Basic Training Course for Teachers in Service Continue

Competencies
The approach
in Basic Education
2009
Continuous Basic Training Course for Teachers in Service. The approach by compet
encies in Basic Education was developed by the Department of Continuing Educatio
n of Teachers in Service of the Secretariat of Basic Education, Ministry of Educ
ation. SECRETARIAT OF PUBLIC EDUCATION MSc. Alonso Lujambio Irazábal MSc Secreta
ry of Public Education. Jose Fernando Gonzalez Sanchez Undersecretary for Basic
Education Director Leticia Gutierrez Corona General Continuing Education of Teac
hers in General Coordination Service Coordination Leticia Gutiérrez Corona Acade
mic Authors Dr. Jessica Dr. Elvia Poo Bathrooms Maximum Perrusquía Mtra. Laura L
eal Mtra Carranza. María Teresa Vázquez Contreras Marcela García Loredo Prof. Li
c. Fabian Meza Mario Nava Interior Design Cover design Valdes Ricardo Castillo M
endoza Muciño
All Rights Reserved. The content of this document may not be reproduced in whole
or in part, or stored in mating systems, or transmitted by any means without pe
rmission of the owners of these rights. This program is for the public, is spons
ored or promoted by any political party is prohibited from using this program fo
r political, electoral, other than profit, and other provisions.
First edition: 2009 D.R. © Ministry of Education, 2009 Argentina 28, Colonia Cen
tro, CP 06 200, Mexico D.F. ISBN pending. Free distribution, not for resale.
CONTENTS
BASIC INTRODUCTION COURSE STRUCTURE SESSION ONE: I. KNOWLEDGE SOCIETY, HUMAN DEV
ELOPMENT AND THE COMPETENCE APPROACH
I.1. The training required by generations of XXI century. Knowledge Society and
Human Development I.2 The approach by competencies. Changes in international edu
cational guidelines I.3. Concept of competence. Characteristics of the approach
by competencies in the educational context
4 July 6 September 11, 1912
SESSION TWO: II. APPROACH THE POWERS IN THE PLAN AND PROGRAMMES OF STUDY
II.1. What we have learned both skills? II.2. The competency-based approach to o
ur regulatory framework II.3. Responsibilities in the Plan and Study Programmes
of basic education II.4. Teaching skills
16 17 19 21 27 30 31 33 39 40
SESSION THREE: III. METHODOLOGY FOR PLANNING POWERS
III.1 Differences between goals, purposes and powers III.2 Transforming best pra
ctice in the skills approach
REFERENCES Offer Professional Continuing Education and Improvement
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INTRODUCTION
T Continuous Basic Training Course for Teachers in Service Approach
Competence in basic education is inspired by the completion of the various analy
sis of the main challenges that come under the Education Sector Programme 2007-2
012, making mention of the need to provide training focusing on the holistic dev
elopment of students to exercise their freedom with responsibility, strengthenin
g democracy and citizen participation, to enable it to cope competitively to the
challenges that demand the knowledge society. Trends in education vary accordin
g to the needs of society. The competency-based approach is a more educational a
lternative that allows challenge the ingenuity, creativity and critical thinking
of teachers. The Alliance for Quality Education highlights of their actions Int
egral Training of Students for Life and Work, through curricular reform drive ai
med at developing skills and abilities. It also promotes the professionalization
of teachers and education authorities through the National Training and Continu
ing Professional Teacher Overrun Service. With the skills approach attempts to o
pen a window reflection of what happens in today's world, and forces that attemp
t to generate new knowledge to transform our reality. This training proposal con
sists of three sessions, same to be covered in a time of 20 hours. In its develo
pment, it is important to pause to analyze the content targeted to generate inte
rest and participation of the teaching staff, and that this would be agreed on s
pecific products, which purport to show the results of learning acquired through
these activities as inputs for the application in the classroom.
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INTRODUCTION
During the first session will review the fundamentals that UNESCO proposed based
on a global report, to lay the foundation to guide knowledge societies in their
evolution, ie€in the sharing of knowledge and the achievement of complete and f
ull development of human beings. In the second session, there will be an explora
tion of the international context and implementation of competency-based approac
h, will review the objectives 1 and 4 of the Education Sector Programme 2007-201
2 and its expression in the Plan and Programmes of Study in Basic Education . It
also provides tools that enable the teacher directed toward educational innovat
ions by developing personal and professional skills for their educational work.
