didactic unit

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DIDACTIC UNIT

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DIDACTIC UNIT

Design and present a didactic unit

In groups of 3 or 4 Design a didactic unit on a topic of

your choice Hand in written work by Tuesday 5

May Presentations: 15 minutes for groups

of 3, 20 minutes for groups of 4 Dates of presentations: Thursday 7

May, 14 May, 21 May

Design and present a didactic unit

Each person will also have to hand in 1 critical evaluation of another group’s presentation

Distribution of marks: - 30% presentation literary text- 50 % didactic unit (50% of this will be on the written work, 50% on the

presentation itself)

- 20% on peer evaluation

Details of the didactic unit

Timing: 5 sessions of 50 minutes a week, period of 2 weeks (Total of 10 sessions)

Topic: you can choose the topic, but you have to justify your choice, referring to the curriculum

You need to specify (you can invent this): - age/grade of students- profile of the students (any special needs?) - number of students in class- the school- when you will teach this unit (dates, month, time of day)

Different aspects of the didactic unit

1. Justification (reason for choosing the topic, situation within the curriculum)

2. Contextualization (details about school and type of students)

3. Objectives 4. Resources5. Methodology6. Sequence of activities (including timing and

materials)7. Suggestions for variation8. Evaluation

Goal Objective Learning Outcome

Broad definition of the student competenceGeneral Syllabus for Preschool Education

In Navarra, Foral Decree 23/2007, 19th March.

La Educación Infantil contribuirá a desarrollar en las niñas y niños las capacidades que les permitan:

a) Conocer su propio cuerpo y el de los otros, sus posibilidades de acción y aprender a respetar las diferencias.b) Observar y explorar su entorno familiar, natural y social, reconociendo en él algunas características propias de Navarra.c) Adquirir progresivamente autonomía en sus actividades habituales.d) Desarrollar sus capacidades afectivas.e) Relacionarse con los demás y adquirir progresivamente pautas elementales de convivencia y relación social, así como ejercitarse en la resolución pacífica de conflictos.f) Desarrollar habilidades comunicativas en diferentes lenguajes y formas de expresión.g) Iniciarse en las habilidades lógico-matemáticas, en la lecto-escritura y en el movimiento, el gesto y el ritmo.

Goal Objective Learning Outcome

Describes what a teacher will cover in a course/unit.

Less broad than goals and broader than student learning outcomes.

3 areas: Self-knowledge and personal autonomy Environment knowledge Language: communication and

representation

Self-knowledge and personal autonomy

1. Formarse una imagen ajustada y positiva de sí mismo, a través de la interacción con los otros y de la identificación gradual de las propias características, posibilidades y limitaciones, desarrollando sentimientos de autoestima y autonomía personal.

2. Conocer su cuerpo, sus elementos y algunas de sus funciones, descubriendo las posibilidades de acción y de expresión y coordinando y controlando cada vez con mayor precisión gestos y movimientos.

3. Identificar los propios sentimientos, emociones, necesidades o preferencias, y ser capaces de expresarlos y comunicarlos a los demás, identificando y respetando, también, los de los otros.

4. Realizar, de manera cada vez más autónoma, actividades habituales y tareas sencillas para resolver problemas de la vida cotidiana, aumentando el sentimiento de autoconfianza y la capacidad de iniciativa, y desarrollando estrategias para satisfacer sus necesidades básicas.

5. Adecuar su comportamiento a las necesidades y requerimientos de los otros desarrollando actitudes y hábitos de respeto, ayuda y colaboración, evitando comportamientos de sumisión o dominio.

6. Progresar en la adquisición de hábitos y actitudes relacionados con la seguridad, la higiene y el fortalecimiento de la salud, apreciando y disfrutando de las situaciones cotidianas de equilibrio y bienestar emocional.

Environment knowledge

1. Observar y explorar de forma activa su entorno, generando interpretaciones sobre algunas situaciones y hechos significativos y mostrando interés por su conocimiento.

2. Relacionarse con los demás, de forma cada vez más equilibrada y satisfactoria, interiorizando progresivamente las pautas de comportamiento social y ajustando su conducta a ellas.

3. Conocer distintos grupos sociales cercanos a su experiencia, algunas de sus características, producciones culturales, valores y formas de vida, generando actitudes de confianza, respeto y aprecio.

