Sources and elements of the curriculum
- 1. Sources and Elements of the curriculum Sociological foundation: It refers to the set of demands that society makes to a specific training project and its purpose is to adapt that project to the needs, values and social expectations. Epistemological Grounding: It refers to the requirements imposed on the curricular design of the characteristics of the disciplines that are taken as a reference when selecting and organizing the contents. Psychological foundation: It considers the conceptions and theories about the development and the learning that are taken as reference when deciding the methodology, the selection and formulation of the objectives and the organization of the contents Pedagogical foundation: It has to do with the theoretical conceptions one holds about how one must teach, both in general and in what affects a particular subject or content. Elements of the curriculum: We can consider basic elements of the curriculum to the set of minimum components that integrate any educational curriculum. OBJECTIVES; WHAT TO TEACH It is the intentions that preside over a given educational project and the set of goals and purposes in which those intentions are concretized. They define what we want to achieve, the "why" of educational action. Operational Objectives: They define the goals of teaching in terms of observable and measurable behaviors that the student must show. Under the influence of the behavioral paradigm for many to talk about objectives is exactly the same as talking about behaviors that a student must show at the end of a unit of learning. Competencies and capacities; The evolution of the psychology of learning, as the increasing complexity of society, have made our way of understanding the objectives is modified substantially. Today we tend to talk about curriculum goals not in terms of behaviors, but in terms of competencies and skills. The formulation of the curricular objectives in terms of competences is a necessity imposed by the demands of the present society to the processes of formation It implies a change in focus from content-centered instruction to another focused on the development of particular cognitive, motor, interpersonal abilities that are considered relevant by one reason or another. CONTENTS What to teach when thinking about training in terms of a process oriented towards the development of skills or competencies, the contents are basically converted into tools or instruments for that purpose. They are the components of a certain capacity that must be learned for the development of this capacity. The contents of teaching are not understood at present only as theoretical knowledge, but as knowledge, know-how and know-how, as conceptual contents, procedural contents and attitudinal contents. Conceptual Content: they are the set of theoretical knowledge that we hope will be acquired by the students of a given training process. Include both the concepts themselves and the principles and theories in which these concepts are organized. It also encompasses knowledge that is nothing more than data that the student must memorize, factual in order to make clear their difference with the previous ones
- 2. Procedural Contents: They constitute the set of practical knowledges that form the subject of a particular training project, that is, they are nothing more than the techniques, methods, strategies, skills or abilities that we pretend to acquire through a teaching program. What in the world of the company today is often called know how. Actitudinal Contents: Habits, values and attitudes. required in any training curriculum by: The instrumental character, needed during the learning process and they are valuable in their own right from the point of view of personal and social development, METHODOLOGY How to teach, specifies the most appropriate activities and experiences for different types of content to be learned properly and actually serve the development of competencies and abilities that we intend to develop in the students. It includes: Methodological principles, Methods, Strategies, Techniques, Activities and learning experiences, resources and materials to be used Teaching organization, methodological principles, They determine the activities that are carried out in any educational program. Teaching means choosing and any choice of a material or a way of teaching something is always done from a certain principle that one assumes as appropriate. Methods, strategies and didactic techniques, Methods, strategies and didactic techniques. The methodological principles give rise to diverse teaching methods, which will use certain didactic strategies and techniques, that is to say, concrete teaching procedures, activities and learning experiences. They are the actions that are designed as constituent parts of a learning experience, for example of a course, and serve to achieve the objectives of the same. Actions taken by a teacher to create an environment conducive to facilitate the learning of the student, the design of learning experiences is an activity that is not easy to plan, as it requires knowledge of didactics and learning theories. Educational resources : Any material that, in a given educational context, is used for a didactic purpose or to facilitate the development of training activities They are didactic resources the concrete means that aid the work of instruction and serve to facilitate the understanding of concepts during the teaching-learning process,allow: Present the themes or concepts of a topic in an objective, clear and accessible way. Provide a variety of learning tools. Stimulate the interest and motivation of the group. The participants approach reality and give meaning to what has been learned. Facilitate communication. They complement the didactic techniques and Save time. Didacticmaterials: it mean any material elaborated with the intention of facilitating the processes of teaching and learning, for example a textbook or multimedia program that allows to practice of chemical formulation. Classroom organization: It is necessary to create an environment to learn, this has its expression in the conditions of the classroom, in the decoration, in the discipline of work, in the preparation of the teacher, in the social organization of the school and, in the universal ideas that support education
- 3. Among the organizational elements has a particular interest in the distribution of time and work, which will enable students in the organization responsible for their activities, in the acquisition of learning, experience, skills and work skills. EVALUATION :refers to the processes of control and reformulation of the teaching and learning process, An authentic assessment can not be reduced to: examine and qualify results obtained the "performance" of the students. On the contrary, it should incorporate an analysis and assessment of the process that has led to those results. The evaluation can not be limited to what the student has done or not done. It should also include, and at the same level of importance, the teaching itself, both in terms of its planning and in terms of its practical development throughout the course of training followed FIRST CONCRETE LEVEL INSTITUTIONAL: It has normative character. It reflects the educational intentions of the System as well as the psychopedagogical principles that underlie it. It is a document that includes large blocks of contents and orientations on the methodology and evaluation. It is a guideline because it is not considered as a finished product, but it will be the teachers who are responsible for making it concrete for the educational reality in which they work. It is prescriptive, it is also intended to prescribe certain objectives, contents or educational experiences to be assured to all students in the course of their schooling . SECOND CONCRECTION LEVEL STUDYPLAN: It is the normative document that articulates in the long term the set of actions of the teaching team of an Educational Institution. Its purpose is to reach the capacities foreseen in the objectives of each of the stages, in coherence with the Educational Purposes. THIRD CONCRECTION LEVEL SUBJECT PROGRAM: It is the pedagogical- didactic instrument that articulates in the medium term the set of learning experiences that will allow to reach the capacities foreseen by the Curriculum in coherence with the Educational Purposes. FOURTH CONCRECTION LEVEL TEACHER'S CLASS PLAN . It is a work proposal related to a complete teaching-learning process. It is an instrument of planning of the daily school tasks that facilitates the intervention of the teacher because it allows him to organize his educational practice to articulate processes of teaching-learning of quality and with the adjustment appropriate - pedagogical aid - to the group and to each student who composes it. TEACHER'S CLASS PLAN :Also called Didactic Unit. It is a set of activities that are developed in a certain time for the achievement of some didactic objectives. In the UD you answer all the curricular questions, ie what to teach (objectives and contents), when to teach (orderly sequence of activities and contents) teaching (activities, organization of space and time, materials and didactic resources) and evaluation. Didactic unit. It is considered as a vehicle of inquiry into the everyday reality of the classroom. The Didactic Unit concretizes decisions about: Formulation of objectives - why teach - learn ? Teaching content - what to teach - learn? Teaching and learning - how to teach - learn Resources and means of teaching and learning - with what? Organization of teaching and learning. Ways to evaluate. The last two levels of curricular concretion are levels of curricular adaptation. It requires the teacher's responsibility and freedom of decision about the changes, adaptations, that will allow to adjust the curriculum to the real needs. It is the
- 4. teachers who know the students best and who must make the necessary adjustments in the exercise of their autonomy, thus contributing to their professional development.