In the last part of the course, provide some tools for the construction of a com
petition review the concept of mainstreaming and the work done by projects under
the competency-based approach, culminating in the design of a recovering planni
ng best practices teachers.
DIRECTORATE GENERAL OF TRAINING OF TEACHERS IN SERVICE
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BASIC TRAINING COURSE APPROACH FOR BASIC EDUCATION SKILLS
BASIC COURSE STRUCTURE
The Basic Course Approach Competence in Basic Education is organized as follows:
Duration of course: 20 hrs. • 15 hrs. work face • 5 hrs. home reading sessions T
otal: 3
• The readings will take place at home the first and second days, spending two h
ours thirty minutes each day. • Work one item per session • The course is aimed
at all levels of education (preschool, primary and secondary), according to the
Reform of Basic Education and due to the characteristics of each educational lev
el. On this occasion suggests performed separately in each and every one of the
levels.
I. ISSUES Knowledge Society, Human Development and the skills approach.
I.1 The training required by generations of XXI century: knowledge society and h
uman development. I.2 The competency-based approach: changes in international ed
ucational guidelines. I.3 concept of competence. Characteristics of the approach
by competencies in the educational context.
II. The approach and skills in the Curriculum Plan.
II.1. What we have learned both skills? II.2. The competency-based approach in o
ur framework. II.3 Responsibilities in the Plan and Programmes of Study of Basic
Education. II.4. Teaching skills.
III. Methodology for planning competencies.
III.1 Differences between goals, purposes and powers. III.2 Transforming best pr
actice in the skills approach.
PRODUCTS
• Table of definitions and examples of application • Comparative table on defini
tions of competence of different authors • Comparative table of the approach by
competencies at each level of education on teaching skills • Table • Writing com
petition • Table of Contents transverse • Monthly Planning
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I. KNOWLEDGE SOCIETY, HUMAN DEVELOPMENT AND THE COMPETENCE APPROACH
CONTENT
SESSION ONE
I.1 The training required by generations of XXI century: Society of knowledge an
d human development. I.2 The competency-based approach: changes in international
educational guidelines. I.3 concept of competence. Characteristics of the appro
ach by competencies in the educational context.
DESCRIPTION
The transformation of educational guidance as one of its main ingredients the sk
ills approach. In this first part of the course will review fundamentals that UN
ESCO proposes according to a global report, to lay the foundation to guide compa
nies in their development of knowledge, ie the sharing of knowledge and achievem
ent full and integral development of human beings.
SKILLS TO DEVELOP IN THE TEACHING performance Word
Identifies
Conceptual content
Contextual Purpose
Terms of reference
based on the suggested readings
elements that influence the changes of the educational approach called Knowledge
Society
Scans
the importance of incorporating the skills approach
to encourage education and integral development based on their students, taking
up the four pillars of reading and education products, the Delors Report
Platero Fernández, Néstor Gabriel, UDG.
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BASIC TRAINING COURSE APPROACH FOR BASIC EDUCATION SKILLS
PRODUCTS
• Table of definitions and examples of application (activity 3, product 1).
MATERIALS Readings:
• "From information society to knowledge societies", in World Report Towards Kno
wledge Societies. UNESCO, 2005, pp.€29 and 30 (Annex 1 CD). • "What kind of know
ledge societies?" In World Report Towards Knowledge Societies. UNESCO, 2005, pp.
17-20 (Annex 2 CD). • "Towards education for all throughout life?", In World Re
port Towards Knowledge Societies. UNESCO, 2005, pp. 75, 77, 80-84 (Annex 3 on CD
). • Delors, Jacques, "The four pillars of education", in The Treasure Within. M
exico: UNESCO, 1997, pp. 91-103. (Annex 4 CD). • Tobon, Sergio, "Understanding c
ompetence-based training", Working Paper, 2006, pp. 1-8 (Annex 5 CD). • Coll, Cé
sar, "The skills in school education: more than a fad, much less a remedy" in Re
vista Aula de Innovación Educativa, Vol. 161, pp. 34-39 (Annex 6 on CD). • Garag
orri, Xavier, "competency-based curriculum: an approach to state of affairs" in
Revista Aula de Innovación Educativa, Vol. 161, pp. 47-55 (Annex 7 on CD).
