Degree | Type | Year | Semester |
---|---|---|---|
2500798 Primary Education | FB | 3 | 1 |
There are no specific previous requirements for the core subject Learning and Development II. However, the competencies and methodology of the subject involve a participative attitude by the students, which means, an active participation in class, a predisposition for conceptual shifts, reading the text proposed and a cooperative attitude to working in teams.
Learning and Development II is part of the Basic Course: Learning and Personality Development (Ordre Ministerial ECI/3857/2007). This is a compulsory core course, which is related to the basic courses of the context of Social and Legal Sciences: Education and Psychology. The course involves 18 ECTS credits, distributed in three compulsory subjects, of 6, 4, and 5 credits respectively: Learning and Development I; Learning and development II, and Inclusive Education. Each subject lasts one semester and each of them are taken at the second and third year course of the Bachelor’s degree course.
Learning and Development II is a basic course of 4 credits within the Bachelor’s degree in Primary Education. It is oriented towards placing the students in professional situation and facilitates the professionalization process of the students. The aims of this course consist in helping students to construct criteria to analyse and comprehend the educative school practices; and to develop skills to design and implement the teaching practice.
The objectives of the subject are:
1. Competent socioconstructivist teacher
1.1. Teaching and learning from socioconstructivism and other theoretical contributions.
1.2. Professional skills in teaching.
1.3. Construction of the teaching identity and resolution of critical incidents.
2. Students. Learning and personal development.
2.1. Academic motivation.
2.2. Attention to diversity and Universal Design for Learning.
3. Contents. What and how to learn and teach
3.1. Competence-based teaching and learning.
3.2. Teaching and assessment strategies and resources.
3.3. Digital Teaching Competence and digital resources for teaching.
The methodology has been planned and designed to build a context that facilitates students’ active participation.
In general terms, the following points are included in the methodology:
- Student-centred teaching.
- Cooperative learning methods and techniques.
- Gender perspective.
- Socio-constructivist and dialogical conception of learning, reflection on which is the main characteristic of the learning process.
- Authentic and Competency-based approaches.
- Use of ICT
Distinct methodologies will be combined throughout the course. These include, for instance, debates, roundtables, oral presentations, role-playing, case analyses, etc.
Each lecturer will provide information on tutorial schedules and the system of reservation. In certain cases, individual or team-work tutorials may be obligatory.
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 | |||
Seminars | 20 | 0.8 | |
The whole group classroom course | 10 | 0.4 | |
Type: Supervised | |||
Supervision time, tutorials and assessment | 20 | 0.8 | |
Type: Autonomous | |||
Autonomous work | 50 | 2 |
Assessment is the tool that collects both the process and the results of learning.
Reflecting on the course will be periodically promoted, facilitating any necessary adjustments. Taking into account whatever adjustments the group lecturer may deem necessary, the following will be assessed:
The Group-Learning Portfolio represents 30% of the final course grade. The portfolio contains the proposed activities for each content block. At the beginning of each course, each group’s lecturer will define the procedure by which working teams will be formed. The learning Portfolio has distinct blocs, each with its corresponding submissions. Additionally, a review of the learning portfolio constitutes a final submission. Final submission must indicate the revisions and changes made. Each content block must be submitted, through Moodle, a week after the end of the block. Failure to submit within the arranged period will result in failure. This failed block may still be included as part of the final submission, but can be awarded a maximum grade of 6.0. The Final Portfolio must be submitted one day before the final test (role-play). The specific schedule for each group will be available in the course syllabus. If a contribution made by one of the group members is inferior to expectations or is otherwise insufficient, the lecturer may opt to award this student a grade distinct to that awarded to the rest of the group. A student whose contribution to group work is insufficient may fail the teamwork assessment, even if the group’s overall grade is positive. When the lecturer has assessed an activity, each team will then be able to decide the distribution of the total grade. The grade of each Learning Portfolio block will be multiplied by thenumber of team members. The team can decide on the distributionof the total grade in accordance with eachparticipant’s contributing grade.
Producing and presenting an inquiry-based education-action proposalrepresents 17% of the final course grade. The presentation will take placein the class after the end of the second block.
The test represents 35% of the final course grade. This consists of a resolution of a case and combines an oral and a written component. The test will take place in the class after the end of the last block.
Finally, the final grade will be weighted with 17% from individual reflections and individual evidence, in addition to communicative competence and participation in class, as demonstrated throughout the course (interventions, active participation, etc.).
Attendance and participation, active involvement and reasoned contributions. Students must attend a minimum of 80% of the classes (both plenary classes and seminars). Punctuality will be taken into account.
Completion of all assessment activities is compulsory to passing the course. The average of the grades will be applied only if the student has attained a grade of 4.0 in each activity.
In the case that Applied research or Role-play has been failed, the student will be able to participate in a complementary re-evaluation activity, with the same objectives and contents as the failed activity. Re-evaluation will take place a week after or on the date agreed between teacher and student. The maximum grade in a re-evaluations activity is 6.0.
With respect to assignment presentations, all due care must be taken with use of language. Information must be well organised and all presentation texts should be carefully revised. Additionally, each work must include a bibliographical references section, which will include all documents consultedfor the presentation. Document citation must follow the APA (American Psychological Association) style. Correct application of APA formatting will be taken into account in assessment.
All forms of plagiarism in any assessment activity and/or copying are reasons for being awarded an immediate fail grade.
Communicative competence: to pass this course, good general communicative competence must be shown.
Attitude: to pass this course, students should show both a positive attitude and an ethical commitment towards the teaching profession. This means exhibiting a respectful attitude and involves punctuality, empathy, and respect for the diversity of people and ideas. Discriminatory attitudes will not be accepted.
Transnatura Project.
