DISEÑO DE ACTIVIDADES DIDÁCTICAS.
parte dos de tres
El
texto y los videos que se incluyen en esta publicación son tomados de la “jornada intensiva de tutoría” la SEP y
la Coordinación Nacional del Servicio Profesional Docente Ofrecen a los
maestros en servicio con los siguientes propósitos[1]:
a)
Fortalecer
las capacidades, los conocimientos y las competencias del personal docente y
técnico docente de nuevo ingreso para favorecer su inserción en el trabajo
educativo, la autonomía profesional, la participación en la escuela, la
comunicación con los padres de familia y la permanencia en el Servicio
Profesional Docente.
b)
Contribuir
a la mejora de su práctica profesional, de modo que cuente con más y mejores
capacidades para atender las prioridades establecidas en la Educación Media
Superior y propiciar el máximo logro de aprendizaje de sus estudiantes.
De acuerdo
con las políticas de la jornada intensiva
de tutoría “Está estrictamente prohibido reproducir, total o
parcialmente, los contenidos y cualquiera de los materiales presentados en la
plataforma, excepto para uso personal no comercial”.
La primera parte de planeación didáctica argumentada la puede consultar en el siguiente vinculo: Planeación didáctica argumentada. http://mirelesespacioeducativo.blogspot.com/2016/09/planeacion-didactica-argumentada.html
La tercera parte de la serie que corresponde a la argumentación de la planeación se puede consultar en: http://mirelesespacioeducativo.blogspot.com/2016/10/argumentacion-de-la-planeacion.html
Esta publicación consta de tres elementos; el primero de ellos es el documento que la SEP y la CNSPD ofrecen a los maestros para orientarles en la elaboración de su planeación didáctica; la segunda información es un extracto de las publicaciones que la Universidad de Cornell tiene en su sitio público para consulta de sus profesores y el tercero es el video de Melina Furman también sugerido por la SEP/CNSPD para complementar la información sobre estrategias de planeación.
ACTIVE
LEARNING
What is active learning?
- Active learning is "anything that involves students in doing things and thinking about the things they are doing" (Bonwell & Eison, 1991, p. 2).
- Felder & Brent (2009) define active learning as "anything course-related that all students in a class session are called upon to do other than simply watching, listening and taking notes" (p. 2).
- Active learning strategies can be as short as a few minutes long.
- Active learning techniques can be integrated into a lecture or any other classroom setting relatively easily. Even large classrooms can involve learning activities beyond the traditional lecture format.
Why incorporate active learning
techniques?
Research suggests that audience
attention in lectures starts to wane every 10-20 minutes. Incorporating active
learning techniques once or twice during a 50-minute class (twice to or thrice
for a 75-minute class) will encourage student engagement. Active learning also:
- Reinforces important material, concepts and skills.
- Provides more frequent and immediate feedback to students.
- Addresses different student learning styles.
- Provides students with an opportunity to think about, talk about, and process course material.
- Creates personal connections to the material for students, which increases their motivation to learn.
- Allows students to practice important skills, such as collaboration, through pair and group work.
- Builds self-esteem through conversations with other students.
- Creates a sense of community in the classroom through increased student-student and instructor-student interaction.
How can you cover the content when
using active learning?
- Consider what students con do outside of class to ore effectively prepare for inclass activities.
- Incorporate pre-class reading assignments
- Assign videos for students to watch and answer questions about.
- Require students to complete pre-class quizzes (to ensure that students have read the material) on blackboard.
How can you incorporate active
learning into various classroom settings?
- Become familiar with a few active learning techniques. Some that are easier to implement are the "one minute paper," and "think-pair-share".
- Choose one or two techniques and modify them so that they address learning goals in your class.
- When implementing active learning techniques, follow these general steps:
- Use activities to draw attention to issues and content you feel are most critical.
- Establish rules of conduct and civility to encourage appropriate participation.
- Introduce the activity and explain the learning benefit.
- Control the time cost by giving students a time limit to complete the task.
- Stop the activity and debrief. Call on a few students or groups of students to share their thoughts and tie them in to the next steps of your lecture.
- Consider using classroom response technologies, video clips, and even smartphones and laptops to facilitate active learning activities.
- Implementing any new teaching technique can be a daunting or challenging task.
- Start small. Choose one simple technique to try in one class.
- Think about how you will facilitate the process each step of the way. How will you introduce the activity? Do you need to provide visual aids with directions? How much time will you give students? How will you debrief? Smaller groups may be easier to manage than larger ones.