Reading at home
• Conde Aspeitia, Marcela, Comp., Curriculum and competencies. Report of the Fir
st International Early Childhood Education, pp. 119-131 (Annex 8 CD) • OECD. "Th
e definition and selection of key competencies, executive summary (Annex 9 CD).
• Zabala and Arnau, "The teaching of skills" in Revista Aula de Innovación Educa
tiva, Vol. 161 (Annex 10 CD).
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I. 1 Training required by generations of XXI century. Knowledge Society and Huma
n Development
The world is changing in ways consistent. With globalization, these changes appe
ar to observe that society is much more dynamic and competitive, demanding that
new generations are better prepared to meet the personal and collective challeng
es of the XXI century. The new millennium is associated with a profound process
of social transformation. The knowledge society moves toward a context where the
availability, access and application of knowledge have become the most valuable
resource in promoting opportunities and the engine of economic and social devel
opment in the contemporary world. For these reasons it is important for children
and young people integrated into the knowledge of the various humanities, scien
ce and technology, since it depends on their access to different opportunities,
and general social development. Furthermore, in parallel to this evolution towar
ds knowledge societies in the social sciences, worldwide, have developed more co
mprehensive approaches to human development concept involving many different asp
ects of growth and education of children and young people to foster in them the
development of their capabilities and potential. The intention is to add element
s for a better living in democratic societies.
Estimated Time 01.30 hrs.
Therefore, education must promote the integral development in four dimensions: F
rom reading skills, math, science and technology higher, allowing them to move f
rom simple to complex thought, to be able to understand, resolve issues and inte
rrelated and systemic problems in an uncertain and changing context. Of psycholo
gical and emotional health from the earliest stages of childhood, for the proper
socio-emotional development and cultural, that promotes self-respect, to learn
to interact better, and self-regulate their emotions to resolve conflict peacefu
lly thereby improving the courtly scenes, their environment and their world.
•
•
• The trial of ethics and morals of children and young people
linked to the appreciation and respect for persons under the principles and valu
es of sustainability, democracy, human rights, gender equity, the practice of to
lerance, freedom, diversity and pluralism, issues that will be to new generation
s as citizens committed to their political, social and environmental consequence
s for the consolidation of a civic culture that give meaning and substance to ou
r institutions inclusive.
• From the creativity, imagination,, sensitivity
artistic, physical development and body harmony through art education and physic
s.
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BASIC TRAINING COURSE APPROACH FOR BASIC EDUCATION SKILLS
In this regard, UNESCO has emphasized since the end of the last decade, that edu
cation must be comprehensive in the sense of covering all aspects of life throug
h scientific knowledge (learning to know), professional skills (learning to do),
values human and principles (learning to be)€and the exercise of civic responsi
bility (learning to live together). The teaching practice is the most valuable r
esource for achieving these objectives, therefore propose the following readings
, which come from the UNESCO World Report "Towards Knowledge Societies."
Activity 1
• Individually make the reading of these texts, make notes of what they consider
most important: • "From information society to knowledge societies", in World R
eport Towards Knowledge Societies. UNESCO, 2005, pp. 29 and 30 (Annex 1). • "Wha
t kind of knowledge societies?", In World Report Towards Knowledge Societies. UN
ESCO, 2005, pp. 17-20 (Annex 2). • "Towards education for all throughout life?",
In World Report Towards Knowledge Societies. UNESCO, 2005, pp. 75, 77, 80-84 (A
nnex 3). • After reviewing and analyzing the previous texts, form teams and answ
er the following questions:
"Based on reading the text" From information society to knowledge societies, "Wh
at
should be, according to UNESCO, the central objective of knowledge societies?
"
Based on the text reading "What kind of knowledge societies?" How social develop
ment is linked to access and dissemination of knowledge?, And what role can new
technologies in educational improvement and social development?
"
Finally write their concept of human development.
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BASIC TRAINING COURSE APPROACH FOR BASIC EDUCATION SKILLS
I. 2 The competency-based approach, changes in international education guideline
s
Estimated Time 01.30 hrs.
