Guías Docentes Electrónicas
1. General information
Course:
TEACHING-LEARNING PROCESSES
Code:
46307
Type:
BASIC
ECTS credits:
6
Degree:
392 - BACHELOR'S DEGREE IN PRIMARY EDUCATION (AB)
Academic year:
2021-22
Center:
101 - FACULTY OF EDUCATION IN ALBACETE
Group(s):
17  18  19  10  13  15  12  16  11 
Year:
1
Duration:
C2
Main language:
Spanish
Second language:
English
Use of additional languages:
English Friendly:
N
Web site:
Bilingual:
Y
Lecturer: JOSE LUIS GOMEZ RAMOS - Group(s): 18  11 
Building/Office
Department
Phone number
Email
Office hours
Edificio Simón Abril (Pl. de la Universidad, 3)
FILOLOGÍA MODERNA
+34926053276
JoseLuis.Gomez@uclm.es
Look up Moodle's Virtual Platform or the noticeboard at the Pedagogy Department.

Lecturer: MARÍA SOLEDAD LÓPEZ GARCÍA - Group(s): 15  16 
Building/Office
Department
Phone number
Email
Office hours
Edificio Simón Abril (Pl. de la Universidad, 3)
PEDAGOGÍA
+34967599200
Soledad.Lopez@uclm.es

Lecturer: EMILIO LÓPEZ PARRA - Group(s): 17 
Building/Office
Department
Phone number
Email
Office hours
Edificio Simón Abril (Pl. de la Universidad, 3)
PEDAGOGÍA
+34967599200
Emilio.LopezParra@uclm.es

Lecturer: BELEN SANCHEZ NAVALON - Group(s): 19 
Building/Office
Department
Phone number
Email
Office hours
Edificio Simón Abril (Pl. de la Universidad, 3)
PEDAGOGÍA
+34967599200
Belen.SanchezNavalon@uclm.es

2. Pre-Requisites

Scholars ought to have acquired skills and previous knowledge on information and communication technologies (ICT) granting them access to the curricular content on the virtual space Moodle; on individual and group work; and on management of the information (search and analysis from different database sources). 

 

3. Justification in the curriculum, relation to other subjects and to the profession

The course Teaching and Learning Processes belongs to the General Training of the Primary Education Degree and forms part of the Basic Training (Module 1.1.1.): Learning and Personality Development. This course focuses on the pedagogical vision of the teaching and learning processes that a future Primary Education teacher must acquire, to favour the development of the necessary skills that guide the teaching practice. Therefore, aspects such as teaching styles; teaching models; classroom atmosphere; instructional design, development, and evaluation are essential aspects to keep in mind within the boundaries of teaching and learning processes. The course Teaching and Learning Processes contributes to pre-service teachers to develop processes of knowledge acquisition focused on the investigation and critical reflection of the self-teaching repertoire for which they are trained; the development of a didactic thought; and the innovative methodological processes and curriculum design models. The knowledge gained from this subject forms part of basic training in the initial professional training of future in-service primary school teachers. 


