Degree | Type | Year | Semester |
---|---|---|---|
4313754 Psychopedagogy | OB | 0 | 1 |
No requeriments
The Diversity and Curriculum module is a common module throughout the master. This module is intended that the student acquires an informed basis on the principles and the concept of diversity and how it is envisaged in curriculum development competency, taking into account the educational agents involved and collaborative processes established, to carry out psychoeducational intervention.
The objectives to be achieved in this module are:
Analyze the educational needs around student diversity.
Curriculum design and develop competencies to address diversity.
Identify collaborative processes between different educational agents to respond to an improvement in educational psychology intervention.
1. Diversity in education. Homogenisation and heterogeneity at a school for diversity.
1.1. Homogeneity and heterogeneity in education.
1.2. Educational inclusion in response to student diversity.
2. The curriculum in response to the educational needs.
2.1. Common curriculum to differentiated curriculum. Principles for curriculum planning.
2.2. Analysis of educational needs regarding the diversity of students
2.3. Teaching and learning strategies to address diversity.
2.4. Programming competency to diversity.
3. Educational Quality and attention to the educational needs.
3.1. Managing diversity in the classroom.
3.2. Planning and working models in the classroom.
3.3. Forms of support and collaboration processes among educators.
4. Psychopedagogy professionals in educational attention to diversity. Creation of educational networks in response to the processes of inclusion.
- Lectures and multimedia exhibitions.
- Exhibitions of works and monographs.
- Document Analysis.
- Work in cooperative groups.
- Collective or individual tutorials.
- Review of work and exercises in the classroom.
- Consultation and reading the recommended bibliography.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Focusing on the teacher | 57 | 2.28 | 2, 1, 9 |
Type: Supervised | |||
Focusing on students | 56 | 2.24 | 4, 5 |
Type: Autonomous | |||
Focusing on students | 112 | 4.48 | 4, 5 |
- Attendance/Participation/Self-evaluation (10%)
- Portfolio (30%). The realization of the portfolio consists of analysis and reflection, based on predetermined reference on the subject in the module. It includes introduction, theoretical and practical body and conclusions. Individual. Self-assessment will be included.
- Making / Presentation of activities in class (20%) individual/group
- Theoretical and practical test (40%) Individual
To overcome the module, you must have passed all the evidence. If the module is suspended, the student must enroll the module again in the next edition of the master. In this case, any notes of evidence will not be saved.
Deadline theoreticaland practical test: 30 november.
Deadline re-assessment: last week january.
Throughout the evaluation process, the student will be oriented on the evidence to present, if necessary.
According to the regulations UAB, plagiarism or copying of any work or written test will be penalized with a 0 note of the evidence losing the possibility to recover it, whether it is an individual work and group (in this case, all members the group will have a 0).
Attendance at the sessions is compulsory, the student must attend a minimum of 80%. Otherwise the evaluation will correspond to a no-show.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Attendance/participation | 10% | 0 | 0 | 7, 3, 10 |
Making and presentation in class activities | 20% | 0 | 0 | 2, 1, 6, 4, 8, 5, 7, 3, 10 |
Portfolio (with self-assessment) | 30% | 0 | 0 | 2, 1, 6, 4, 8, 5, 7, 3, 9 |
Theorical and practical test | 40% | 0 | 0 | 2, 1, 6, 4, 8, 5, 9 |
BOOTH, T. et al. (2002): The index for inclusión. London: CSIE Ltd.
CABRERIZO, J.; y RUBIO,M.J. (2013). Atención a la diversidad: teoría y práctica. Madrid: Pearson Prentice Hall.
CANTÓN MAYO, I. y PINO JUSTE, M. (Coords) (2012). Diseño y desarrollo del curriculum. Madrid: Alianza
CASANOVA, MA (2009). Diseño curricular e innovación educativa. Madrid: La Muralla.
CASANOVA, M.A. y RODRÍGUEZ, H.J. (2009). La inclusión educativa, un horizonte de posibilidades. Madrid: Ed. La Muralla.
Colmenero, M.J., Pantoja, A., & Pegalajar, M.C. (2015). Percepciones del alumnado sobre atención a la diversidad en la formación inicial del profesorado de Educación Secundaria. Revista Complutense de Educación, 26(1), 101-120.
DECRET 150/2017, de 17 d'octubre, de l'atenció educativa a l'alumnat en el marc d'un sistema educatiu inclusiu.
http://www.aeesdincat.cat/wp-content/uploads/2017/12/Decret_150_2017_-Sistema_Educatiu_Inclusiu.pdf
Echeita, G., Simon, C., Sandoval, M. & Monarca, H. (2013). Cómo fomentar las redes naturales de apoyo en el marco de una escuela inclusiva: propuestas prácticas. Madrid: Ed. MAD
Florian, l. & Spratt, J. (2013). Enacting Inclusion: A Framework for Interrogating Inclusive Practice. European Journal of Special Needs Education, 28 (2), 119-135
Mulholland, M. & O'Connor, U. (2016): Collaborative classroom practice for inclusion: perspectives of classroom teachers and learning support/resource teachers, International Journal of Inclusive Education. DOI: 10.1080/13603116.2016.1145266
OLIVER, M.C. (2003): Estrategias didácticas y organizativas ante la diversidad. Dilemas del profesorado. Barcelona: Octaedro-EUB.
TARP, R. G. et al. (2002). Transformar la enseñanza: excelencia, equidad, inclusión y armonía en las aulas y las escuelas. Madrid: Edcs. Paidós Ibérica, S.A.
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