The challenges of education in the XXI century have led to innovations in educat
ional research. The teaching of knowledge of mechanical and repetitive has been
in the past and under current world conditions, promotes education to promote ac
cess, application and contextualization of knowledge commensurate with the chall
enges that we demand in contemporary societies. The competence approach has take
n hold in education in recent years and appears frequently recommended in the re
ports made by the UNESCO. Some central ideas of this approach are summarized in
issues such as learning to know, learning to do, learning to live together and l
earning to be. As a first approximation we can say that the skills approach has
nothing to do with competitiveness, but is a holistic concept of education, whic
h includes the joint implementation and interrelated knowledge, skills, attitude
s and values to resolve specific problems of personal life, public and labor.
Activity 2
• As a first approach to this approach made reading the text, the four pillars o
f education, Jacques Delors (Annex 4), who chaired the International Commission
Report on Education for the Twenty-first Century UNESCO. • Form two teams and dr
aw a picture where you describe the main features of the four pillars that Jacqu
es Delors mentions in his text: learning to know, learning to do, learning to li
ve together, learning to be. • At the end of the year, both teams will exhibit t
heir paintings.
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BASIC TRAINING COURSE APPROACH FOR BASIC EDUCATION SKILLS
I. 3 Concept of competence. Characteristics of the approach by competencies in t
he educational context
Estimated time 2 hrs.
Responsibilities in the field of education have different meanings and readings.
There is no single definition and consensus on this concept, as some people att
ributed more weight to knowledge or skills and abilities, or attitudes and value
s. However, there are certain features that are common to all definitions given
within this approach:
"
Competition refers to the ability or set of capabilities that are achieved by th
e combined and interrelated mobilization of knowledge, skills, attitudes, values
, motivations and skills, as well as certain provisions for learning and knowled
ge. "Someone is considered competent because solving a problem or issue, mobiliz
es the combined number of factors in a context or situation. "The competency-bas
ed approach has to do with the development and education for personal life and s
elf-realization of children and youth. "The competence approach has nothing to d
o with being competitive, but with the ability to retrieve knowledge and experie
nce, and interact and learn in teams,€and an adequate and enriching interaction
with others and with social and ecological context.
Knowledge
Attitudes and values
COMPETITION
Skills and skills for basic education, the educational guidance is not entirely
new, since the nineties, constructivism adopted in the 1993 study programs in Me
xico, already pointed in this direction. The interesting thing about this approa
ch by competencies, is that takes up various aspects of philosophy, economics, s
cience, linguistics, pedagogy, anthropology, sociology and educational psycholog
y, to achieve a comprehensive and holistic training of individuals. The differen
t meanings that can be attributed to the concept of competition, also depend on
the context in which it is used, so that in the following sequence of actions ea
ch of you are familiar with the concept and approach to guide their students in
the development of age-appropriate skills.
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Activity 3
• Divide the group into three teams. Each team will have to define one of the fo
llowing concepts: knowledge, skills and abilities, and attitudes and values.
Definition
Skills and Knowledge Skills Attitudes and values
Upon completion of the definitions, design an application example of an everyday
activity, in the following areas: social, academic and recreational. This is hi
s first work product.
Scope
Social
Knowledge
Skills and abilities
Attitudes and values
Academic
Entertainment
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BASIC TRAINING COURSE APPROACH FOR BASIC EDUCATION SKILLS
As you can see, the concept of competence includes the acquisition of knowledge,
skills and performance skills, developing attitudes and values expressed in the
know, know-how, knowledge to be, and know how to live, what together, form the
basis of personality.
POWERS
Components of knowledge skills and intellectual capacities and skills Skills bas
is of personality attitudes and values
Activity 4
• Individually make the readings of these texts, take note of the concepts of co
mpetencies that each author notes. This exercise will be used in the first event
of the next session. • Tobon, Sergio, "Understanding competence-based training"
, Working Paper, 2006, pp. 1-8 (Annex 5). • Coll, César, "The skills in school e
ducation: more than a fad, much less a remedy" in Revista Aula de Innovación Edu
cativa, Vol. 161, pp. 34-39 (Annex 6). • Exercise at home: Read the following an
d take note of the concepts of competencies that each author notes. Garagorri, X
avier, "competency-based curriculum: an approach to state of affairs" in Revista
Aula de Innovación Educativa, Vol. 161, pp. 47-55 (Annex 7).
