The Teaching and Learning Process
Code: 101634 ECTS Credits: 6| Degree | Type | Year | Semester |
|---|---|---|---|
| 2500260 Social Education | OB | 1 | 2 |
| 2500261 Education Studies | OB | 1 | 2 |
Contact
- Name:
- Antoni Navío Gámez
- Email:
- Antoni.Navio@uab.cat
Use of Languages
- Principal working language:
- catalan (cat)
- Some groups entirely in English:
- No
- Some groups entirely in Catalan:
- Yes
- Some groups entirely in Spanish:
- No
Teachers
- Daniel Ortega
Prerequisites
The basis of teaching and learning process is configured during the first year. Highlights the importance of the subject Theory and History of Education because it provides understanding of the teaching and learning process.
Objectives and Contextualisation
1) To analyze aspects that take part of the educational and institutional realities in formal and non-formal educational contexts
2) Analyze educational and training needs to design teaching and learning processes.
3) To design, develop and assess processes, projects, programs and activities to take part in educational and training contexts.
4) To analyze, from a critical point of view, proposals and alternatives of the profession.
5) To base educational practice on the principles that govern the process of teaching and learning from the perspective of General Didactics.
Competences
- Social Education
- Design evaluation plans and processes in accordance with different purposes, techniques and instruments, moments and perspectives of educational evaluation.
- Develop strategies for autonomous learning.
- In an articulated manner, design plans, programs, projects, activities and tasks in various socio educational contexts.
- Use ICT to learn, communicate and collaborate in educational contexts.
- Work in teams and with teams (in the same field or interdisciplinary).
- Education Studies
- Design plans, programs, projects, activities and resources adapted to the education and training contexts, in the face-to-face and virtual forms.
- Develop strategies for autonomous learning.
- Diagnose people’s development needs and possibilities to support the development of educational and training activities.
- Evaluate teaching-learning processes and education agents.
- Incorporate information and communications technology to learn, communicate and share in educational contexts.
- Work in teams and with teams (in the same field or interdisciplinary).
Learning Outcomes
- Analyse the characteristics of learning groups.
- Deliver proposed activities on time and in the right way.
- Design projects and actions adapted to the education environment and the recipients thereof.
- Develop learning assessment devices specifying all components (object, instruments, agents, moments).
- Form teams that are capable of carrying out activities effectively
- Form teams that are capable of carrying out activities effectively both in person and remotely in different ways.
- Organising the work in a structured way in terms of the demands.
- Using ICTs in designing, developing and drawing up practical work.
- Using virtual platforms as a communication and management tool for directed and supervised activities.
Content
I. Substantiation of Teaching and Learning Process (1 ECTS)
- The Didactic point of view of teaching and learning process: analysis of the “didactic act” taking into account the different components that are involved: teaching, learning, instruction and training; and from the variables involved: nuclear and contextual.
II. Programming Teaching and Learning Process (3 ECTS)
- The design of plans, programs and projects: conceptualization and features, models of planning and design, curricular specification and contextualization.
- Elements of didactics and curricular programming: students, aims, contents, methodological strategies, resources.
III. Teaching and Learning Process (2 ECTS)
- Principles of assessment: concept and dimensions.
- Planning the evaluation of teaching-learning process.
- Instruments and evaluation techniques.
Methodology
CLASS GROUP
Allow the presentation of content and the active participation of all. Although it is an activity carried out by the teacher. Obviously, it should be considered the active participation of students, especially sharing the learning achievements or those who are being achieved. In this moment is when the practical activities that will form part of the subject and to be developed individually or in groups are presented.
SEMINARS
Allow to work in medium-sized groups (25 people approx.) To reinforce individual work and small group work (5 persons approx.). It is also adequate space for discussion and to customize, without losing reference to group learning.
Activities
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Assessment | 0 | 0 | 1, 6, 3, 4, 2, 7, 8, 9 |
| Class Group | 30 | 1.2 | 1, 3, 4, 7, 9 |
| Seminars | 15 | 0.6 | 1, 3, 4, 2, 7, 8, 9 |
| Type: Supervised | |||
| Group and Individual Supervision | 30 | 1.2 | 1, 6, 3, 4, 2, 7, 8, 9 |
| Type: Autonomous | |||
| Study, Readings, etc. | 75 | 3 | 1, 6, 3, 4, 2, 7, 8, 9 |
Assessment
RESOLUTION OF PRACTICAL CASES
Realization of 7 activities based on the resolution of practical cases based on group work. They will be delivered within the established deadlines agreed on the first day of class. Feedback will be done within a maximum period of 2 weeks and in case of obtaining a qualification lower than 5 the task must be reworked.
