Degree | Type | Year |
---|---|---|
2500798 Primary Education | FB | 2 |
In section "Individual written test (continuous assessment)" where it says 70% of the final grade, it should indicate 60%.
You can view this information at the end of this document.
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.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. Construction of the body scheme
Thematic block 3: Cognitive and linguistic development
3.1. Development of thought: concept formation and problem-solving.
3.3. Language development.
Thematic block 4: Socio-emotional development
4.1. Emotion regulation and evolution of social behavior.
4.2. Construction of personal and gender identity.
4.3. Interactions among peers. Friendships and groups.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Expositive class | 15 | 0.6 | 3, 5, 6, 7, 8, 11, 12, 13, 14 |
Small class group | 30 | 1.2 | 1, 2, 3, 7, 8, 9, 12 |
Type: Supervised | |||
Supervisors (tutorial and assessment) | 30 | 1.2 | 1, 3, 5, 6, 7, 8, 9, 11, 12, 13, 14 |
Type: Autonomous | |||
Autonomous study | 75 | 3 | 3, 7, 8, 11, 12, 14 |
This course will propose to perform one of the evaluation items using the the Inquiry-Based Learning (IBL) methodology is a student-centered educational approach that fosters the development of critical and analytical skills through exploration and questioning. In this course, we will implement IBL to delve into psychological development during the school years, providing a dynamic and collaborative learning experience.
Structure of the Work
Autonomous work is assumed for text reading, case studies, tutorials, team activities.
Systematic tutorials will be held to follow up on teamwork, as well as to clarify any doubts that may arise in relation to the study of the syllabus.
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 | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Attendance and participation in learning activities | Compulsory requisite | 0 | 0 | 2, 9 |
First individual written assessment (continuous assessment). Thematic blocks 1, 2, and 3. | 35% | 0 | 0 | 1, 4, 6, 7, 8, 9, 10 |
Second individual written assessment (continuous assessment). Thematic block 4. | 25% | 0 | 0 | 1, 3, 5, 8, 11, 13, 14 |
Team Work. ABI Project (Inquiry-Based Learning). Group work carried out throughout the entire course. | 40% | 0 | 0 | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14 |
The evaluation is considered as the tool to gather information on student performance, compared to both process and outcome of learning.
The evaluation of the course will involve two types of activities:
Individual written test (continuous assessment) where the student must demonstrate the understanding of the basic contents of the subject (60% of the final grade). There will be three assessments of this type, at the end of thematic blocks 3 and 4; on weeks 10 and 14, respectively.In case of not passing a Continuous Individual Assessment the student will have to take a final exam to re-evaluatethe contents corresponding to the EIC that he/she has not passed or that he/she wishes to improve the grade obtained. It is necessary to pass the two Individual Assessment CIA with a 5 out of 10 to pass the course. The recovery will take place at the end of the course, the date scheduled for the 2024-25 course is during the first week of February 2025.
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 individualevaluation criteria previously specified.
Audiovisual Sources
BBVA. Aprendemos juntos.https://aprendemosjuntos.elpais.com/
Editorial Graó. Espacio profesional. Experiencias. https://www.grao.com/es/productos/experiencias
EDUCACIÓ.360. Educació a temps complet. Experiències i Recursos. https://www.educacio360.cat/fitxers/
EduCaixa - Portal Educativo Online. https://www.educaixa.com
Senderi. Educació en valors. http://www.senderi.org/
XTEC - Xarxa Telemàtica Educativa de Catalunya. Recursos. http://xtec.gencat.cat/ca/inici
Name | Group | Language | Semester | Turn |
---|---|---|---|---|
(SEM) Seminars | 211 | Catalan | first semester | morning-mixed |
(SEM) Seminars | 212 | Catalan | first semester | morning-mixed |
(SEM) Seminars | 213 | Catalan | first semester | morning-mixed |
(SEM) Seminars | 311 | Catalan | first semester | morning-mixed |
(SEM) Seminars | 312 | Catalan | first semester | morning-mixed |
(SEM) Seminars | 313 | Catalan | first semester | morning-mixed |
(SEM) Seminars | 411 | Spanish | first semester | afternoon |
(SEM) Seminars | 412 | Spanish | first semester | afternoon |
(SEM) Seminars | 413 | Spanish | first semester | afternoon |
(SEM) Seminars | 711 | English | first semester | afternoon |
(SEM) Seminars | 712 | English | first semester | afternoon |
(SEM) Seminars | 713 | English | first semester | afternoon |
(TE) Theory | 21 | Catalan | first semester | morning-mixed |
(TE) Theory | 31 | Catalan | first semester | morning-mixed |
(TE) Theory | 41 | Spanish | first semester | afternoon |
(TE) Theory | 71 | English | first semester | afternoon |