COURSE GUIDE TECHNIQUES AND TOOLS FOR TEACHING AND LERNING PROCESSES. SOCIAL EDUCATION DEGREE Universidad Católica de Valencia
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1 COURSE GUIDE TECHNIQUES AND TOOLS FOR TEACHING AND LERNING PROCESSES SOCIAL EDUCATION DEGREE Universidad Católica de Valencia Year
2 2 Course Guide Techniques and tools for teaching and learning processes COURSE GUIDE TECHNIQUES AND TOOLS FOR TEACHING AND LERNING PROCESSES FIELD: EDUCATION ECTS 24 SUBJECT: Techniques and Tools for teaching and learning processes 6 Type of learning: Basic Teacher: Empar Guerrero Valverde PhD YEAR: 1º Semester: 2º Department: Science education empar.guerrero@ucv.es MODULE ORGANIZATION CONCEPTUAL AND CONTEXTUAL BASES OF EDUCATION Nº ECTS: 36 Duration and temporal location within the curriculum: Duration and temporal location within the curriculum: Techniques and tools for teaching and learning processes is a subject belonging to the field of Education. This course is taught in the second half of the first year including the following: Strategies for teachers and students to develop the teaching-learning process, different styles of learning, analysis tools and techniques and the types of knowledge that are activated while performing a learning task. Duration and temporal location within the curriculum: Subject ECTS Courses ECTS EDUCATION 24 SOCIOLOGY 6 Educational Foundations and School Organization Teaching and educational innovation Social policy and welfare systems Techniques and Tools for teaching and learning processes. Society and Intercultural Education Course/ semester 6 1/1 6 2/2 6 1/2 6 1/2 6 1/2 Universidad Católica de Valencia San Vicente Mártir
3 EDUCATION IN SOCIAL AND CULTURAL CONTEXT 6 Social Foundations of Education 6 2/1 COURSE GUIDE TO EDUCATIONAL FOUNDATIONS AND SCHOOL ORGANIZATION Prerequisites: There aren t GENERAL OBJECTIVES A) To analyze and understand the different models of teaching and learning. B) To know the strategies involved in teaching and learning process and its relevance to the elements involved in the same C) Bring students to the techniques and tools needed to design and develop teaching and learning processes. D) Reflect on the teaching styles and classroom management. CROSS-SECTIONAL COMPETENCES Competence measuring scale Instrumental 1. Ability to analyze and synthesize 2. Ability to organize and plan. X 3. Ability in oral and written in mother tongue Communications 6. Information management skills. 7. Ability for problem-solving and decision-taking Interpersonal 8.Ability for general assessment and self assessment Systemic 15. Creativity
4 2 Course Guide Techniques and tools for teaching and learning processes SPECIFIC COMPETENCES Competence measuring scale Know and diagnose the needs and fundamental interests as a basis for planning educational intervention. 2. Analyze and diagnose different comple realities underlying the development of appropriate socio-educational processes. 3. Know the educational, psychological and sociological assumptions that underlie the processes of educational intervention. 11. Know and use the tools, instruments and resources required for incorporation into the educational intervention of the different policy areas. 15. Know and use specific techniques and community socio-educational intervention (socio contet, classroom) LEARNING OUTCOMES R. 1. The student is able to adequately communicate both orally and in writing, analyzing different aspects R.2. The student is able to analyze and understand the models of teaching and learning, adapting to the different realities, from a critical and creative vision. R.3. The students know the strategies and techniques involved in the teaching and learning process and identified in different contets. R. 4. The student is able to design and develop appropriate teachinglearning processes of creative and innovative response to the basic needs. R.5. The student is able to analyze information from a critical perspective and is able to share this information with colleagues, providing essential elements with clear and structured arguments. COMPETENCES G1, G3, G6, G8 G1, G7, G8 E4, E6 G6, G9, E5, E6, E15 G2,G3, G7, G9, G15, E4, E5, E11, E9, E15 G1, G6,G8 E13 Universidad Católica de Valencia San Vicente Mártir
5 ON-CAMPUS EDUCATIONAL ACTIVITIES ACTIVITY Teaching-Learning Methodology Relationship With Learning Outcomes for the subject ECTS ON-CAMPUS CLASS Teacher presentation of contents, analysis of competences, eplanation and in-class display of skills, abilities and knowledge. R1-R3 1 PRACTICAL CLASSES SEMINAR Group work sessions supervised by the professor. Case studies, diagnostic tests, problems, field work, computer room, visits, data search, libraries, on-line, Internet, etc. Meaningful construction of knowledge through interaction and student activity. Supervised monographic sessions with shared participation R1-R3 1.2 R1-R3 0.1 GROUP PRESENTATION OF PAPERS Application of multidisciplinary knowledge R1-R3 0.3 TUTTORING Personalized and small group attention. Period of instruction and/or orientation carried out by a tutor to review and discuss materials and topics presented in classes, seminars, readings, papers, etc. R1-R3 0.2
