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Diferencias didáctica y curriculum: claves para enseñanza efectiva (90 characters), Apuntes de Didáctica General

Este documento aborda las diferencias fundamentales entre la didáctica y el curriculum en el contexto educativo. Explica lo que representan cada uno de estos conceptos, sus elementos clave y cómo influencian en el diseño de objetivos, contenidos y métodos de enseñanza. Además, se discuten las leyes y regulaciones relevantes, así como las estrategias para el análisis y evaluación de la enseñanza. Para estudiantes de educación, psicología o ciencias de la educación.

Tipo: Apuntes

2018/2019

Subido el 25/01/2019

martacucala
martacucala 🇪🇸

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-Differences between didactic and curriculum
-what means didactic?
-didactic elements:
core, endogenous,exogenous /communication theory: code, encode, decoder
symbolic,analogical, iconic
-what is curriculum?definition what it is all the experiences in the school context
1: perspectives: planned, hidden,absent
2:prescribed,planned,real,learned,used
3:paradigms: technological, interpretative,socio-critical
4:models: academic,humanistic,technological,socio-critical
5:foundations: epistemological,sociological,pedagogical,psychological
-LAWS:
1-LOGSE
2-LOE
3-LOMCE
4-LEC
-ELEMENTS OF THE CURRICULUM
* Diff agents: state and autonomus com,school,teacher ( educational laws/curriculum,
PE,Unit plan)
*Key competences (8):
communicate in the mother tongue and foreign;mathematical; digital; society and civic; life
long learning; initiative; cultural awareness; knowledge and interaction with physical
enviorment.
-competence is not capacity
-objectives:
*aims, goals ,objectives
*pros of working by objectives:activities/purposes, resources, assessment, adaptable,
interaction
*what it means:reflect,refine,secify
*general,specific,didactic
-TAXONOMY(FORMULATE OBJ)
*formal:theoretical or intellectual competences (skills)
*instrumental:technical development (technique skills)
*axiological:affective (values)
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-Differences between didactic and curriculum -what means didactic? -didactic elements: core, endogenous,exogenous /communication theory: code, encode, decoder symbolic,analogical, iconic -what is curriculum?definition what it is all the experiences in the school context 1: perspectives: planned, hidden,absent 2:prescribed,planned,real,learned,used 3:paradigms: technological, interpretative,socio-critical 4:models: academic,humanistic,technological,socio-critical 5:foundations: epistemological,sociological,pedagogical,psychological -LAWS: 1-LOGSE 2-LOE 3-LOMCE 4-LEC -ELEMENTS OF THE CURRICULUM

  • Diff agents: state and autonomus com,school,teacher ( educational laws/curriculum, PE,Unit plan) *Key competences (8): communicate in the mother tongue and foreign;mathematical; digital; society and civic; life long learning; initiative; cultural awareness; knowledge and interaction with physical enviorment. -competence is not capacity -objectives: *aims, goals ,objectives *pros of working by objectives:activities/purposes, resources, assessment, adaptable, interaction *what it means:reflect,refine,secify *general,specific,didactic -TAXONOMY(FORMULATE OBJ) *formal:theoretical or intellectual competences (skills) *instrumental:technical development (technique skills) *axiological:affective (values)

*cultural: (tradition) CONTENTS 1-actions:choose, select 2-criteria: according to centric or relation among disciplinar (multi,pluri,inter) 3-sequence of contents( order) 4-sme topics:theory-practice, whole perspective or graduation 5-organisational principles: Simple to complex, whole to part and chrono. Sequence. 6-shcheduling :Veritcal (short period of time of the contents), horizontal (medium or long period of time and concentric (related to interdise, depends on the main objectives that you want to work). TEACHING METHODS : teacher, student, contents in relation with family,society -pertinance -adaptable and flexible -significant -variety How to analyse them? objectives,focused on, contents,competences, style (teacher),resources,space,main codes. ASSESSMENT AND EVALUATION -are not the same Assessment is: process, transversal, since beginning,tool Assessment of learning ( evaluation) // assessment for (teacher) or as ( children)

CASO:

1-Primero analizar el context educativo : children needs and social needs.

• F 0 B 7 The organization of the spatial and temporal dimension : organize the time

and of the classroom.

• o Temporal dimension: the schedule has to consider the student’ s learning needs, the

student’s learning rhythm.

• o Spatial dimension: organization of the classroom that describes the teacher’s

teaching style and the student’s learning style.

• F 0 A 7Traditional spatial organization:

• F 0 B 7 Unidirectional, formal, informative and academic communication.

• F 0 B 7 Individual, competitive, general and academic activities.

• F 0 A 7Active spatial organization:

• F 0 B 7 Bidirectional, formal and non-formal communication.

• F 0 B 7 Optional, group, individual and simultaneous.

• F 0 B 7 The physical resources are flexible, we can reorganize them.

• F 0 A 7Furniture is another important element.

ASSESSMENT :

-WHAT? Qualitative vs wuantitative or both (rubrica) -WHEN:initial,during, final,after the final -WHY? Diagnostic,formative,summative,impact -HOW?indicators,WITH WHAT tools -WHO? Internal agents vs external : co-assessment , heteroassessment, heteroassessment