Apuntes Didáctica 1 PDF

# CRITERIOS PARA SELECCIONAR. ORGANIZAR Y SECUENCIAR LOS CONTENIDOS Extraído de: Documento curricular II. P.T.F.D. Ministerio de cultura y Educación de la Nación. Dirección de gestión de programas y proyectos. República Argentina. 1998. ## Introduction - Teachers who prepare a class or a sequenc...

# CRITERIOS PARA SELECCIONAR. ORGANIZAR Y SECUENCIAR LOS CONTENIDOS Extraído de: Documento curricular II. P.T.F.D. Ministerio de cultura y Educación de la Nación. Dirección de gestión de programas y proyectos. República Argentina. 1998. ## Introduction - Teachers who prepare a class or a sequence of classes first consider what content they will transmit. - Teachers must depersonalize the knowledge they have built through their personal process of appropriation so that it becomes knowledge to be learned by the students. - There is no ideal method or rules. - The process requires work, requires criteria, and conviction in the significance of what is taught and the students’ capacity to learn. ## Selecting and Sequencing Content - The key question in content selection is: “Why are we teaching this topic?” - **Significance**: Content must be chosen in accordance with the objectives and goals pursued. - **Consistency**: Teachers must explicitly state their goals to the students in order to make the proposed work consistent. - **Conceptual Framework**: Content selection must be consistent with the theoretical framework from which the concepts and content derive meaning. - **Scientific and social validity**: The criteria and content will not be the same if one starts from a positivist perspective or a non-positivist perspective. ## Example: The Environment - If the perspective is that “man is external to the environment, influences or impacts it, improves or destroys it, but is not an integral part of it”, then the content focused on exploring the immediate environment will be mainly plants and animals. -- If the perspective is that “the environment is understood as the set of elements, events, factors, or processes of diverse nature that take place in the environment of people and where, in turn, the life and actions of people take place and take meaning; it also plays a conditioning and determining role in life, experience, and human activities, while simultaneously undergoing continuous transformations as a result of this same activity" (Ministry of Education and Culture of Spain), then the content selection regarding the environment will be very different. - In this latter perspective, humans in society and their problems constitute the central axis of the curriculum. ## Additional Criteria for Selecting Content - **Representativeness:** This refers to content that addresses the typical, the representative, the fundamental, and the privileged nuclei of each thematic area. - **Transferability**: This refers to prioritizing content that has the greatest potential for the transfer of learning to new or different situations. - **Durability**: Content should be selected for its ability to endure, focusing on what is fundamental and necessary to learn rather than more superficial, less enduring topics. ## Organizing Content: Student and Teacher Roles - The process of organizing content reflects a double interplay between the role of the learner and the role of the teacher. - **Individual Considerations**: There is a need to attend to the individual aspects of the learner. - **Social Considerations**: It is important to remember that learning is social. - **Collaborative Construction**: Learning involves a process of building meaning and attributing significance to what is learned. The teacher must actively intervene so this construction takes place. - **Meaning-Making**: Teachers should organize content in such a way as to promote the connection between the meanings students construct and those represented by the content itself. ## Content Organization Methods - **Thematic Axes**: This is one of the richest organization methods because of its rich teaching and learning possibilities. - It allows for the meaningful articulation of content through the construction of thematic axes. - Learning is logical and epistemological, moving beyond fragmented content. - Students can more easily recognize the objectives pursued by the curriculum when content is organized through thematic axes. ## Example: Urbanization and Its Problems | Content | Thematic Axis | Problems | |-------------------|--------------------------------|---------------------------| | Natural Setting | The Process of Urbanization in Latin America | Urban Conflicts and Crises | | Population | Location of Cities | Segregation | | Industry | Urban Functions | Unemployment | | Services | Factors of Industrial Location | Pollution | | Political Organization | Infrastructure | Violence and Stress | | Social and Economic Conditions | Transport | | | National and International Conditions | Services | | | | State's Role | | | | Urban Planning | | | | City Population Dynamics | | | | Explosive Demographic Growth | | | | Rural-Urban Migration | | ## Sequencing Content: Disciplinary and Psychopedagogical