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. ### Selecting, Organizing and Sequencing Content Teachers w...

## 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. ### Selecting, Organizing and Sequencing Content Teachers who prepare a class or a sequence of classes, first consider what content they will convey. The knowledge they have personally acquired needs to be depersonalized so that it becomes knowledge to be learned by their students. There is no ideal method or strict rules to apply. It is a true act of creation. To prepare for this, you need to rely on some criteria and be convinced of the significance of what you teach and the capacity of your students to learn. Here are some criteria: **Key Questions** * When selecting content, the key question that illuminates its relevance in didactic terms is **"Why do we teach this topic?".** Re-evaluating the content means selecting it according to the goals and objectives you are trying to achieve. * It is important to clearly explain these objectives to your students to ensure that your teaching plan is coherent. * Content selection is also consistent with a theoretical framework where concepts and content gain meaning. It is not the same thing to select content from a positivist perspective as from one that is not. Different criteria apply, and the content judged to be socially valuable and scientifically valid for class will differ. **Examples** * If you agree with the statement: *"Man is external to the environment, he influences or impacts it, improves it or destroys it, but he is not an integral part of it "* your selection of content to explore the immediate environment will focus mainly on plants and animals. * On the other hand, if you agree with the statement: *"The environment encompasses all the elements, events, factors and processes of diverse nature that take place in people's surroundings, and where life and human activity take place and gain meaning. In addition, it plays a conditioning and determining role in life, experience and human activities, while undergoing continuous transformations as a result of this same activity. The concept of environment refers to those phenomena that constitute the scene of human existence"* (Spanish Ministry of Education and Culture) - your selection of content will be completely different, placing the focus on human society and its problems as a core component of your teaching. **Other Criteria** * **Representativeness:** Focus on content that deals with typical, fundamental, and priority areas in each thematic area. * **Transferability:** Prioritize content that has the greatest potential to transfer learning to new or different situations. * **Durability:** Focus on content that is less perishable, in the sense of focusing on what is essential to learn and not getting bogged down in trivial issues. **Role of the Teacher and the Student** In the process of organizing content, there is a dual role between the student and the teacher. * On the one hand, it is necessary to consider individual aspects, because although knowledge is a social activity, its construction must be done by the individual learner. * On the other hand, considering individual aspects does not mean underestimating the teacher's role in learning. According to Coll, school learning consists of constructing meaning and attributing meaning to what is learned. The teacher's intervention is essential for this construction to take place. The organization of learning materials should, therefore, aim to bring the meaning that students construct closer to the meaning presented by school content. **Organizing Content: Key Approaches** Content can be organized in a variety of ways. The thematic approach is very rich in didactic terms, thanks to the possibilities it offers for teaching and learning: * **Thematic Approach:** * It allows for the logical and epistemological articulation of content. Content is no longer isolated, but interconnected, forming a structure that gives it meaning. The same content will have different meanings if it is articulated within thematic approaches. * Thematic approaches that integrate content help students to easily recognize the goals of a teaching proposal. This is not the case if the same content is presented without this connection. * This approach fosters the construction of propositions, statements and general ideas about the world by students. It also enhances their analytical, integrative and synthesis skills, allowing them to understand and explain relationships between different types of content. * The thematic approach is enriched when it is developed through problem-solving. An approach can be structured around problems derived from the thematic area. **Problem-Solving** * When we talk about problem-solving, we are not only referring to problems that arise in real life and affect individuals, sectors or society as a whole, and are the subject of social sciences. It also includes cognitive conflicts to be resolved, intellectual challenges that involve finding solutions and/or alternative approaches. * Problem situations genuinely justify the use of a methodological approach, the search for information, analysis, exchanging opinions, formulating hypotheses, evaluating rigor and precision. **Example of Content Organization** The table below shows how content can be organized in different ways. The first column simply lists the content, the second shows content organized around a thematic approach, and the third shows content organized by problem: | **Content** | **Thematic Approach** | **Problem** | |:---|:---|:---| | Natural Environment | The process of urbanization in Latin America | Urban Conflicts and Crisis | | Population | Location of cities. Site and Position | Spatial Segregation | | Industry | Urban functions | Unemployment | | Services | Factors of industrial location | Pollution | | Political Organization | Infrastructure: - Transportation - Services | Violence and Stress | | Social and economic conditions, national and international | Role of the state - Urban planning - Population dynamics | **Sequencing** When sequencing content, we must take disciplinary and psychopedagogical aspects into account. * When teaching geography: the immediate environment, the student's own surroundings, is a good starting point. However, this does not have to be the end point. To reach a higher explanatory level of the phenomena or processes being studied, it is necessary to expand the scales of analysis. The interplay of scales is essential to understanding a complex phenomenon **Sequencing criteria** Sequencing content can be guided by the following: * **Conceptual and Procedural**: * From simple to complex * From spontaneous to structured * From known to unknown * From general to specific * **Attitudinal:** * Develop awareness of situations and problems. * Become sensitive to problematic situations * Cultivate positive, critical, respectful and supportive attitudes. **Verbs and Nouns** The list below shows verbs and nouns connected to teaching-learning outcomes and learning competencies: | **Verbs** | **Activities** | **Procedural Content** | **Attitudinal Content** | |:---|:---|:---|:---| | Recognize | Identify | Selection | Sensitivity | | Develop | Compare | Elaboration | Interest | | Understand | Classify | Description | Trust | | Observe | Group | Exploration | Enjoyment | | Summarize | Organize | Verbal Expression | Appreciation | | Participate | Formulate | Experimentation | Value | | Respect | Apply | Perception | Perseverance | | Manifest | Select | Interpretation | Care in Use | | Formulate | Read | Representation | Critical-Receptive-Positive Attitude | | Apply | Formulate | Construction | Security | | Listen | Take | Reproduction | Participation | | Narrate | Imagine | Analysis | Satisfaction | | Write | Interpret | Identification | Effort | | Manipulate | Manage | Handling of | Interest | | Analyze | Classify | Recognition | Acceptance | | Calculate | Participate | Participation | Respect | | Solve | Produce | Production | Responsibility | | Synthesize | Verify | Verification | Solidarity | | Solve | Localize | Localization | Appreciation | | Describe | Compare | Comparison | Disposition | | Dialogue | Confection | Confection | Security | | Complete | | | Aprovechamiento | | Answer | | | Tolerance | | Trace | | | Serenity | | Draw | | | Improving | | Use | | | Opening | | Paint | | | Appreciation | | Recite | | | Care | | Scheme | | | Correction | | Dramatize | | | Precision | | Graph | | | Prolijidad | | Utilize | | | | | Distinguish | | | | ### Teaching Thinking Skills in Pre-school **Introduction:** * When teaching, attention is often focused on the presentation of methods and techniques for the learner, the goal being to master the method, technique or problem-solving, and to achieve results in objective assessments that demonstrate what the learner has retained. * Textbooks often include practical exercises that get ignored, because what matters most is memorizing the material for an exam, so learning is not actually taking place. **Key Point:** * We must understand that a procedure may seem simple to learn, but it is actually difficult to comprehend. This understanding requires reflection, reasoning, and thinking. **Goal:** * This book, **"How to Teach Preschool Children to Think"** was created to help children develop skills and abilities in thinking in a fun and engaging way. * Through various activities for each preschool level, children will learn to identify, compare, order, sequence, classify, analyze and synthesize. * These mental processes will allow children to develop a deeper understanding and a more lasting, meaningful approach to learning. They will be better equipped to make decisions and solve problems they encounter in their daily interactions in the world surrounding them. **What are these Skills for?** * The activities in this book are not meant to teach content, but rather to train the mind to think. They cultivate thinking skills, rather than memorizing information. * The fundamental steps for developing thinking skills and abilities are as follows: **1. Identification:** * This is the most basic process in thinking that serves as a foundation for other skills. It allows us to perceive the characteristics of objects, events, or situations through our senses: sight, hearing, smell, taste, and touch. * Steps for identification: * Think about the objective. * Choose the aspects to identify. * Identify the characteristics. **2. Comparison:** * This process allows us to establish similarities and differences between objects, events, or situations. * If a child is able to identify characteristics through observation, then they are ready to use these characteristics to find similarities and differences between them. This is the process of comparison. * Steps for comparison: * Observe the object, event, or situation. * Identify similar characteristics. * Identify different characteristics. * Verify. **3. Ordering:** * This skill involves organizing the elements of a set according to a predetermined criterion. * Any sequential progression creates an ordered set, either increasing (from smallest to largest) or decreasing (from largest to smallest). * Steps for Identifying Sequences: * Observe each element of the sequence. * Identify the characteristics that define change (one side, two sides, etc.). * Identify the type of sequence (progressive, increasing). **4. Classification:** * This process involves separating a set of objects into groups according to a selected characteristic. * The classification criterion is chosen based on the similarity and difference in characteristics of the set of objects, situations, or events. * Similarities help form categories, and differences differentiate one category from another. * Steps for Classification: * Observe the objects. * Identify