TEACHER OF THE SUBJECT GUIDE PROCESSES OF TEACHIG

1
PCA-27-F-01 Ed.02
TEACHER OF THE SUBJECT GUIDE
PROCESSES OF TEACHIG AND LEARNING IN
THE CLASSROMM: TECHNIQUES AND
INSTRUMENTS
Degree in education Infantil
Facultad of psychology, teaching and science of
Educacion
Universidad Católica de Valencia San Vicente
Martir
Universidad Católica de Valencia “San Vicente Mártir”
2
PCA-27-F-01 Ed.02
Curso 2016/17
SUBJECT TEACHING GUIDE
ECTS
SUBJECT: PROCESSES OF TEACHING LEARNING IN THE
CLASSROOM: TECHNIQUES AND INSTRUMENTSESOS DE
ENSEÑANZA APRENDIZAJE EN EL AULA: TÉCNICAS E
INSTRUMENTOS
MATERIAL: ORGANIZATION OF THE SCHOOL SPACE,
MATERIALS AND SKILLS TEACHING
MÓDULE: PROCESSES AND EDUCATIONAL CONTEXTS
Type of training: BÁSIC
Profesorado:
Dra. Dª Remedios Aguilar Moya
D. Javier Castellà Beltrán
Dª Mª Isabel Díaz García
Dª Lydia Faus Dalmau
Dª Eva Romero Úbeda
6
12
42
COURSE: 3rd
Semester: 1st
Department:
GENERAL DIDACTICS,
EDUCATION AND THEORY OR
TECNOLIGICAL INNOVATION
E-mail:
remedios.aguilar@ucv.es
javier.castella@ucv.es
misabel.diaz@ucv.es
lydiafaus@ucv.es
eva.romero@ucv.es
Universidad Católica de Valencia “San Vicente Mártir”
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ORGANIZATION OF MODULE
____________________________________________________________________________
PROCESSES AND EDUCATIONAL CONTEXTS
Nº ECTS
42
Materials and Subjects
Material
Organizacion of
school space,
materials and faculty
skills
ECTS
SUBJECT
12
La organization of the classroom
and the Centre of ed. infantil
Processes of teaching and
learning in the classroom :
technical and instruments
ECTS
Course/
semester
6
2/2
6
3/1
SUBJECT TEACHING GUIDE :
TEACHER OF THE SUBJECT GUIDE PROCESSES OF TEACHIG AND
LEARNING IN THE CLASSROMM: TECHNIQUES AND INSTRUMENTS
Previous recuirements:
GENERALS OBJECTIVES
a. Learn about the most common teaching styles in practice educativa.
b. Design and plan various teaching-learning processes and to evaluate the
result of the same, evaluating different techniques and tools to use .
Universidad Católica de Valencia “San Vicente Mártir”
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c. Acquire the domain of the social skills necessary for the educational practice
as a teacher in a community educative.
Ponderation of
the
competences
GENERICS COMPETENCES
1
2
3
G2. Promote and facilitate learning in early childhood, from a
global perspective and integrating the different dimensions of
cognitive, emotional, psychomotor and volitional.
4
X
G4. Promoting coexistence in the classroom and outside of it
and deal with the peaceful resolution of conflicts. Learn
systematically observe contexts of learning and living
together and learn to reflect on them.
X
G10. Act as guiding of parents and mothers in relation to the
education family in the period 0-6 and master skills social in
the try and relationship with the family of each student and
with the set of them families.
X
G11. Reflect on classroom practices to innovate and
improve teaching. Acquire habits and skills for autonomous
and cooperative learning and promoting it in the students.
X
ESPECIFICSCOMPETENCES
1
2
E12. Understand that the daily dynamics in pre-school
education varies according to each student, group and
situation and to be flexible in the exercise of the teaching
function.
E16. The needs of students and pass security, tranquillity and
affection.
LEARNING OUTCOMES
3
4
X
X
COMPETENCES
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R-1 Identifies disciplinary problems and solves them
using different plans of Intervention.
G4, G10,
R- 2 Identifies the style of learning of the students.
G2, G11,E12
R-3 Plans different processes of learning based on
the diversity of the group.
G2, G11
R-4 The student relates the different teaching styles
with the classroom management.