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PERSONAL NOTES
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SESSION TWO
II. The competency-based approach, the Plan and Curriculum
CONTENT
II.1. What we have learned both skills? II.2. The competency-based approach in o
ur framework. II.3 Responsibilities in the Plan and Study Programmes of basic ed
ucation. II.4. Teaching skills.
DESCRIPTION
After the scan performed earlier on the international context and implementation
of competency-based approach, revised objectives 1 and 4 of the Education Secto
r Programme 2007-2012 and its expression in the Plan and Programmes of Study in
Basic Education. To meet the new challenges, it is crucial the involvement of th
e teacher as a guide. Herein lies the importance of offering tools to move towar
ds educational innovations by developing personal and professional skills for th
eir educational work.
COMPETITION TO DEVELOP IN THE TEACHING performance Word
Scans
Conceptual content
Contextual Purpose
Terms of reference
under the Plan and Programmes of Study for your personal and professional perfor
mance
features to address the articulation of the preschool skills, three levels of ba
sic education in primary and secondary importance of developing teaching skills
as an innovative element of their training
Expresses
Platero Fernández, Néstor Gabriel, UDG.
Reading at home
• Conde Aspeitia, Marcela, Compiler, Curriculum and competencies. Report of the
First International Early Childhood Education, pp.€119 -131 (Annex 8 CD). • OECD
. The definition and selection of key competencies, executive summary (Annex 9 C
D). • Zabala and Arnau, teaching skills in classroom Journal of Educational Inno
vation, Vol. 161 (Annex 10 CD).
PRODUCTS
• Comparative table on definitions of competence of different authors (activity
5, product 2). • Comparative table of the approach by competencies in each grade
(activity 8 product 3). • Panel on teaching skills (activity 9, the product 4).
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BASIC TRAINING COURSE APPROACH FOR BASIC EDUCATION SKILLS
II.1 How much have we learned from the powers
Estimated time 1.45 hrs.
The previous session has allowed them to strengthen their knowledge about educat
ional approach by competencies. Analyzed the social and global context to which
it responds, understood the meaning of your application. Start this session with
the following exercise that will allow them to return the most relevant aspects
of the readings taken at home.
Activity 5
• The group will split into two teams, each design a schematic picture where the
main highlight definitions of competencies that each author notes, highlighting
common issues and differences. When the group finished, compare your answers an
d discuss them. This is his second work product. • Socialize in meeting its conc
lusions.
Authors
Tobon, Sergio
Advantage
Disadvantages
Similarities
Differences
Coll, César
Garagorri, Xavier
Activity 6
• Perform the following exercise that will allow them to consolidate, through ex
amples the different connotations of the concept of "competence." Relate to a li
ne, the information in column A with the corresponding column B. Resolve Check i
t out individually and in teams.
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BASIC TRAINING COURSE APPROACH FOR BASIC EDUCATION SKILLS
A
Competition and Competition authorities as training and job function as fitness
Competition Competition Competition as business rivalry and competition between
people as a prerequisite competence to perform a job as a sporting activity Comp
etition
B
Benito Juarez High School office work required for technical personnel with the
following skills: computer programming, installation and maintenance, management
, word processing, creating and monitoring networks. In earlier days was athleti
c competition at the Youth Olympics which won a student at Sonora. The state flo
wer opened new markets thanks to the modernization of its production system, whi
ch is allowing them to compete with flowers at lower cost than other companies i
n the industry. Employees of the secretary of education in the state are competi
ng for the award for best employee of the month. The legal representative of the
school has the following responsibilities: To represent the school, establish a
cademic commitments with other colleges and formalize work agreements with teach
ers' associations. Secretary of control has a high school competition because it
serves very well to students and provides them with adequate information. The A
ssistant coach has the competence to evaluate the performance of administrative
assistants and make the decision of who shall be updated.
The coordinator of languages at our school requires a high command of the langua
ge and you have the necessary competence to perform successfully in this area so
we make the invitation to join our team.
