METODOLOIA EDUCATIVAS

PLANNING AND PREPARATION

El plan de estudios es el esquema estructurado de las áreas obligatorias y fundamentales y de áreas optativas con sus respectivas asignaturas que forman parte del currículo de los establecimientos educativos. El plan de estudios debe contener al menos los siguientes aspectos:
a) La intención e identificación de los contenidos, temas y problemas de cada área,señalando las correspondientes actividades pedagógicas.
b) La distribución del tiempo y las secuencias del proceso educativo, señalando en qué grado y período lectivo se ejecutarán las diferentes actividades.
c) Los logros, competencias y conocimientos que los educandos deben alcanzar y adquirir al finalizar cada uno de los períodos del año escolar, en cada área y grado, según hayan sido definidos en elproyecto educativo institucional-PEI- en el marco de las normas técnicas curriculares que expida el Ministerio de Educación Nacional. Igualmente incluirá los criterios y los procedimientos para evaluar el aprendizaje, el rendimiento y el desarrollo de capacidades de los educandos.
d) El diseño general de planes especiales de apoyo para estudiantes con dificultades en su proceso de aprendizaje.e) La metodología aplicable a cada una de las áreas, señalando el uso del material didáctico, textos escolares, laboratorios, ayudas audiovisuales, informática educativa o cualquier otro medio que oriente soporte la acción pedagógica.
f) Indicadores de desempeño y metas de calidad que permitan llevar a cabo la autoevaluación institucional.
ne of the most important (principles of good teaching)is the need for planning. Far from compromising spontaneity, planning provides a structure and context for both teacher and students, as well as a framework for reflection and evaluation’ (Spencer, 2003, p. 25).
We have seen that one of the advantages of small group teaching is that it provides opportunities for in-depth discussion, reflection and consolidation of learning. Small group teaching isalso costly in terms of time and physical resources, so it is important to maximise the learning that can be achieved by forward planning and appropriate structuring of activities.
Spencer (2003, p. 25) notes that there are four fundamental questions a clinical teacher should ask themselves when planning a teaching session.
• Who am I teaching? The number of learners and their study level orstage in training.
• What am I teaching? The topic or subject, the type of expected learning (knowledge, skills, behaviours).
• How will I teach it? Teaching and learning methods, length of time available, location of teaching session, access to patients, internet resources, clinical skills models, etc.
• How will I know if the students understand? Informal and formal assessments, questioningtechniques, feedback from learners.
To these we might add the following.
• What do the learners know already?
• What are the learners going on to next?
• What do the learners want to know or be able to do as a result of your teaching? And how will I find this out?
• How will I build in flexibility to address unforeseen learning needs?
Thinking point
• Can you answer the above questions forall the groups you teach? If not, how might you find out the answers?

You will find more detailed ideas about identifying learning needs in the Assessing educational needs module in this series.
It can be helpful to devise a lesson plan for each teaching session, this may be very detailed or a simple broad-brush plan, but before the session, you should:
• define your aims and learningoutcomes or objectives
• think about the structure of the session and timing of activities
• decide on the best teaching and learning methods to achieve the learning outcome
• list content and key topics, and research more if needed
• refine the lesson plan
• identify learning resources and support material
• finalise any linked assessment or evaluation.
En esta parte de mi practica planear y...