The process of taking the proposition plan thematic units, projects and places of interest for meaningful learning.
Here is a summary of the theoretical part of the book of same title published by the teacher Maria del Carmen Curti (Aula, Montevideo, 1999).
for updates on the planning field is first necessary to agree on the concept of planning that we will manage.
Teachers say "I do not plan." But in reality always planned. Surely what these teachers do not do is write what they will do in the classroom.
¨: think and write the product of our mental development.
The questions it answers the schedule:
1) what to teach,
2) how to teach
3) when to teach and
4) what, when and how to evaluate.
1) What to teach.
teach to define what we will consider 2 aspects: the objectives and content.
The objectives underpinning our idea of \u200b\u200bhow learning children, the role of the teacher and the content features that we want the child to learn.
In traditional schools, they prefer the content, and the child was seen as a passive recipient.
The teacher's role was the transmitter, should translate the knowledge he had and make sure the children will remember. Model (normative).
In the early twentieth century movement emerged "new school", which focused on motivating the child to perform activities and interested in school work. Model (incentive).
Today we que el conocimiento no se trasmite, sino que cada individuo lo construye por sí mismo a través de sucesivas aproximaciones en las cuales el error constituye una etapa positiva del aprendizaje. (Modelo aproximativo).
En los contenidos, tengamos en cuenta que la misión de la escuela es trasmitir saberes sociales (conocimientos que son válidos para una sociedad determinada en un momento determinado). Aunque es imposible que los niños puedan adquirir la totalidad del conocimiento social, por lo que la escuela a través del currículo oficial selecciona aquellos contenidos que considera pertinentes, y luego los maestros realizamos nuevos cortes y adaptaciones para adaptar ese currículo a la realidad de nuestra escuela y nuestro grupo particular. Además, cuando el conocimiento llega al niño sufrió una serie de transformaciones, en las cuales también intervienen los libros de texto como mediadores, que lo convirtieron de conocimiento científico en conocimiento enseñable. (Transposición didáctica).
Los contenidos pueden ser de 3 tipos:
Conceptuales (se trasmite información)
Procedimentales (desarrollo de capacidades y destrezas que queremos que el niño adquiera
Actitudinales (discusión, confrontación y transformación de actitudes y valores).
2) cómo y cuándo teaching.
The learning process of concepts developed through the need to resolve problems or answer questions. The teacher must pay constant attention to the answers, to constantly evaluate and reformulate their own proposals. In proposing a conflict or problem should be noted that the child has the tools to address it, although they are not the most appropriate, but the problem should be an insurmountable challenge in comparison with other children or with the help of the teacher. As Vygotsky says, what a child learns to do with others eventually learn to do it alone, if you take the time and opportunity to achieve it.
The previous knowledge of the child should be taken as a starting point to expand and deepen knowledge: proposals should not be so simple that only reaffirm.
Content must be related to other disciplinary content, so as to bring the child to the complexity of reality.
The learning process is more related procedures repetition of activities to develop certain skills.
The learning process of attitudes is based on confrontation and group discussion.
* The emerging.
topics are displayed in the classroom without that we have planned, by events, breaking news, etc.. Deserve the same attention as any curriculum content, by the interest aroused in the child. Before its inception, the teacher should consider what conceptual, procedural and attitudinal can address some of them.
* Lines cross.
are the issues of such a size are present in each grade in each school of interest, in each teaching unit. They are so called precisely because they travel throughout the curriculum and not be exhausted when treated in a module.
Examples: the preservation of the environment, health, critical consumption, human rights. Organize
units or projects on these issues is good, but not enough to exhaust them, will be present in the full range of content addressed in the classroom.
3) What, when and how to evaluate.
most important thing is not to be confused with other aspects of assessment that are derived from assessments such as grades or promotion. We have 3 time points: initial, formative and summative.
Initial assessment will be credited at the beginning of a new phase of learning, consulting and interpreting the history student's school or group, recording and interpreting answers and compoertamientos to questions and new situations. It allows us to find out what are the children's previous knowledge, attitudes, skills and potential. Formative evaluation
It takes place during the teaching process, to identify successes and challenges we are encountering. It is self-correcting, its function is to reformulate the proposals of the same teacher from the results. We consider the most valuable from the point of view of constructivist. Summative
is the most points of contact is with the traditional evaluation, as far as proposing a cut in the learning process. Serving the degree of fulfillment of objectives. It refers to the significance and functionality (usability) of the learning achieved, not only to verify that accrue.
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