4. Iniciarse en las habilidades matemáticas, manipulando funcionalmente elementos y colecciones, identificando sus atributos y cualidades y estableciendo relaciones de agrupamientos, clasificación, orden y cuantificación.

5. Conocer y valorar los componentes básicos del medio natural y algunas de sus relaciones, cambios y trasformaciones, desarrollando actitudes de cuidado, respeto y responsabilidad en su conservación, tomando como referencia los paisajes de la Comunidad Foral de Navarra.

Languages: communication and representation

1. Utilizar la lengua como instrumento de aprendizaje, de representación, de comunicación y disfrute, de expresión de ideas y sentimientos y valorando la lengua oral como un medio de relación con los demás y de regulación de la convivencia.

2. Expresar sentimientos, deseos e ideas mediante la lengua oral y a través de otros lenguajes, eligiendo el que mejor se ajuste a la intención y a la situación.

3. Comprender las intenciones y mensajes de otros niños y niñas así como de las personas adultas, adoptando una actitud positiva hacia las lenguas.

4. Comprender, reproducir y recrear algunos textos literarios mostrando actitudes de valoración, disfrute e interés hacia ellos.

5. Iniciarse en los usos sociales de la lectura y la escritura explorando su funcionamiento y valorándolas como instrumento de comunicación, información y disfrute.

6. Acercarse al conocimiento de obras artísticas expresadas en distintos lenguajes y realizar actividades de representación y expresión artística mediante el empleo de diversas técnicas.

7. Iniciarse en el uso oral de otras lenguas del currículo para comunicarse en actividades dentro del aula, y mostrar interés y disfrute al participar en estos intercambios comunicativos.

goal objective learning outcome

Specify the level or criterion for the knowledge, skill, ability that the student must demonstrate

Include conditions under which they should be able to demonstrate their knowledge, skills, abilities

Contain active verbs Be measurable (some more easily than others) Do not join elements in one outcome

statement that can not be assessed by a single method

Bloom’s Taxonomy

The Three Domains of Learning(Bloom, et al. 1956)

Cognitive: mental skills (knowledge)

Affective: growth in feelings or emotional areas (attitude or self)

Psychomotor: manual or physical skills (skills)

Cognitive domain

The cognitive domain involves knowledge and

the development of intellectual skills (Bloom, 1956).

There are six major categories of cognitive processes, from the simplest to the most complex:▪ Remembering▪ Understanding▪ Applying▪ Analyzing▪ Creating▪ Evaluating

Bloom’s taxonomy

Remembering

DEFINITION

Recall or retrieve previous learned information, such as facts, terms, concepts and answers.

KEY WORDS

Choose, copy, define, find, duplicate, identify, label, list, match, memorize, name, observe, omit, quote, recognize, record , repeat, reproduce, select, show, spell, state, tell

Understanding

DEFINITION

To show understanding and demonstrate comprehension of facts, ideas, instructions and problems.

State a problem in one's own words

KEY WORDS

classify, compare, contrast, demonstrate, discuss, explain, express, defend, distinguish, generalize, give examples, illustrate, interpret, indicate, infer, match, outline, paraphrase, report, show, summarize, translate

Applying

DEFINITION

Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place

KEY WORDS

Apply, associate, build, change, calculate, connect, construct, correlate, demostrate, develop, dramatise, employ, identify, interpret, illustrate, link, manipulate, make use of, model, organise, perform, plan, practice, relate, represent, select, show, simulate, solve, summarise, use

Analysing

DEFINITION

To examine in detail. Analyze and break

information into parts and identify causes

Make inferences and find evidence support generalizations

Distinguishes between facts and inferences.

KEY WORDS

Analyze, categorise, choose, classify,

differentiate, deconstruct,

distinguish, examine, discuss, identify, inspect, illustrate,

infer, order, prioritize, reorganise, relate, select, separate,

structure

Creating

DEFINITION

To change or create into something new. Compiling information together in a different way by combining elements in a new pattern or proposing alternative solutions.

KEY WORDS

Add, build, change, choose, combine, compose, construct, convert, create, elaborate, experiment, formulate, improve, make up, modifiy, plan, predict, produce, propose, rewrite, simplify, solve, test, transform

Evaluating

DEFINITION

To justify Presenting

information and defending opinions by making judgements about information, validity of ideas or quality of work based on a set of criteria.