G4, G10, E16
R-5 Classroom management designed different strategies
for teaching based on the diversity of the students
G2, E12
TRAINING ACTIVITIES IN RECEIVABLES ECTS, HIS METHODOLOGY OF
TEACHING-LEARNING AND HIS RELATIONSHIP WITH THE RESULTS OF
LEARNING ACTIVITIES TRAINING OF WORK
ACTIVITIES TRAINING OF WORK
ACTIVITY
THEORETICAL
CLASSES
Learning teaching
Methodology .
Theoretical exposure
of contents by the
Professor, analysis
skills, explanation and
demonstration of
skills, abilities and
knowledge in the
classroom .
Universidad Católica de Valencia “San Vicente Mártir”
Relationship with learning
outcomes
R3, R4, R5
ECTS
0,6
6
PCA-27-F-01 Ed.02
0,4
PRACTICAL CLASSES
STATEMENT OF
WORK
TUTORIAL ATENTION
TEST
Working sessions of
group work supervised
by the professor. Study
cases, field study,
classroom computer,
visits and didactic
itineraries, data libraries,
Internet, etc. Activities in
spaces with specialized
equipment.
Sharings of acquired
knowledge. Oral
presentations of
elaborate work.
Teacher-pupil interaction
between students
Tutorial atention custom
and 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.
Test set used in the
initial formative or
summative evaluation of
the student. Written
tests. Oral
presentations. Review
of texts Bibliografics.
R1, R2, R3, R4, R5
0,6
R2, R3, R5
0,4
R1, R2, R3, R4, R5
0,4
R2, R3, R4, R5
TOTAL
2,4
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TRAINING ACTIVITIES IN RECEIVABLES ECTS, HIS METHODOLOGY OF
TEACHING-LEARNING AND HIS RELATIONSHIP TO ACQUIRE SKILLS
AUTONOMOUS WORK TRAINING ACTIVITIES OF STUDENT
ACTIVITY
TEAM WORK
INDIVIDUAL WORK
Learning teaching
Methodology .
Relationship with learning
outcomes
Readings.
Preparation of trials,
work, study cases,
reports, preparation
of seminars, etc. to
expose or deliver in
theoretical classes
practical classes
and/or small group
tutoring. Work on the
platform of the
University or other
virtual spaces. Selfemployment data
libraries,
documentary
databases,
information seekers,
magazines scientific,
etc.
(www.plataforma.ucv.
es)
Individual preparation
of readings, essays,
resolution of issues,
seminars, jobs,
reports to expose or
deliver in theoretical
classes, practical
classes and/or small
group tutoring. Work
on the platform of the
University
(www.plataforma.ucv.
es) or other virtual
spaces. Autonomous
work of searching for
data in libraries,
documentary
databases, search
engines for
information, scientific
journals, etc. Internet,
etc.
Universidad Católica de Valencia “San Vicente Mártir”
R1 a R5
R1 a R5
ECTS
1,6
2
8
PCA-27-F-01 Ed.02
TOTAL
3,6
ASSESSMENT SYSTEM ACQUISITION OF SKILLS AND GRADING SYSTEM
Assessment Tool
LEARNING OUTCOMES ASSESSED
Percentage
granted
Written test
R2, R3, R5
45 %
Development of
portfolio
R1, R2, R3, R4, R5
20%
Oral presentation of
cooperative work
R2, R3, R4
20%
Presentation of
analysis and critical
appraisal of
bibliographic texts
Monitoring group
and individual
assistance and
participation
10%
R1, R2, R3, R4, R5
5%
R1, R2, R3, R4, R5
The final grade will be the weighted average of the results obtained in each of the previous
sections, provided that they have passed all with 50%. All work will have a date of execution and
concrete delivery. All oral and written production by students will be evaluated at a formal level
according to the document "Level C1 (common European framework of reference for languages)
in pre-school and primary education teacher grades.
•A granted honors to students who obtain one score of more than 9 points, at first call. •The
attendance at face-to-face meetings , the active participation and involvement in the classes
theoretical practices as well as in the rest of training activities from the learner, candidate to
receive the distinction, it should reach the levels of excellence. •the mention of honours may be
awarded to students who have obtained a score equal to or greater than 9.0. Their number may
not exceed 5% of the students enrolled in a matter in the corresponding academic year, unless
the number of registered students is less than 20, in which case a single honours may be
granted. (Royal Decree 1125 / 2003)
Universidad Católica de Valencia “San Vicente Mártir”
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DESCRIPTION OF CONTENTS
Lesson 1: Styles docentes.
1.1.-Analysis of the different classifications of styles docentes.
1.2-Types of docentes.
