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Didactic Manual for Teachers: Methods & Curriculum

The document is a comprehensive didactic manual for education teachers in early childhood and primary education, covering theoretical foundations, curricular design, teaching methodologies, and evaluation processes. It includes sections on the roles and competencies of teachers, objectives of teaching, content organization, and various methodologies tailored for different age groups. Additionally, it provides bibliographic references, extension resources, and activity proposals to support educators in their teaching practices.

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33 views6 pages

Didactic Manual for Teachers: Methods & Curriculum

The document is a comprehensive didactic manual for education teachers in early childhood and primary education, covering theoretical foundations, curricular design, teaching methodologies, and evaluation processes. It includes sections on the roles and competencies of teachers, objectives of teaching, content organization, and various methodologies tailored for different age groups. Additionally, it provides bibliographic references, extension resources, and activity proposals to support educators in their teaching practices.

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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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GENERAL DIDACTIC MANUAL

FOR EDUCATION TEACHERS


INFANTIL AND PRIMARY
PRESENTATION
PART ONE: MACRODIDACTICS

1. THEORETICAL FOUNDATIONS OF TEACHING


Introduction
1. Conceptualization of the term didactics
1.1. Etymological conceptualization
1.2. The perspectives from which it is analyzed: syntactic, semantic, and organizational
1.2.1. Syntactic Perspective
1.2.2. Semantic Perspective
1.2.3. Organizational Perspective
1.3. Research paradigms
1.3.1. Paradigms of scientific research: positivist, interpretive, and critical
1.3.2. Teaching research paradigms: foretelling-product, process-
product, teacher-centered, student-centered, and eco-friendly
2. Conceptualization of the term teaching
2.1. Etymological Conceptualization
2.2. Teaching Theories
2.2.1. Technique
2.2.2. Interpretative
2.2.3. Critique
3. Conceptualization of the term learning
3.1. Etymological conceptualization
3.2. Factors that condition learning
3.2.1. Dependents of the student
3.2.2. Dependents of the teacher
3.3. Learning Theories: Associative, Gestalt, and Mediation
3.3.1. Associative Theories
3.3.2. Gestalt Theories
3.3.3. Mediational Theories
4. The process of didactic communication
4.1. Etymological conceptualization
4.2. Elements of didactic communication: teacher, student, message, code and
context (systemic structure)
4.3. Levels-perspectives from which it is analyzed
Bibliographic references
Extension resources
Activity proposals

2. THE CURRICULAR DESIGN IN THE TEACHING-LEARNING PROCESS


Introduction
The Spanish educational system
1.1. Structure: teachings, stages and cycles
1.2. Characteristics of Early Childhood Education
1.3. Characteristics of Primary Education
2. The educational curriculum
2.1. Theories of the curriculum: technical, practical, and critical

2.1.1. The technical theory of the curriculum. Epistemological considerations


2.1.2. The practical theory of the curriculum
2.1.3. The critical theory of the curriculum

2.2. Character of the curriculum: closed, open, and basic


2.2.1. Closed curriculum
2.2.2. Basic Curriculum
2.2.3. Open curriculum
3. The levels of curricular concretion in the Spanish educational system
3.1. First level of curriculum specification: political level
3.2. Second level of curricular concretion: center level
3.3. Third level of curricular concretion: classroom level
3.4. Fourth level of curricular concreteness: individual and/or group level
Bibliographic references
Extension resources
Activity proposals
PART TWO: MICRONIDIDACTICS. THE TEACHING-LEARNING PROCESS IN THE CLASSROOM:
ELEMENTS FOR THE DESIGN AND DEVELOPMENT OF DIDACTIC ACTION

3. THE ROLE OF THE TEACHER

Introduction
The role of the teacher in current educational legislation
2. The main traits of the teacher
2.1. Designer of teaching-learning situations
2.2. Guide and manager of interpersonal and intrapersonal relationships
2.3. Promoter of educational coexistence
3. El profesor como vigilante de su actualización profesional
Bibliographic references
Extension resources
Activity proposals