• Share in plenary the result obtained in the exercise, highlighting those meani
ngs close to the field of education and establish at what times and spaces are u
sed. Record the comments from the group in his notebook.
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BASIC TRAINING COURSE APPROACH FOR BASIC EDUCATION SKILLS
II.2 The competency-based approach to our regulatory framework
Estimated time 45 min.
Education Sector Programme 2007-2012, is one of the central documents that guide
education policy frames the adoption of a competency-based educational model, a
s one of the central strategies for improving the quality of education in our co
untry.
Activity 7
• Undertake an analysis team of the information cited in the document, identifie
s five key ideas. Discuss your answers in plenary.
Objective 1 "To raise the quality of education for students to improve their lev
el of educational attainment, have the means to gain access to increased prosper
ity and contribute to national development. 1.1 Implement a comprehensive reform
of basic education,€focused on the adoption of a competency based educational m
odel that responds to the needs of Mexico's development in the XXI century. Ensu
re that plans and programs of study are designed to develop skills and actively
involve teachers in front of the group in these processes of review and adjustme
nt. "
Education Sector Program. Ministry of Education. 2007-2012, pp. 11.
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BASIC TRAINING COURSE APPROACH FOR BASIC EDUCATION SKILLS
Aim 4 "Provide a comprehensive education to balance training in civic values, sk
ills development and acquisition of knowledge through regular activities in the
classroom, teaching practice and democratic and intercultural environment."
Education Sector Program. Ministry of Education. 2007-2012, pp. 11.
Comprehensive training of students for life and work
Curriculum reform aimed at developing skills and abilities
Agreement
Encourage the reform of approaches, subjects and content of basic education. Eng
lish language teaching from preschool and promoting multiculturalism.
Consequences of the agreement
Join full citizens, able to develop their full potential. Contribute to cognitiv
e development, strengthen reflection on language and openness to other cultures.
Distribution of shares in time
From 2008-2009 cycle and generalized from the 2010-2011 cycle
SEP-SNTE. Alliance for Quality Education, pp. 22.
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II.3 Responsibilities in the Plan and Curriculum of Basic Education
Estimated Time 01.30 hrs.
The Plan and Programmes of study are the documents establishing educational purp
oses, methodological approaches, criteria and guidelines for planning and evalua
tion to be achieved in students of different educational levels. From the Reform
of Basic Education curricula are guided by four training areas: • Language and
Communication • • Explore mathematical thinking and understanding of natural and
social world • Personal development and coexistence. The training camps that ma
ke up the preschool level and the subjects of primary and secondary education ha
ve been organized vertically and horizontally, in a scheme that allows us to app
reciate the sequence between these fields and subjects, but, being a scheme, not
possible to present explicitly all the interrelations between them. Consequentl
y, the location of training camps and courses focusing on its links, as well as
the importance of antecedent or subsequent discipline.
Activity 8
• Form teams and review the information presented about competency-based approac
h that arises for each level. • Organize information on the most relevant aspect
s found in each level. Use the format found in the boxes at the end of preschool
, primary and secondary. Resort to map the Basic Education Curriculum support. T
his is her third work product.
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Preschool POWERS
II. Program Features. 3. The program is organized around skills
Unlike a program that provides general topics such as educational content, aroun
d which teaching is organized and identify the skills students should acquire, t
his program focuses on skills. A competence is a skill set that includes knowled
ge, attitudes, skills and abilities that a person achieved through learning proc
esses that are manifested in their performance in various situations and context
s. This decision to order curriculum aims to promote the school principal is est
ablished in an area that contributes to the integral development of children thr
ough learning opportunities that allow them to integrate their learning and use
in their daily actions. The selection of skills included in this program is base
d on the belief that children enter school with a considerable body of skills, e
xperiences and knowledge they have acquired in family and social environments in
which they operate, and that possess huge learning potential. The role of presc
hool education
is to promote the development and strengthening of the skills that each child po
ssesses. In addition to this starting point,€in the educational work should note
that competition is not acquired definitively: it expands and is enriched in th
e light of experience, the challenges faced by the individual during his life, a
nd able to solve problems in various fields in which it operates. By virtue of i
ts fundamental character, work systematically for the development of skills (for
example, the ability to argue or to solve problems) starts in kindergarten, but
they are also primary aims of education and levels subsequent, still learning v
aluable in themselves, are also the foundations of learning and personal develop
ment future. Focusing the work on skills means that the teacher seek, through th
e design of teaching situations involving challenges for children and gradually
progress in their levels of achievement (to think, express themselves through va
rious means, to propose, to distinguish, explain, challenge, compare, work toget
her, express positive attitudes toward work and living, etc.) to learn more of w
hat they know about the world and that people increasingly are safe, autonomous,
creative and participatory.