1.3-Non-verbal communication styles and their influence in the
classroom.
.
Lesson 2: Learning styles.
2.1 Approach to different styles.
2.2.-Incidence in the teaching-learning process.
2.3.-The reflective practice
Lesson 3: The intelligences multiples.
3.1.-Definition of intelligences multiples.
3.2.-How work intelligences multiples.
3.3-Planning of multiple intelligences
Lesson 4: Social skills.
4.1 - What are social skills?.
4.2 Need for construction of a climate of affection, trust and
security.
4.3 Interaction with others.
4.4.-Autonomy.
4.5.-Rules, routines and conflicts.
4.6.-Programme of skills social.
COMPETENCES
G11,
E12
G 2, G11,
E12, E16
G2, G11,
E12, E16,
G2, G4, G10,
E16
TEMPORAL ORGANIZATION OF LEARNING
BLOQUE DE CONTENIDO/UNIDAD DIDÁCTICA
Lesson 1: Styles docentes.
1.1.-Analysis of the different classifications of styles
docentes.
1.2-Types of docentes.
1.3-Non-verbal communication styles and their influence
in the classroom..
Lesson 2: Learning styles.
2.1 Approach to different styles.
2.2.-Incidence in the teaching-learning process.
2.3.-The reflective practice
Universidad Católica de Valencia “San Vicente Mártir”
Nº DE SESIONES
8
8
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Lesson 3: The intelligences multiples.
3.1.-Definition of intelligences multiples.
3.2.-How work intelligences multiples.
3.3-Planning of multiple intelligences
Lesson 4: Social skills.
4.1 - What are social skills?.
4.2 Need for construction of a climate of affection, trust
and security.
4.3 Interaction with others.
4.4.-Autonomy.
4.5.-Rules, routines and conflicts.
4.6.-Programme of skills social.
8
6
BIBLIOGRAPHY
Universidad Católica de Valencia “San Vicente Mártir”
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Basic bibliography
AGELET, J. (2001). Estratégias organizativas de aula. Ed. Graó.
ANDRES, J. (2004). Aprender a aprender. Ed. CCS.
ARELLANO, J. y SANTOYO, M. (2010). Investigar con mapas conceptuales. Procesos
metodológicos. Editorial Narcea. Madrid.
ARGENTE, A. et al (2013). Docencia y práctica educativa: la estilística en la educación.
Colección Portulario.
BARNETT, L. (2003). Motivación tratamiento de la diversidad y rendimiento académico.
Ed. Graó.
ESCAMILLA, A. (2014). Inteligencias múltiples. Claves y propuestas para su desarrollo
en el aula. Graó
FICHTNER, B. (2002). Enseñar y aprender. Ed. Octaedro.
GADNER, H. (2010). La inteligencia reformulada. Barcelona. Paidós.
GADNER, H. (2011). Inteligencias múltiples. Barcelona. Paidós
GALLEGO, j. (2004). Enseñar a pensar en la escuela. Madrid. Pirámide.
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.
LÓPEZ MOJARRO, M. (2002), A la Calidad por la evaluación. Praxis. Barcelona
MARCELO C. y VAILLANT, D. (2010) Desarrollo profesional docente. ¿Cómo se
aprende a enseñar? Revista Teoría de la Educación. Educación y cultura en la sociedad
de la información. Vol. 11
MARTÍNEZ, P. (2008). Aprender y enseñar. Ed. Mensajero S.A. Unipersonal.
NIETO, J.M. (2004). Estrategias para mejorar la práctica docente. Ed. CCS.
PENNAC, D. (2007). Mal de Escuela. Ed. Mondadori.
PROT, B. (2004). Pedagogía de la motivación. Cómo despertar el deseo de aprender.
Ed. Narcea.
REYES, E. (2014). Inteligencias múltiples en educación infantil: La práctica en el aula.
Editorial Círculo Rojo.
SANTOS, M.A. (2000) Entre bastidores. El lado oculto de la organización
SANZ, R. (2001) Orientación psicopedagógica y calidad educativa. Pirámide. Madrid.
THORNE, K. (2010) Motivación y creatividad en clase. Ed. Graó. Barcelona.
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TRUJILLO, F. (2006). Experiencias educativas en aprendizaje cooperativo. Ed. Grupo
Editorial Universitario.
Webgraphy.
http://www.revistaeducacion.educacion.es/re334/re334_03.pdf
http://assets.mheducation.es/bcv/guide/capitulo/8448175743.pdf
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