4. Degree competences achieved in this course
Course competences
Code Description
1.1.1.II.01 Understand the learning processes related to 6-to-12-year olds in the family, social and school context.
1.1.1.II.02 Know Primary pupils' characteristics as well as those of their motivational and social contexts.
1.1.1.II.03 Have enough knowledge to understand pupils' personality development and identify disorders.
1.1.1.II.04 Identify learning difficulties, report them and assist in their treatment.
1.1.1.II.05 Understand current trends and proposals related to competence-based learning.
1.1.1.II.06 Identify and plan the resolution of educational situations that affect pupils with different abilities and different learning speeds.
CB03 Be able to gather and process relevant information (usually within their subject area) to give opinions, including reflections on relevant social, scientific or ethical issues.
CG01 Know the curricular areas of Primary Education, the interdisciplinary relationship between them, the evaluation criteria and didactic knowledge about the corresponding teaching and learning procedures.
CG02 Design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and professionals in the centre.
CG04 Design and arrange learning spaces, with consideration of diversity and gender equality, equity and respect for human rights, which constitute the values of citizenship.
CG05 Promote coexistence inside and outside the classroom, solve discipline problems and contribute to the peaceful resolution of conflicts. Boost and value pupils' effort, determination and self-discipline.
CG10 Reflect on classroom practice to allow innovation and improvement of the teaching practice. Acquire habits and skills for autonomous and cooperative learning and promote it among pupils.
CT02 Master information and communication technology (ICT).
CT03 Correct oral and written communication.
5. Objectives or Learning Outcomes
Course learning outcomes
Description
Understand the role of supporting teachers and professionals in the improvement of pupils' learning.
Design competence-based educational proposals.
Distinguish and use the various scientific methodologies applied to education.
Analyse the teaching-learning processes corresponding to Primary Education.
Design learning strategies considering pupils' family and social contexts.
Identify and analyse possible learning and communication difficulties of pupils with Special Educational Needs (SEN) and promote the use of resources to foster pupils' development.
Identify determining factors of problematic situations and misbehaviour in the classroom and educate about gender equality and value education.
Apply individual and group teaching methods for particular educational contexts and specific 6-to-12-year-old pupils' characteristics.
Identify the characteristics of 6-to-12-year-old pupils, as well as those of their contexts and their relationship.
Additional outcomes
Description
Design teaching strategies keeping the family and social context in mind.
6. Units / Contents
  • Unit 1: The teaching and learning process in Primary Education. The qualities of the teacher. Curriculum and curricular planning.
  • Unit 2: Curriculum design and innovation. Teaching and learning models and strategies.
  • Unit 3: Cultural diversity and gender equality in the age-stage of Primary Education. Strategies and teaching practice.
  • Unit 4: Learning difficulties in Primary Education. Educational care resources.
ADDITIONAL COMMENTS, REMARKS

*For every mistake of those included in the 'List of mistakes to avoid' (see Moodle), the student will miss 0.2 marks in the corresponding activity/test/presentation/exam up to a maximum of 1.6 marks (8 mistakes). If the mistake is repeated, the repetition(s) will be also penalised.

**If applicable, any modifications or adaptations needed in the teaching guides as a result of a change in the teaching or evaluation model derived from the evolution of the pandemic will be documented in a later addendum.

***Fraudulent or plagiaristic behaviours will be penalised considering the Students' Assessment Regulation (Article 9) and the American Psychological Association (APA 7th edition).


7. Activities, Units/Modules and Methodology
Training Activity Methodology Related Competences (only degrees before RD 822/2021) ECTS Hours As Com Description
Class Attendance (theory) [ON-SITE] Lectures 1.1.1.II.01 1.1.1.II.02 1.1.1.II.03 1.1.1.II.04 1.1.1.II.05 1.1.1.II.06 CB03 CG01 CG02 CG04 CG05 CG10 CT02 CT03 1.6 40 Y N As much from the professor as from the students, the development of theoretical contents will be carried out through presentational instruction encompassing group discussions and reflections.
In-class Debates and forums [ON-SITE] Problem solving and exercises 1.1.1.II.01 1.1.1.II.02 1.1.1.II.03 1.1.1.II.04 1.1.1.II.05 1.1.1.II.06 CB03 CG01 CG02 CG04 CG05 CG10 CT02 CT03 0.72 18 Y N Amongst others, the training activities will be workshops, seminars, debates, and presentations in which negotiations with the students will be kept in mind when selecting the particular teaching strategies.
Writing of reports or projects [OFF-SITE] Reading and Analysis of Reviews and Articles 1.1.1.II.01 1.1.1.II.02 1.1.1.II.03 1.1.1.II.04 1.1.1.II.05 1.1.1.II.06 CB03 CG01 CG02 CG04 CG05 CG10 CT02 CT03 1.6 40 Y N Through active methods, the assignments will be managed both as individual and group work.
Study and Exam Preparation [OFF-SITE] Self-study 1.1.1.II.01 1.1.1.II.02 1.1.1.II.03 1.1.1.II.04 1.1.1.II.05 1.1.1.II.06 CB03 CG01 CG02 CG04 CG05 CG10 CT02 CT03 2 50 N N Student's choice.
Final test [ON-SITE] Assessment tests 1.1.1.II.01 1.1.1.II.02 1.1.1.II.03 1.1.1.II.04 1.1.1.II.05 1.1.1.II.06 CB03 CG01 CG02 CG04 CG05 CG10 CT02 CT03 0.08 2 Y Y In-person written exam encompassing two parts: essay and multiple choice. It is compulsory to get a minimum of 40% positive marks in this summative test to average such marks with the rest of the assessable activities from the subject. Was not the specified percentage gotten, the test would be resat in the extraordinary call.
Total: 6 150
Total credits of in-class work: 2.4 Total class time hours: 60
Total credits of out of class work: 3.6 Total hours of out of class work: 90