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Preschool 5 QUALIFICATION. Program Organization
The fundamental objectives are the basis for defining the competencies students
are expected to achieve during preschool. After defining the skills involved in
all main purposes has been carried out to group training in the following areas:
• Personal and Social Development. • Language and communication. • Mathematical
thinking. • Exploration and understanding of the world. • Expression and art ap
preciation. • Physical development and health. In order to make explicit the con
ditions that promote the achievement of the fundamental purposes, the program in
cludes a number of pedagogical principles and criteria to be taken into account
in the planning, development and evaluation of educational work. The relationshi
p between program components are illustrated in the following diagram.
Social role of preschool education
Fundamental purposes
POWERS
Personal and Social Development Language and Communication
Population POWERS three to five years Characteristics and Potential
Mathematical thinking and knowledge of world exploration and appreciation of art
istic expression Physical Development and Health
FORMS OF WORK AND EVALUATION
SEP. Preschool Education Program, 2004, pp. 21-24.
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BASIC TRAINING COURSE APPROACH FOR BASIC EDUCATION SKILLS
POWERS Primary 6. Plan Features and Programs of Study
The plan and curriculum of primary education give continuity to the proposals of
the plan and curriculum of secondary education 2006 in relation to three substa
ntive elements: a) diversity and multiculturalism, b) the emphasis on skills dev
elopment c) incorporation of topics covered in more than one subject. Emphasis o
n skills development and definition of learning outcomes and Programs Plan of st
udy for students conducive to mobilize their knowledge within and outside school
, that is, achieve apply learning in everyday situations and consider, where app
ropriate , the potential impact personal, social or environmental, as posed by t
he development of skills. That is, it seeks to encourage students to acquire and
apply knowledge and develop attitudes and values that promote coexistence, and
the care and respect for the environment. To guide the work of teachers regardin
g the development of the powers provided, express curricula, as well as the cont
ent being addressed, the learning that students are expected to achieve at each
grade and each subject. This can facilitate decision making of teachers. Apprent
iceships are also expected an important reference to improve communication and c
ollaboration among teachers, pupils and parents.
SEP. Curriculum 2009. Basic Education. Elementary, pp. 40 and 41.
POWERS Secondary IV: Characteristics of the Plan and Programmes of Study
e) Emphasis on skills development and definition of expected learning curriculum
This proposal entails the development of competencies to achieve the features o
f the graduate profile and thus encourage students to mobilize their knowledge w
ithin and outside the school, that is, achieve apply learning in everyday situat
ions and consider, where appropriate,€the possible impact personal, social or en
vironmental. It is, therefore, to acquire and apply knowledge and develop attitu
des and values conducive to student development, peaceful coexistence with the o
bservance of laws, and the care and respect for the environment. In addition, it
is intended that secondary education allows students to direct their own learni
ng permanently and independently over a lifetime. To guide the work of teachers
regarding the development of the tasks set, the curriculum sets out the learning
that students are expected to achieve in each school. This is intended to facil
itate decision making of teachers and encourage the creation of the strategies t
hey consider appropriate to achieve the goals. Apprenticeships are also expected
an important reference to improve communication and collaboration between teach
ers, students and parents.
SEP. Basic Education. Secondary. Curriculum, 2006, pp. 19 and 20.
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BASIC TRAINING COURSE APPROACH FOR BASIC EDUCATION SKILLS
MAP OF THE BASIC EDUCATION CURRICULUM 2009
SEP. Curriculum 2009. Primary Basic Education, pp.49.
!
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BASIC TRAINING COURSE APPROACH FOR BASIC EDUCATION SKILLS
Preschool
Primary POWERS
Secondary
• Present in plenary your picture, share experience on the materials.