- Consider the logistics of getting a large group of students back on track after an activity. Clap your hands or flash the lights to get students to stop and refocus their attention on you.
Some students may not accept new learning activities with complete ease. Rather than trying to engage all students, focus on engaging more students in more meaningful ways.
- Again, start small. Integrating many active learning techniques in one session may irritate students and discourage their participation.
- Explain the benefits for using active learning techniques and connect the activity to student learning outcomes for the class.
- Use a quick icebreaker or two early in the term to help students become comfortable with one another and to set expectations for an interactive class.
Se espera que con la información anterior, el docente sea capaz de diseñar su planeación que atienda el desarrollo de conocimientos, actitudes y habilidades de una unidad temática o contenido programático previamente seleccionado; la SEP y la CNSPD sugieren el siguiente procedimiento:
- Dirigir las actividades didácticas a:
- Fomentar los conocimientos, actitudes y habilidades de la unidad temática o contenido temático previamente seleccionado,
- Propiciar la participación de todos los estudiantes del grupo, y
- Atender el enfoque didáctico del Programa de estudio.
- Los elementos que se pueden incluir en el plan <en el formato que se adecue a sus necesidades> son:
- Subsistema, módulo o asignatura.
- Conocimientos, actitudes y habilidades a propiciar.
- Desempeño esperado.
- Actividades didácticas.
- Materiales a utilizar.
- Forma (s) en que organizará al grupo de estudiantes.
- Espacio que utilizará ola manera en que lo aprovechará.
- Tiempo que destinará a cada actividad.
- Evaluación.
- Qué va a evaluar del desempeño de sus estudiantes (la manera en que los estudiantes evidenciarán que han logrado el aprendizaje), y
- con que instrumentos lo hará
- Otros elementos que considere necesarios para ubicar los conocimientos, actitudes y habilidades a desarrollar según lo establecido en el programa de estudio o asignatura.
FUENTES DE INFORMACIÓN:
Cornell University. Center for Teaching
Excellence. (23 junio, 2016). Active Learning. Retrieved at https://www.cte.cornell.edu/teaching-ideas/engaging-students/active-learning.html
Furman, Melina (2015). Preguntas
para pensar. [archivo de video] recuperado de https://www.youtube.com/watch?v=LFB9WJeBCdA
References for ACTIVE LEARNING
Angelo, T.A.
& Cross, K.P. (1993). Classroom
assessment techniques: A handbook for college teachers (2nd ed). San Francisco: Jossey-Bass
Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom (ASHE–ERIC Higher Education Rep. No. 1).Washington, DC: The George Washington University, School of Education and Human Development.
Davis, B.G. (2009). Tools for teaching (2nd ed). San Francisco: Jossey-Bass Publishers.
Deslauriers L, Schelew E, Wieman C. (2011). Improved learning in a large-enrollment physics class. Science, 332, 862-864.
Felder, R.M. & Brent, R. (1996). Navigating the bumpy road to student centered instruction. Retrieved, September 8, 2011 from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Resist.html
Felder, R.M. & Brent, R. (2009). Active learning: An introduction. ASQ Higher Education Brief, 2(4).
Johnstone, A.H. & Percival, F. (1976). Attention breaks in lectures. Education in Chemistry, 13, 49-50.
Prince, M. (2004). Does active learning really work? A review of the research. Journal of Engineering Education. 93(3). 223-231.
Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom (ASHE–ERIC Higher Education Rep. No. 1).Washington, DC: The George Washington University, School of Education and Human Development.
Davis, B.G. (2009). Tools for teaching (2nd ed). San Francisco: Jossey-Bass Publishers.
Deslauriers L, Schelew E, Wieman C. (2011). Improved learning in a large-enrollment physics class. Science, 332, 862-864.
Felder, R.M. & Brent, R. (1996). Navigating the bumpy road to student centered instruction. Retrieved, September 8, 2011 from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Resist.html
Felder, R.M. & Brent, R. (2009). Active learning: An introduction. ASQ Higher Education Brief, 2(4).
Johnstone, A.H. & Percival, F. (1976). Attention breaks in lectures. Education in Chemistry, 13, 49-50.
Prince, M. (2004). Does active learning really work? A review of the research. Journal of Engineering Education. 93(3). 223-231.
[1]
SEP. (2016). Marco general para la
organización y el funcionamiento de la Tutoría en Educación Media Superior.
Docentes y Técnicos Docentes de nuevo ingreso. Ciclos escolares 2016-2017 y
2017-2018. Pag 11.
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