Considerations - **Content Sequencing**: Content needs to be sequenced taking into account disciplinary and psychopedagogical considerations. - **Geography**: One possible starting point is the immediate, nearby environment. - **Content Complexity**: Teachers must go beyond what is immediately known to help students reach higher levels of explanation in relation to the phenomena and processes being studied; this requires expanding the scales of analysis. - **Sequential Considerations**: Sequence should be based on these criteria: From simple to complex; From spontaneous to structured; From known to unknown; From global to specific; - **Attitude-Based Content**: - Build awareness of situations or problems - Sensitize students to those situations - Develop positive, critical, respectful, and caring attitudes. ## Verbs and Nouns Used in Learning Objectives | Verbs | Activities | Content | |---------|-------------|--------------| | **Cognitive** - Recognize | Observe | - Develop | Compare | - Understand | Classify | - Identify | Reunite, gather | - Discriminate | Organize | - Participate | Summarize | - Resum | Respect | - Manifest | Search | - Formulate | Formulate | - Apply | Read | | **Psychomotor** - Search | Formulate | - Manipulate | Select | - Read | Elaborate | - Imagine | Describe | - Write | Explore | - Interpret | Express Verbally | - Manipulate | Experiment | - Handle | Perception | - Analyze | Interpretation | - Calculate | Representation | - Resolve | Construction | - Synthesize | Reproduction | - Resolve | Analysis | - Describe | Identify | - Discuss | Management | - Complete | Classification | - Respond | Recognition | - Outline | Participation | - Draw | Production | - Use | Verification | - Paint | Localization | - Recite | Comparison | - Diagram | Construction | - Dramatize | | - Graph | | - Use | - Distinguish | | **Affective**| | **Nouns** | | | | **Procedural** | | | | - Selection | | | | - Elaboration | | | | - Description | | | | - Exploration | | | | - Verbal Expression | | | | - Experimentation | | | | - Perception | | | | - Interpretation | | | | - Representation | | | | - Construction | | | | - Reproduction | | | | - Analysis | | | | - Identification | | | | - Management | | | | - Classification | | | | - Recognition | | | | - Participation | | | | - Production | | | | - Verification | | | | - Localization | | | | - Comparison | | | | - Construction | | **Attitudinal** | | - Sensitivity | | - Interest | | - Confidence | | - Enjoyment of | | - Appreciatio | | - Perseverance | | - Careful use of | | - Critical-receptive-positive attitude | | - Security | | - Participation | | - Satisfaction | | - Strive for | | - Enjoyment of | | - Interest in | | - Acceptance | | - Respect | | - Responsibility | | - Solidarity | | - Appreciation for | | - Disposition | | - Safety | | - Utilization | | - Tolerance | | - Serenity | | - Improvement | | - Openness | | - Appreciation | | - Care | | - Correction | | - Precision | | - Diligence | ## THINKING SKILLS IN EARLY CHILDHOOD EDUCATION ### Title: How to Teach Thinking Skills to Preschool Children #### **Presentation:** - Teaching often focuses on presenting methods and techniques for the learner to master methods, techniques, or problem-solving strategies, while tests focus on the learner’s ability to repeat what they have learned. - Practical exercises are often left out because the focus is on test preparation. - This approach leads to rote learning, which doesn't allow the learner to understand what is being taught or actually learn. #### **Key Points:** - To truly learn, students must engage in reflection, reasoning, and thought. - The book, *How to Teach Thinking Skills to Preschoolers,* was created to help children develop thinking skills in a fun and engaging way. - The book includes numerous activities covering different levels of preschool education. - These activities encourage children to identify, compare, order, sequence, classify, analyze, and synthesize; these mental processes are essential for children to apply in all facets of their lives, leading to deeper, more meaningful, and more durable learning. #### **Steps to Develop Thinking Skills:** - **Identification:** This is the core of all thinking skills; it involves understanding the characteristics of objects, situations, and events through the senses (sight, hearing, smell, taste, touch). - **Comparison:** This involves identifying similarities and differences between objects, situations, or events; it builds on identification. - **Ordering:** This involves organizing a set of elements based on a given criterion (for example, from smallest to largest or from oldest to newest). - **Classification:** This involves grouping objects, situations, or events based on shared characteristics. - **Analysis:** This involves breaking down a whole into its parts to understand the relationships among the parts. - **Synthesis:** This is the opposite of analysis; it involves combining the parts of a whole to create a meaningful whole. #### **Learning and the Importance of Sequencing Skills** - Learning thinking skills is sequential. - If a child doesn’t master