4. THE COMPETENCIES IN TEACHING


Introduction
1. Conceptualization of the term competence
2. The basic competencies in basic and compulsory education
2.1. Competence in linguistic communication
2.2. Mathematical reasoning competence
2.3. Competence in knowledge and interaction with the physical and natural world
2.4. Digital competence and information processing
2.5. Social and civic competence
2.6. Cultural and artistic competence
2.7. Competence and attitudes for continuing to learn autonomously over time
of life (Decree 23012007) or learn to learn (Organic Law 212006; Royal
Decree 1513/2006
2.8. Competence for autonomy and personal initiative
3. Competencies and their integration into the curriculum
Bibliographic references
Extension resources
Activity proposals
5. THE OBJECTIVES OF TEACHING
The meaning of teaching objectives
2. The objectives: key element of programming
3. The objectives in educational legislation
3.1. The objectives of Early Childhood Education

3.2. The objectives of Primary Education


4. Publishers and the objective-based curriculum design
5. Some limitations of the curriculum design by objectives.
6. Another way to understand the objectives in teaching
Bibliographic references
Extension resources
Activity proposals

6. THE CONTENTS IN EARLY CHILDHOOD EDUCATION AND PRIMARY EDUCATION

Introduction
1. Characterization of educational contents
1.1. Content as an element of learning experiences
1.2. The contents in the official curriculum and the concept of area as a structure for the
content planning
2. Criteria for the selection, organization, and sequencing of content
2.1. Selection and organization criteria for contents
2.2. Content Sequencing Criteria
3. Types of content
3.1. Declarative contents
3.2. Procedural contents
3.3. Attitudinal contents
Bibliographic references
Extension resources
Activity proposals

7. METHODOLOGY IN EARLY CHILDHOOD EDUCATION

Introduction
1. Psychoevolutionary characteristics of the child from 0 to 6 years

1.1. First cycle of Early Childhood Education: psycho-evolutionary characteristics of children and
girls from 0 to 3 years
1.2. Second cycle of Early Childhood Education: psycho-evolutionary characteristics of children
and girls from 3 to 6 years old

2. Methodological principles: strategies and techniques


2.1. The globalizing approach
2.1.1. Foundation of the globalizing approach
2.2. Globalized Methodological Strategies
2.2.1. The corners in the Early Childhood Education classroom

2.2.2. The workshops in the Preschool Education classroom


2.2.3. The centers of interest
2.2.4. The Project Method
3. Activities: types
4. The means and resources: traditional and ICT
Bibliographic references
Extension resources
Activity proposals

8. METHODOLOGY IN PRIMARY EDUCATION


Introduction
Psychoevolutionary characteristics of children aged 6 to 12
1.1. Desarrollo Psicomotor
1.2. Cognitive development
1.3. Language development
1.4. Affective and Social Development
2. Methodological principles: strategies and techniques
2.1. One classroom, two teachers

2.2. Differentiation by learning levels/interaxtive groups


2.3. Work plan/didactic contract
2.4. Cooperative groups
2.5. Workshops
2.6. Work Projects
2.7. Case study
2.8. Independent study and self-directed learning
3. Activities: the knowledge society requires intelligent activities
3.1. What are didactic activities?
3.2. Types of teaching activities
3.3. Different ways to carry out activities
4. Teaching materials and resources: traditional and information technologies
communication (ICT)
Bibliographic references
Extension resources
Activity proposals

9. CHILD EVALUATION AND PRIMARY EDUCATION


Introduction
1. Types of evaluation
1.1. Initial or diagnostic assessment
1.2. Final or summative evaluation
1.3. Continuous or formative assessment
2. Evaluation criteria
3. The evaluation in Early Childhood Education

3.1. Characteristics of the evaluation


3.2. Evaluation instruments
3.2.1. Family-Tutor Interview
3.2.2. Informal oral exchanges
3.2.3. Questionnaires
3.2.4. Work folder or portfolios
3.2.5. Individual reports
3.2.6. Observation
3.2.7. Sociometric techniques
4. Evaluation in Primary Education
4.1. Characteristics of the evaluation
4.2. Evaluation Instruments
4.2.1. Oral tests
4.2.2. Written tests
4.2.3. Observation
4.2.4. Sociometric techniques
Bibliographic references
Extension resources
Activity proposals

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