EXAMS
Realization of two individual examns. If the exams are failed (less than 5 rating) or not presented, it will enable a specific day at the end of the period to make appropriate treatment. Can not be recovered examinations if the student has not been submitted to any of the planned evaluations. The test scores will be reported within a maximum period of 15 days after its completion.
INDIVIDUAL REFLECTIVE EXERCISES
Two individual exercises of reflexive character will be carried out during the development of the subject. The qualification will be communicated within a maximum of 2 weeks after delivery.
GENERAL FEATURES
It is an indispensable condition to overcome all the assessment tests (individual reflexive exercises, examns and solving practical cases) with a rating equal to or greater than 5 to pass the course
Overcoming the subject is a class attendance 80% minimum. In case plagiarism is detected, the mark of the subject will be FAILED.
EXAMS DATES
Pedagogy: Exam first part of the subject: 3/18/2021. Exam second part of the subject: 6/17/2021. Reassessment: 7/1/2021.
Social Education: Exam first part of the subject: 3/16/2021. Exam second part of the subject: 6/15/2021. Reassessment: 6/29/2021.
PRACTICAL TASKS
5 group practical activities realization. They will be delivered within the time limits according to the subject schedule. The answer to deliveries will be made within a maximum period of two weeks.
EXAMS
Realization of two individual examns. If the exams are failed (less than 5 rating) or not presented, itwill enable a specific day at the end of the period to make appropriate treatment. Can not be recovered examinations if the student has not been submitted to any of the planned evaluations. The test scores will be reported within a maximum period of 15 days after its completion.
INSTRUCTIONAL DESIGN
Practical group work task realization. The rating will be communicated within a maximum period of 15 days.
GENERAL FEATURES
It is an indispensable condition to overcome all the assessment tests (practical, exams and instructional design) with a rating equal to or greater than 5 to pass the course
Overcoming the subject is a class attendance 80% minimum. In case plagiarism is detected, the mark of the subject will be FAILED.
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Exams | 50% | 0 | 0 | 1, 3, 4, 7 |
| Reflexive individual exercises | 15% | 0 | 0 | 1, 6, 5, 3, 4, 2, 7, 8, 9 |
| Resolution of practical cases | 35% | 0 | 0 | 1, 6, 5, 3, 4, 2, 7, 8, 9 |
Bibliography
BOLÍVAR, A. (2008): Didáctica y Currículum: de la modernidad a la postmodernidad. Ediciones Aljibe: Archidona
CABRERA, F. A. (2000): Evaluación de la formación. Editorial Síntesis: Madrid.
MEDINA, A. ; SALVADOR, F. (Coord.) (2009): Didáctica General. Pearso-UNED: Madrid.
NAVARRO, R. (Coord.) (2007): Didáctica y Currículum para el desarrollo de competencias. Dykinson: Madrid.
RODRÍGUEZ ROJO, M. (Coord.) (2002): Didáctica General. Qué y cómo enseñar en la sociedad de la información. Biblioteca Nueva: Madrid.
SALVADOR MATA, F.; RODRÍGUEZ DIÉGUEZ, J.L.; BOLÍVAR, A. (Dtores.) (2004): Diccionario enciclopédico de Didáctica. Ediciones Aljibe: Archidona (2 volúmenes).
SÁNCHEZ HUETE, J: C. (Coord) (2008): Compendio de Didáctica General. Editorial CCS: Madrid.
SEVILLANO, M.L. (2004): Didáctica en el siglo XXI. Ejes en el aprendizaje y enseñanza de calidad. McGraw-Hill: Madrid.
TEJADA, J. (2005): Didáctica-Currículum. Diseño, desarrollo y evaluación curricular. Davinci: Barcelona.
TEJADA, J.; GIMÉNEZ, V. (Coords.) (2006): Formación de Formadores. Escenario aula. Thomson: Madrid.
TORRE, S. (1993): Didáctica y Currículum. Bases y componentes del proceso formativo. Dykinson: Madrid.