identification, for example, it is unlikely they will master comparison. - This is why this book presents a sequential approach to developing thinking skills. - Exercises are presented in order of difficulty according to the age of the child. - The book highlights the first thinking skills that are crucial in early childhood education: identification, comparison, ordering, sequencing, and classification. #### **Developing Cognitive Skills** - These early thinking skills are the foundation for cognitive, visual, and verbal skills that are essential for success in elementary school. - They foster engagement, alertness, and confidence in the child. - If a child has difficulty completing an exercise, it is best to move on to a different exercise; the best approach is to go back to the previous skill if a child struggles. #### **Long-Term Goals of Early Childhood Thinking Skill Development:** - The goal is for children to develop the ability to: - think logically, - find creative solutions, - make informed decisions, - approach the future with an open and creative mind, - develop their own deeply reasoned values, - apply these skills to all aspects of their lives. ### The Intellect of Three Levels This illustration, which appears on the last page, explains how the intellect is developed in three stages: - **Level One: Gather:** Reunite, identify, talk about, locate, describe, investigate, search, select, remember. - **Level Two: Process:** Reason, compare, contrast, separate, resolve, explain, classify, analyze, infer. - **Level Three: Apply:** Evaluate, judge, imagine, speculate, predict, apply a principle, estimate, anticipate. ### The Importance of the Teaching Sequence - The teaching sequence refers to a particular way of organizing a class, unit, or block of content. - The goal is to provide a logical progression of teaching that is consistent with a particular method of teaching or learning style. - All learning involves a complex process. - Teachers must be aware of the phases of learning: - **Global or Synthetic:** The learner develops an initial but incomplete understanding of the whole. - **Analytic:** The learner breaks down the whole into its parts and examines each part in greater detail. - **Synthetic:** The parts are reintegrated into a cohesive whole. ## Sequential Strategies: An Overview - Teachers should consider this process as they plan and carry out teaching strategies and learning activities. ### Teaching Sequence: A Basic Structure - **Introduction**: Introduce the topic by: - Providing a global overview of the content. - Identifying key relationships and points of connection between the topics. - Engaging the students with an interesting and motivating activity that introduces the content. - Connecting the new content to the student's prior knowledge. - **Development and Comprehension:** Engage students in a variety of activities to deepen their understanding throughout the learning process: - Activities such as observation, analysis, problem-solving, group work, fieldwork, discussions, presentations, etc. - The goal is to foster the construction of knowledge by students through active engagement. - **Closure:** This involves a final synthesis of the content taught: - This could involve a summary, review, or discussion activity. - It is a time to ensure that the material has been well understood and to help students consolidate their learning. ### Tools for Evaluating the Teaching Sequence - **Observation:** Teachers can use tools such as: - checklists - to record whether specific behaviors or skills have been observed - rating scales - to measure the level of a student's skill or knowledge - anecdotal records - to collect descriptive notes about a student's progress - journals - to reflect on their teaching - **Interrogation:** Teacher can use various forms of questioning to evaluate learning and comprehension: - **Assessment:** Teachers can use assessments to evaluate learning and progress: - Formal assessments include objective tests and standardized achievement tests - Informal assessments include observations, checklists, and projects - **Evaluation Techniques**: - **Observed Tasks** : Teachers can use observations to evaluate students' performance in situations that involve performing a specific task. - **Interrogation**: Using a mix of open and closed-ended questions. - **Assessing Progress**: Continuously assess what is being learned, strengths, and weaknesses. - **Formal and Informal Measures**: Incorporate formal assessments (standardized tests and projects) and informal assessments (observations, checklists) for a comprehensive evaluation. ### Key Ideas to Remember When Assessing Student Learning - **Use of Resources:** Encourage students to use supplementary resources like dictionaries, textbooks, and even personal experiences. - **Processes and Experiments**: Design learning experiences that involve hands-on processes and experiments that require students to apply what they learn. - **Student Engagement in Research**: Engage students in the process of research and investigation, allowing them to design and conduct their own research projects.