Transnatura is the title of a multidisciplinary project designed among the teaching teams of 4 subjects in the 3rd year of the Primary Education Degree. It consists of an outing of two days and one night to nature in which you want to provide an intense and formative experience in the natural environment that, in addition to working on the specific objectives of each of the disciplines, also facilitates the approach of transversal aspects such as sustainability, healthy life, coexistence and the relationship between school and nature, among others.
The departure will be on October 13th and 14th for groups 31 and 41, and on Ocober 20 and 21 for groups 21 and 71; thus, an overnightstay is included. Attendance is compulsory. If someone cannot attend for a justified reason, he or she will have to prove it and carry out compensatory work previously agreed with the teacher. The activities carried out during the outing will be part of the continuous assessment of the different subjects. The teaching team will specify thelearning evidences and the corresponding evaluation criteria at the beginning of the course.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Applied research: doing a proposal | 17% | 0 | 0 | 17, 11, 12, 20, 19, 5, 8, 9, 13, 15, 14, 16, 3, 2, 1 |
Learning portfolio | 30% | 0 | 0 | 17, 11, 12, 20, 19, 4, 5, 8, 10, 9, 15, 14, 16, 3, 18, 6, 2, 1 |
Reflection, participation and attitude | 18% | 0 | 0 | 17, 11, 12, 19, 5, 8, 7, 9, 16, 18, 6, 2, 1 |
Role-play: resolution of a case | 35% | 0 | 0 | 20, 19, 10, 9, 15, 16, 3, 18, 1 |
The references present in this document are orinetative; thet professor will definy which of those are complusory, recommended, or optional. All the compulsiry readings will be in English, the rest of readings might also be in Catalan or Spanish.
Bada, & Olusegun, S. (2015). Constructivism Learning Theory: A Paradigm for Teaching and Learning. IOSR Journal of Research & Method in Education, 5, 66-70.https://iosrjournals.org/iosr-jrme/papers/Vol-5%20Issue-6/Version-1/I05616670.pdf
Badia, A. (2012). Estrategias y competencias de aprendizaje en educación. Madrid: Síntesis.
Badia, A., Álvarez, I., Carretero, M. R., Liesa, E., & Becerril, L. (2012). Del aprendiz estratégico al aprendiz competente. En Estrategias y competencias de aprendizaje en educación. Madrid: Sintesis.
Banks, J.A. (1998). Multiculturalism’s Five Dimensions. NEA Today’s Interview. Extracted the 10th of May 20110 from https://www.learner.org/workshops/socialstudies/pdf/session3/3.Multiculturalism.pdf
Boekaerts, M. (2002). Motivation to Learn. Belgium: International Academy of Education. Extracted the 10th of May 2010 from http://unesdoc.unesco.org/images/0012/001280/128056e.pdf
CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org
Clarà, M. (2017). Teacher resilience and meaning transformation: How teacher reappraise situations of adversity. Teaching and Teacher Education, 63, 82-91.
Conner, M. (2012). A Primer on Educational Psychology. Institute of Training & Occupational Learning (ITOL) Journal, 1.
Generalitat de Catalunya. Departament d’Educació (n/d). Desplegament del currículum a l’educació primària. Barcelona: Direcció General de l’Educació Básica i el Batxillerat.
Generalitat de Catalunya. Departament d’Ensenyament (2013). Materials per a l’atenció a la diversitat i la inclusió. Barcelona: Direcció General de l’Educació Básica iel Batxillerat.
Glasersfeld, E. V. (1989). Constructivism in Education. In T. Hussen & T. N. Postlethwaite, (eds.). The International Encyclopedia of Education, Supplement, 1, 161-163.
González, A. (2005). Motivación intrínseca para el aprendizaje. A Motivación académica. teoría, aplicación y evaluación. Madrid: Pirámide.
Hammons, L., Austin, K., Orcutt, S. & Rosso, J. (2001). How people learn: introduction to learning theories. USA: Standford Universtiy.
Huitt, K.L. (1999). Teaching dyslexic students. Retrieved the 10th of May 2013, from http://chiron.valdosta.edu/whuitt/files/tchdyslexic.pdf
Monereo, C. (2010). ¡Saquen el libro de texto! Resistencia, obstáculos y alternativas en la formación de los docentes para el cambio educativo. Revista de Educación, 352, 583–597.
Palmer, P. (2006). "The Heart of a Teacher-Identity and Integrity in Teaching: A Conversation with Dr. Parker J. Palmer." Spring Colloquy. Center for Teaching Excellence Northern Virginia Region and the Loudoun Campus. Retrived the 1st of September 2010 from https://biochem.wisc.edu/sites/default/files/labs/attie/publications/Heart_of_a_Teacher.pdf
Pintrich, P.R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4), 667-686.
Ribosa, J. (2020). El docente socioconstructivista: un héroe sin capa. Educar. 56(1), 77-90.
Sanmartí, N. (2020). Avaluar és aprendre. L’avaluació per millorar els aprenentatges de l’alumnat en el marc del currículum per competències. Generalitat de Catalunya. Departament d’Educació. Direcció General de l’Educació Básica i el Batxillerat.
Thorndike,E. (1910). The contribution of Psychology to Education. Journal of Educational Psychology, 1, 5-12.
Tomlinson, C.A. (2000). Reconcilable Differences? Standards-Based Teaching and Differentiation. How to Differentiate Instruction, 58(1), 6-11.
Wood, D. (2006). El habla en la enseñanza: Cómo las formas del habla del profesor afectan a la participación del alumno. Coperación Educativa, 68, 31-36.
Throughout the course, in addition to the Moodle environment of the University, students may be asked to use software such as:
Text editing (Word, Docs ...).
CRS (Socrative, Mentimeter...).
Creation of visual content such as posters or presentations (Power Point, Genially, Canva ...)