Degree | Type | Year | Semester |
---|---|---|---|
2500798 Primary Education | FB | 2 | 1 |
Learning and development I is a core subject of the curriculum and it doesn´t have previous requirements. However, the methodological option and the competencies to be acquired need and active attitude and the attendance and participation in the activities, developed in class. A predisposition to conceptual change, reading tasks of the basic and complementary texts and cooperative work into small groups are also needed.
The course Learning and Development I is part of the subject Basic Formation: Learning and Development of Personality (Ministry Order ECI/3857/2007). It is a basic and compulsory formation, related to the basic subjects of the Social and Juridical Sciences: Education and Psychology area. The subject comprises 18 credits ECTD, which are distributed in three compulsory courses with 6, 4 and 5 credits respectively: Learning and Development I, Learning and Development II and Differences and inclusion.
Each course have a duration of one semester and corresponds to the second, third and fourth years of the grade.
Learning and development I is a core subject with 6 credits from the Plan of Study of the graduate in Primary Education.
This subject is oriented to increase the professionalization of the student of elementary education within the other subjects of the program of the degree in elementary education, especially with the area of pedagogy, sociology and special didactics. In particular this subject have the objective to construct criteria for the analysis and comprehension of the educative practices of the school, and to develop skills for the design and practice of the teaching processes.
Thematic block 1:Biological, social, and cultural basis of the lifelong developmental process
1.1. Conceptions of development and its influence on orientation and educational approaches of teaching. Different theoretical perspectives.
1.2. Sociocultural context and perspectives of development.
1.3. Role of education and schooling in development.
Thematic block 2: Psychomotor development
2.1. Development of psychomotor skills, coordination and regulation of movement.
2.2. Evolution of the graphic gesture
2.3. Construction of the body scheme
Thematic block 3: Cognitive and linguistic development
3.1. Development of basic cognitive processes: perception, memory and attention.
3.2. Development of Thought: concept formation and problem solving.
3.3. Language development.
Thematic block 4: Socio-emotional development
4.2. Emotional development. Emotions and feelings.
4.2. Emotional regulation and evolution of social behavior.
4.3. Construction of personal and gender identity.
4.4. Interactions between peers. Friends and groups.
The methodology is focused in a participative approach. The main protagonist in the teaching-learning process is the student.
Due to the objective to construct critical and practical knowledge, is expected from students that follow several activities along this course.
Activity |
Methodology |
Expositive class |
Teacher’s lectures, about contents and main conceptual issues. Main contents are explained by the teacher, it’s expected that students participate in an open and active way. |
Seminar |
Small groups overseen by teachers to deepen content and topics studied in the large group through various activities (discussion of readings, problem-solving, debate, among others). |
Autonomous study |
Reading texts, case study, free tutorials, cooperative team activities |
Following |
Compulsory tutorials for the research work and group working process following |
Assessment |
Assessment and feedback activities. |
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 | |||
Expositive class | 15 | 0.6 | 12, 13, 14, 6, 7, 8, 3, 11, 5 |
Small class group | 30 | 1.2 | 1, 12, 9, 7, 8, 2, 3 |
Type: Supervised | |||
Supervisors (tutorial and assessment) | 30 | 1.2 | 1, 12, 13, 14, 9, 6, 7, 8, 3, 11, 5 |
Type: Autonomous | |||
Autonomous study | 75 | 3 | 12, 14, 7, 8, 3, 11 |
The evaluation is considered as the tool to gather information on student performance, compared to both process and outcome of learning.
Reflection on the progress of the matter is to be regularly promoted to make the necessary adjustments. Depending on the settings made by each teacher in relation to the group in particular, the following aspects will tend to be considered:
The evaluation of the course will involve two types of activities:
1. Reflective work, about the content of the course (60% of the final mark):
This learning product should provide an idea of (non-reproductive) set of topics that make up the program of the subject and especially its usefulness for the professional practice of elementary school teachers.The "Mini research" - cooperative workin groups, cannot be retaken.
Students who repeat the subject may request, at the beginning of the course, to carry out only a final synthesis evaluation.
Assessment Criteria
Students must attend a minimum of 80% of the classes (both plenary classes and seminars). Punctuality will be taken into account.
a) Each activity will include individual evaluation criteria previously specified.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Attendance and participation in learning activities | Compulsory requisite | 0 | 0 | 9, 2 |
Mini research (group work) | 40% | 0 | 0 | 1, 12, 13, 14, 9, 6, 7, 4, 8, 2, 3, 10, 11, 5 |
Reflexive Works (individual) | 60% | 0 | 0 | 1, 12, 13, 14, 9, 6, 7, 4, 8, 2, 3, 10, 11, 5 |
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