As: Assessable training activity
Com: Training activity of compulsory overcoming (It will be essential to overcome both continuous and non-continuous assessment).

8. Evaluation criteria and Grading System
Evaluation System Continuous assessment Non-continuous evaluation * Description
Theoretical papers assessment 30.00% 30.00% Presentation works and topics: These theoretical jobs will be complemented with oral productions about the written part.
Assessment of active participation 20.00% 20.00% Forums and debates: This assessment will be complemented with a written report theoretically supported.
Final test 50.00% 50.00% In the final exam, students will be assessed on all of the course topics.
Total: 100.00% 100.00%  
According to art. 4 of the UCLM Student Evaluation Regulations, it must be provided to students who cannot regularly attend face-to-face training activities the passing of the subject, having the right (art. 12.2) to be globally graded, in 2 annual calls per subject , an ordinary and an extraordinary one (evaluating 100% of the competences).

Evaluation criteria for the final exam:
  • Continuous assessment:
    Once carried out, the formative activities are not recoverable (a lesson, a workshop, the explanation of a text, et cetera, are not repeated). However, the knowledge and skills corresponding to such activities can be demonstrated in the extraordinary call throughout the equivalent tasks determined by the professor.

    Activities planned as assessable are recoverable.
  • Non-continuous evaluation:
    Within the three weeks from the starting date, scholars not aiming at attending in person or regularly to lectures will agree with the professor a meeting via email. The same criteria for carrying out, presenting, and evaluating subjet' activities will apply to these students. Within the settled deadlines, the lack of contact with the professor will be duly justified.

    Activities planned as assessable are recoverable.

Specifications for the resit/retake exam:
Through a test acknowledging all of the contents from the subject matter, students must demonstrate mastery of the course. Concurrently with the resit exam, students must deliver previously failed, agreed with the professor, or undelivered assignments from the formative assessment part. Progress activities are recoverable through an essay to be written the day of the resit exam.
Specifications for the second resit / retake exam:
It would be adjusted to the achievement of a test where students demonstrate mastery of the course.
9. Assignments, course calendar and important dates
Not related to the syllabus/contents
Hours hours

Unit 1 (de 4): The teaching and learning process in Primary Education. The qualities of the teacher. Curriculum and curricular planning.
Activities Hours
Class Attendance (theory) [PRESENCIAL][Lectures] 10
In-class Debates and forums [PRESENCIAL][Problem solving and exercises] 4.5
Writing of reports or projects [AUTÓNOMA][Reading and Analysis of Reviews and Articles] 10
Study and Exam Preparation [AUTÓNOMA][Self-study] 12.5
Teaching period: Second Term
Group 18:
Initial date: 31-01-2122 End date: 25-02-2022
Group 10:
Initial date: 31-01-2122 End date: 25-02-2022
Group 11:
Initial date: 31-01-2122 End date: 25-02-2022

