¡Descarga Developing a L/TUP in Primary Education: Competencies, Goals, Activities, and Assessment - y más Apuntes en PDF de Economía gerencial solo en Docsity!
Teaching Methods and Curriculum Development
PRACTICE
Patricia Olmos
LEARNING/TEACHING
UNIT
PROGRAMME
(L/TUP)
In accordance with the contents of the lectures and next instructions, make one
L/TUP.
You have to describe the competencies, the goals, the contents, the activities ( each activity has to be developed and also its material and/or its resources
the assessment/evaluation (including what, why, who, how, with what, etc., assess
and its evolution according to the different specific levels (remember the specific levels of the curriculum). This provisional outline shows the basic guides to develop the
L/TUP.
Some parts of this provisional outline show a summary table that you have to complete. Next, these summary tables have to be argued. Another important aspect is the coherency among the different parts of the
L/TUP.
That is, pay attention to the anatomy of the
L/TUP
that you are going to design
PROVISIONAL
OUTLINE
Contextualization of the
L/TUP.
That is, describe elements such as students’ features, family context, classroom, number of students, year ‐cycle
**level, school (number of educational lines, ownership, innovative projects, etc.), to name a few.
Justification and introduction of the**
L/TUP.
Name of the
L/TUP.
Knowledge area. Stage ‐cycle ‐year. Length of the
L/TUP:
**hours.
Selection of the key competencies that are involved in the**
L/TUP
**(these should be explained and also its development level).
Selection of the competencies of the educational knowledge area ‐cycle that are involved in the**
L/TUP.
Goals of the Primary Education stage or year, and goals of the knowledge area of the
L/TUP.
**Didactic objectives.
Contents (blocks of contents) and specification of the contents (index**
subindex). Specially points
and
should be designed according to the current curriculum of Primary Education
Teaching Methods and Curriculum Development
PRACTICE
Patricia Olmos 9. Methodology strategies. Remember:
The next table is only an example of the summary table that you should present. You have to design and to develop some sessions and its activities according to this example and/or instructions.
You can design and develop so many sessions and activities as your programme requires.
Before or after you have done the summary table, you have to describe in detail, and per sessions, each one of the activities. (Example of Summary table)
ACTIVITIES
MATERIAL
and/or RESOURCES
EXPECTED SCHEDULE
Session
( Week ‐day?
Write the list of activities that are going to be developed in each session.
The contents and the didactic objectives of the
L/TUP
are the referent to write and/or to design the activities.
hour is the length of each session. The activities should respect this length. You have to adapt the activities to this timing condition. Describe the goals, contents and competencies of the
L/TUP
that are worked here; that is, on the activity designed. Do a clear description of the material and/or resources required by each activity. Determine the time of the activity and specify this in minutes:
etc.^ For example. Activity
Introduction:
Projection:
Analysis:
Discussion:
Session
( Week ‐day?
Session
( Week ‐day?
Teaching Methods and Curriculum Development
PRACTICE
Patricia Olmos MOMENT
AIM
GOAL
OBJECT
INDICATORS
CRITERIA
INSTRUMENTS^ and/or
TOOLS
DATA
SOURCES
DECISIONS
Basic knowledge
^
Integration of concepts. ^ Integration process of learning. ^ Transference of learning. ^ Difficulties during the process. ^ Etc. Developed procedures ( skills, abilities
^
Developed skills and abilities. ^ Used techniques. ^ Implicated strategies. ^ Etc. Continuous^ (during the activity)
Identify the problems during the integration process of the learning
why this pupil doesn’t learn
Improve the students’ learning opportunities ( competencies
Give^ information^ about the evolution and improvement of the students’ learning. Shown and developed attitudes.
^
Participation ^ Implication ^ Relationships ^ Social environment ^ Etc. Pertinence Relevance Adequacy Applicability Etc. Observation Interviews Evidences record Etc. Pupils (students) Teacher Other teachers Etc. Adaptation of the teaching ‐learning activities. Relocation of the pupils. Incorporation of new resources and strategies according to students’ learning difficulties and/or needs.
Teaching Methods and Curriculum Development
PRACTICE
Patricia Olmos MOMENT
AIM
GOAL
OBJECT
INDICATORS
CRITERIA
INSTRUMENTS^ and/or
TOOLS
DATA
SOURCES
DECISIONS
Check the achievement of the goals and to assess recipients’ performance. Expected and unexpected achievements
^
Knowledge ^ Procedures (abilities, skills) ^ Attitudes ^ Motivation ^ Relationships ^ Etc. Promotion, certification. Changing the activity context. Final (at the end of the activity
Assess expected and unexpected changes. Impact
^
Needs satisfaction. ^ Knowledge transference. ^ Improvement of attitudes and procedures. ^ Levels of changes into the actuation context. ^ Etc. Efficacy Efficiency Adequacy Etc. Performance tests (proofs). Scales. Questionnaires. Interviews. Activity analysis. Etc. Pupils (students) Teacher Other teachers Other institutions Etc.
A
new educational approach (proposal).
