student can correct it and hand it in again after a week. In this case, you will receive 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 any student presents, in a justified way, a difficulty in meeting these conditions, he/she must inform 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

ectures de consulta:

  • MENA, B. (1998): Didáctica y currículum escolar. II Edición ampliada. Anthema Ediciones.
  • BERNARDO J. (2004) Una didáctica para hoy. Ed. Rialp
  • SEVILLANO, M. (2004) Didáctica en el siglo XXI. Ed. Mc Graw Hill
  • BLANCH, X. (1999): Cinc cèntims sobre la reforma educativa. Proa. (pp.61 a91: “Concepció del procés ensenyament-aprenentatge” i “ El constructivisme”)
  • COLL, C. (1990): Aprendizaje escolar y construcción del conocimiento. Paidós
  • MARCHESI, A. (2000): Controversias en la educación española. Alianza
  • BENEDITO, V. (1987): Introducción a la Didáctica. 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. Eumo.
  • MORAL, C. i PÉREZ, M.P. (coords) (2009) Didáctica. Teoría y práctica de la enseñanza). Pirámide.
  • DECRET 175/2022, de 27 de setembre, d'ordenació dels ensenyaments de l'educació bàsica. https://portaldogc.gencat.cat/utilsEADOP/PDF/8762/1928585.pdf
  • XTEC. https://xtec.gencat.cat/ca/inici/ 

Bibliografia d'ampliació

  • ANTÚNEZ, S. i alt. (1995): Del projecte educatiu a la programació d’aula. Graó
  • COLL, C. (1991): 'Concepción constructivista y planteamiento curricular”. Cuadernos de Pedagogía (núm. 188, pág.8-11).
  • ESCAMILLA, A. (2008): Las competencias básicas. Claves y propuestas para su desarrollo en los centros. Graó.
  • MONEREO, C. (comp) (1991): Enseñar a pensar a través del currículum escolar. Casal