Unit 2 (de 4): Curriculum design and innovation. Teaching and learning models and strategies.
Activities Hours
Class Attendance (theory) [PRESENCIAL][Lectures] 10
In-class Debates and forums [PRESENCIAL][Problem solving and exercises] 4.5
Writing of reports or projects [AUTÓNOMA][Reading and Analysis of Reviews and Articles] 10
Study and Exam Preparation [AUTÓNOMA][Self-study] 12.5
Teaching period: Second Term
Group 18:
Initial date: 28-02-2022 End date: 25-03-2022
Group 19:
Initial date: 28-02-2022 End date: 25-03-2022
Group 11:
Initial date: 28-02-2022 End date: 25-03-2022

Unit 3 (de 4): Cultural diversity and gender equality in the age-stage of Primary Education. Strategies and teaching practice.
Activities Hours
Class Attendance (theory) [PRESENCIAL][Lectures] 10
In-class Debates and forums [PRESENCIAL][Problem solving and exercises] 4.5
Writing of reports or projects [AUTÓNOMA][Reading and Analysis of Reviews and Articles] 10
Study and Exam Preparation [AUTÓNOMA][Self-study] 12.5
Teaching period: Second Term
Group 18:
Initial date: 28-03-2022 End date: 22-04-2022
Group 19:
Initial date: 28-03-2022 End date: 22-04-2022
Group 11:
Initial date: 28-03-2022 End date: 22-04-2022

Unit 4 (de 4): Learning difficulties in Primary Education. Educational care resources.
Activities Hours
Class Attendance (theory) [PRESENCIAL][Lectures] 10
In-class Debates and forums [PRESENCIAL][Problem solving and exercises] 4.5
Writing of reports or projects [AUTÓNOMA][Reading and Analysis of Reviews and Articles] 10
Study and Exam Preparation [AUTÓNOMA][Self-study] 12.5
Final test [PRESENCIAL][Assessment tests] 2
Teaching period: Second Term
Group 18:
Initial date: 25-04-2022 End date: 18-05-2022
Group 19:
Initial date: 25-04-2022 End date: 18-05-2022
Group 11:
Initial date: 25-04-2022 End date: 18-05-2022

Global activity
Activities hours
10. Bibliography and Sources
Author(s) Title Book/Journal Citv Publishing house ISBN Year Description Link Catálogo biblioteca
Aguado Odina, M. T. Pedagogía intercultural Libro McGraw-Hill 9788448139759 2003  
Cabrerizo Diago, J., Rubio, M., & Castilla, S. Programación por Competencias: Formación y Práctica Libro Pearson 9788483224199 2008  
Cantón Mayo, I., & Pino-Juste, M. Diseño y desarrollo del curriculum Libro Alianza 9788420663982 2011  
Cooper, J. M. Classroom Teaching Skills Book Cengage Learning 9781133602767 2013  
Escamilla, A. Las Competencias Básicas: Claves para su desarrollo en los centros Libro Graó 9788478276370 2008  
Felder, R. M., & Brent, R. Teaching and Learning STEM: A Practical Guide Book Jossey-Bass 9781118925812 2016  
Gagné, R., Wager, W., Golas, K., & Keller, J. Principles of Instructional Design Book Cengage Learning 9780534582845 2004  
Harlen, W., & Qualter, A. The Teaching of Science in Primary Schools Book David Fulton 9781138225725 2018  
Mager, R. F. Measuring Instructional Results Book CEP 9781879618169 1997  
Mateos Jiménez A., & Manzanares Moya, A. Mejores Maestros, Mejores Educadores Libro Aljibe 9788497008174 2016  
Russell, M., & Airasian, P. Classroom Assessment: Concepts and Applications Book McGraw-Hill 9780078110214 2011  
Zabalza Beraza, M. A. Competencias Docentes Libro Narcea 9788427713994 2009  



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