KEY WORDS

Agree, argue, assess, choose, compare, conclude, consider, convince, criticise, debate, decide, deduct, defend, discriminate, evaluate, explain, give reasons, interpret, justify, prove, relate, select, support, validate

learning outcomes - checklist

Are the outcomes aligned with the values, and goals? Do the outcomes clearly describe the expected

abilities, knowledge, values, and attitudes? Are the outcomes simply stated? Is it possible to collect accurate and reliable data for

the outcomes? Can they be used to identify areas to improve? Are they written using action verbs to specify

definite, observable behaviors? Does the language describe student rather than

teacher behaviors? Does the language describe a learning outcome, not

a process?

Learning outcomes - tips

Analyze the general objectives and relate them to the contents.

Should include reference to concepts, procedures and attitudes.

Share them with students Catering for diversity:

Allow different grades of accomplishment

Some are basic and some are for deepening

Contents

Conceptual: facts, conceptsProcedural: skills, methods,

techniquesAffective: values and attitudes

Contents (Foral Decree)

SELF-KNOWLEDGE AND PERSONAL AUTONOMY

Bloque 1. El cuerpo y la propia imagen.

Bloque 2. Juego y movimiento.Bloque 4. El cuidado personal y

la salud.Bloque 3. La actividad y la vida

cotidiana.

ENVIRONMENT KNOWLEDGE

Bloque 1. Medio físico: elementos, relaciones y medida.

Bloque 2. Acercamiento a la naturaleza.

Bloque 3. Cultura y vida en sociedad.

Contents

Language: communication and representation

Bloque 1. Lenguaje verbal. 1. Escuchar, hablar y conversar 2. Aproximación a la lengua escrita 3. Acercamiento a la literatura

Bloque 2. Lenguaje audiovisual y tecnologías de la información y la comunicación.

Bloque 3. Lenguaje artístico. Bloque 4. Lenguaje corporal.

Contents - Tips

Balanced: concepts, procedures, affective

Cater for diversity

Cross-curricular

Check first main contents for Preschool Education

Materials and resources

safe robust suitable for age attractive and stimulating suggests but doesn’t replace action

diverse

TYPES

Gross-Motor Play: Large blocks Transportation toys, Climbing equipment, Tricycles, wagons, Big Wheels, Woodworking equipment and materials (child-size hammers, workbench, vise, screwdrivers, scrap lumber, etc.)

Fine-Motor Play: Clay, Puzzles, Art supplies (finger and water paints, brushes, markers, crayons, scissors, etc.), Beads for stringing, Construction materials (small blocks, Legos, Lincoln Logs, etc.)

Language and Literacy: Books, Writing materials (notepads, individual chalkboard, pens, pencils, old typewriters, sand trays, etc.), Thematic props (teddy bears for “Goldilocks,” puppets, etc.)

Cognitive Play: Materials for water play (buckets, squirt guns, sieves, etc.), Simple board games, Simple card games, Materials for science experiments (balance scales, eye droppers, animal cages, aquariums, terrariums, etc.), Objects from nature (leaves, bird’s nest, feathers, etc.)

Sociodramatic Play: Dolls and stuffed animals, Props for dramatic play (hats, neckties, child stethoscope, eyeglasses with lenses, etc.), Miniature life figures Housekeeping equipment and props (child-size broom, dishware, table and chairs, etc.)

Activities

Promote mental activity▪ participation▪ solidarity

no discrimination

Integrate a variety of: types of contents▪ relevant contexts▪ difficulty levels

Allow different approaches▪ expression ▪ accomplishment levels

roles and interactions

Catering for diversity

variety of differences in people▪ cultural and language backgrounds

▪ religion▪ values

▪ sexual orientation▪ abilities

▪ educational background▪ socio-economic status

▪ lifestyles▪ gender

Catering for diversity

Involves taking into account all children’s social, cultural and linguistic diversity in curriculum decision-making processes

Acknowledging and catering for difference so that all children experience a strong sense of belonging and acceptance as valued members of the group

Catering for diversity - Measures

Gradable learning outcomes

Methodology: Participation: cooperative learning, peer instruction. Mixed: for all learning styles Grouping: different according to students’ needs

Activities for different curricular levels. Reinforcement measures Extension measures

Different materials/resources to motivate all students

Assessment instruments adapted to students’ needs