6 2 Course Guide Techniques and tools for teaching and learning processes ASSESSMENT Set of oral and/or written tests used in initial, formative or additive assessment of the student R1-R3 0.2 Total 3 INDEPENDENT WORK ACTIVITIES ACTIVITY GROUP WORK Teaching-Learning Methodology Group preparation of readings, essays, problem solving, seminars, papers, reports, etc. to be presented or submitted in theoretical lectures, practical and/or small-group tutoring sessions. Work done on the university e-learning platform ( ) Relationship of Course with Learning Outcomes ECTS R1-R3 0.9 INDEPENDENT WORK Student study: Group Individual preparation of readings, essays, problem solving, seminars, papers, reports, etc. to be presented or submitted in theoretical lectures, practical and/or small-group tutoring sessions. Work done on the university e-learning platform ( ) R1-R3 2.1 Total 3 Universidad Católica de Valencia San Vicente Mártir
7 SYSTEM FOR ASSESSING THE ACQUISITION OF THE COMPETENCES AND ASSESSMENT SYSTEM Assessment Tool LEARNING OUTCOMES ASSESSED Allocated Percentage Directed work: Presentation 30% R1-R3 of the activities on time. Written test R1-R3 40% Active participation in the seminar reading Assistance R1-R3 R1-R3 20% 10% - The approved will be from 5. - All parties should be approved to pass the course. - The student who wants to qualify for honors should talk to the teacher and must take a written test. DESCRIPTION OF CONTENTS 1. Theories underlying the teaching-learning process eleven. 1.1 Conceptual precision. 1.2 Representative theoretical perspectives of the "learning theories" and their impact on education. 1.3 key elements involved in the process: Motivation Communication 2. Methodology and strategies for teaching-learning process 2.1 Design of educational action 2.2 Conceptualization: Methodology, methods, techniques, activities 3. Techniques for developing educational activities 3.1 To teach values Concept Why teach values? How to teach values? 3.2 To work cooperatively Concept Techniques for promoting cooperative work 3.3 To encourage teamwork COMPETENCES G1, G3, G6 E4, E5 G2, G7, G8 E3, E15 G2,G3, G7, G9, G15, E4, E5, E11, E9, E15
8 2 Course Guide Techniques and tools for teaching and learning processes Importance of the work of teamwork Theories that support the importance of such work 3.4 Other techniques Structures Spencer Kagan Routines thought 4. An innovative look to education and to the educational process 4.1. new educations 4.2. Analyze, reflect, act DIDACTIC UNIT V. Innovation in the teaching 5.1 conceptual and practical approach to educational innovation Models of educational innovation. 5.3 Factors of resistance to change System Factors social resistance Factors of resistance of the Educational System Group resistance factors Individual resistance factors 5.4. Intervention on the resistance to innovation G6, G8, G15 E4, E5, E6 G2, G6, G7, G9, G15 E9, BASIC REFERENCE BELTRAN, J. (1996). Procesos, estrategias y técnicas de aprendizaje. Madrid. Síntesis. ESCAMEZ, J., ET AL. (2007). El aprendizaje de valores y actitudes. Teoría y práctica. Barcelona. Octaedro GONZALEZ, M., y ESCUDERO, J. (1987) Innovación educativa: Teorías y procesos de desarrollo. Barcelona. Humanitas JOYCE, B., et al. (2002). Modelos de enseñanza. Barcelona. Gedisa. LEON DEL BARCO, B., ET AL. ( 2005). Técnicas de aprendizaje cooperativo en contetos educativos. MEDINA, A., DOMINGUEZ, M.C. (2009). Formación básica para profesionales de la educación. Madrid. Editorial Universitas, S.A. COMPLEMENTARY BOLIVAR, A. (200). Los centros educativos como organizaciones que aprenden: promesas y realidades. Madrid. La Muralla. CARR, W., KEMMIS, S. (1988). Teoría crítica de la enseñanza. La investigación-acción en la formación del profesorado. Madrid. Martínez-Roca COLOMINA, R., ONRUBIA, J. Y ROCHERA, Mª J. (2001). Interactividad, mecanismos de influencia Universidad Católica de Valencia San Vicente Mártir
9 educativa y construcción del conocimiento en el aula. En C. COLL, J. et al. Desarrollo psicológico y educación. 2. Psicología de la educación escolar ( ). Madrid. Alianza. ELLIOT, J. (1990). La Investigación-acción en educación. Madrid. Morata. GIMENO, J., PEREZ, A. (2002). Comprender y transformar la enseñanza. Madrid. Morata. KEMMIS, S. (1988). El Currículum: Más allá de la teoría de la reproducción. Madrid. Morata. ROBBINS, S. P. (2004).Comportamiento organizacional. Méico D.F. Pearson-Prentice. Hall. SCHÖN, D.A. (1992). La Formación de profesionales refleivos. Madrid. Paidós. STENHOUSE, L. (1987). Investigación y desarrollo del currículum. Madrid. Morata TEJADA, J. et al. (2007). Formación de formadores. Escenario aula. Madrid. Thomson. TEMPORAL ORGANIZATION OF LEARNING: 1 2 CONTENT/TEACHING UNIT Theories underlying the teaching-learning process Methodology for the teaching-learning process NºOF MEETINGS Communication processes and management in the educational environment 4 4 Characteristics and types of educational practice 4 5 Innovation in the teaching 5
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