the similar and different characteristics. * Identify the aspects related to similar and different characteristics. * Identify the names of the categories. * Choose the categories and their respective elements. **5. Analysis:** * This process involves breaking down a whole into its parts, considering a chosen criterion. * It develops the skills needed to identify the elements of a whole, expanding our understanding of it through analytical perception. It also provides a more refined and discriminating approach to reality. * Practicing this process leads to the habit of organizing ideas into stages or steps before taking any action or task. **6. Synthesis:** * This process involves integrating the parts to form a meaningful whole. * Synthesis goes hand-in-hand with analysis, meaning that when one process is used, the other is also involved. * The idea of the three-level intellect is represented by a house. The bottom level (reunir) signifies gathering information and knowledge. The middle level (procesar) is about processing information, analyzing, and applying it. The upper level (aplicar) is about evaluating and generating new knowledge, as well as using and applying new knowledge. **General Principles:** * The process of developing thinking skills and abilities is sequential meaning that a child who does not master identification will not be able to master comparison, and so on. * The exercises in this book are progressively sequenced according to children's age. They are classified according to their thinking skill level. * Early on, children must acquire, develop, and use the fundamental processes of identification, comparison, ordering, sequencing, and classification. * These first processes develop the cognitive, visual, and oral skills that children need to use proficiently in primary school. * Continuous reasoning will foster a child's ability to learn in an active and alert manner, building confidence in their abilities. * If a child is having trouble with a particular exercise, it is best to simply move on to another one. Ideally, the new activity should focus on the previous skill stage. * The ultimate goal is to help children develop the ability to reason logically, to find solutions to real-world problems, to make informed decisions, and to meet the future with a creative, open and anticipatory mindset. Children should be encouraged to have strong personal beliefs built on reason and to set aspirational goals for themselves in every aspect of their lives. **Sequence-Based Instruction** The sequence-based approach to instruction is a specific way of structuring a class, a unit, or a set of content. It involves a logical flow of educational events, which may align with the teaching or learning style of your students. * **The Sequence:** * **Global or Synthetic**: The initial stage where students develop a holistic but vague understanding of the topic or subject matter. * **Analytic**: The stage where students focus on individual parts of the content with a clear understanding of the details of the concept or topic. * **Synthetic**: The final stage where students synthesize the parts back together to develop a complete understanding. **Planning Sequence-Based Instruction** * It is important to consider this process when planning and delivering instruction. It is essential to think in terms of a general sequence that encompasses the entry, development, and closure stages of instruction. **Entry Activities** * Entry activities are designed to introduce the lesson, create interest, establish relationships between new information and prior knowledge, and make learning relevant for your students. * Examples of entry activities include: * Briefly presenting an overview of the content, key themes and concepts * Using an engaging starter activity (e.g., a thought-provoking question, an intriguing video, a relevant news article) * Reviewing prior knowledge through a quick quiz, brainstorming, or discussion **Development Activities** * Development activities allow students to delve deeper into the content and demonstrate their understanding. * Examples of development activities include: * Using a variety of teaching methods (e.g., exercises, lectures, field trips, group work, presentations) * Using different learning materials (e.g., books, videos, online resources, manipulative materials) * Encouraging students to observe, compare, hypothesize, organize, analyze, apply, etc. * Having students conduct research, solve problems, build projects. **Closure Activities** * Closure activities allow students to synthesize what they have learned and prepare for the next learning experience. They are important for reinforcing learning. * Examples of closure activities include: * Reviewing key concepts and summarizing main points * Creating a visual representation of the content (e.g., a concept map, a schema, a timeline) * Engaging in a debate, discussion, or group activity **Evaluation Strategies and Tools** **Evaluation Components** * **Observation:** * Checklists (yes/no). * Grading scales * Individual records on: attitudes, behaviors, and learning data. * Group behavior records * Anecdotal records * Class logs * **Interrogation:** * Self-evaluation questionnaires (open-ended, close-ended) * Interviews (open-ended, closed-ended, mixed) * Sociometric tests * **Tests:** * Continuous feedback of progress and areas needing improvement * **Assessment:** * Activities that don't follow set guidelines * Concept maps * Group games * Guided discussions * **Projects:** * Oral and written evaluations, individual or group * Objective evaluations * Open-response essays **Evaluation Situations** * Completing tasks * Group work * Outings * Group discussions * Self-corrected reports * Self-corrected essays * Independent activities * Concept mapping * Group games * Guided discussions * Use of resources: dictionaries, textbooks * Experiments * Participation in research design