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BASIC TRAINING COURSE APPROACH FOR BASIC EDUCATION SKILLS
II.4 Skills Teachers
Estimated time 1 hrs.
So far emphasis has been placed on the skills and approach from an international
perspective, as in the regulatory framework. However, it is important to recogn
ize that teachers and their daily work are key to achieving the objectives of de
velopment and growth of students, as mentioned Tedesco: "the pupil is the centra
l actor in the process, but it requires expert guidance and a stimulating enviro
nment that only the teacher and the school can offer. "
The teaching skills are the body of knowledge, skills, attitudes, values, belief
s, intuitions, perceptions and practices that enable them to promote their stude
nts to develop their own learning skills, basic and life.
Frade Rubio, Laura, 2007
TASK ATTRIBUTES OF PROFESSIONAL COMPETENCE
Skills and Knowledge Skills Attitudes and Values
Chan Núñez, María Elena, UDG VIRTUAL.
Activity 9
• Next, review the table below. By complementing brainstorming skills and person
al attributes of teachers. Argue their proposals. This will be his fourth work p
roduct.
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BASIC TRAINING COURSE APPROACH FOR BASIC EDUCATION SKILLS
Skills Teachers and Professional Skills
Managed learning environments use communication technologies Evaluate the skills
of their students organized their own training
Teacher Competencies and Personal Attributes
Work collaboratively Rate It operates under the ethical principles of cultural d
iversity is responsible for their actions
Chan Núñez, María Elena, UDG VIRTUAL.
NOTE: For the next meeting, as required to bring the level of education (prescho
ol, primary and secondary): Progress
program, lesson plan, weekly plan or other planning instrument used in the past
school year, where they have registered their best practices in the classroom.
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BASIC TRAINING COURSE APPROACH FOR BASIC EDUCATION SKILLS
PERSONAL NOTES
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BASIC TRAINING COURSE APPROACH FOR BASIC EDUCATION SKILLS
SESSION THREE
III. Methodology for planning competency
CONTENT
III.1 Differences between goals, purposes and powers. III.2 Transforming best pr
actice in the skills approach.
DESCRIPTION
In the latter part of the course, provide some tools for the construction of a c
ompetition review of mainstreaming the concept and methodology of project work.
It concludes by asking the teachers to recover all the information reviewed abov
e, to design a planning reprise their best practices.
COMPETITION TO DEVELOP IN THE TEACHING performance Word
Identifies
Conceptual content
Contextual Purpose
Terms of reference
based on the methodological description
the conceptual differences of purpose, to write an objective competition and com
petition
Scans
elements of mainstreaming and project work
planning to design a work-based competency
based on best practices.
PRODUCTS
• Writing competition (activity 11, product 6). • Table of Contents transverse (
activity 12, the product 7). • Planning (activity 14, the product 8).
MATERIALS
• Forward program, lesson plan, plan weekly or some other planning instrument us
ed in the past school year, where they have registered their best practices in t
he classroom.
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BASIC TRAINING COURSE APPROACH FOR BASIC EDUCATION SKILLS
III. 1 Differences between goals, purposes and powers
Estimated time 1 hrs.
The powers frame a series of elements that make observable and measurable activi
ty, as well as the goals and purposes, however, the skills approach, has a more
holistic view, as observed and recorded the performance of students within their
environment and context, based on the application of a meaning or meanings of l
earning, built through their own experiences.
Activity 10
• Review and comment on the table: "Differences between powers, objectives and p
urposes."
Concept
Description
Planning of learning processes in each of the different knowledge, focusing on t
aking them as observable behaviors. Are the goals proposed in the teacher teachi
ng activities, taking into account the purposes of learning. Actions are integra
l to issues of social, laboralprofesional and discipline with relevance and cont
inuous improvement.
Example
Identify the components of oral communication.
Objectives
Purposes
The student understand what assertive communication is to apply it in everyday l
ife.
Competencies
Communicates effectively to interact in their social context, based on the princ
iples of the theories of communication.
Tobon, Sergio.
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BASIC TRAINING COURSE APPROACH FOR BASIC EDUCATION SKILLS
The following describes the elements that are basic to draft a competition.
Word of performance
Verb, present tense, 3rd person singular. Concrete action, observable in an acti
vity may be evident in the form of performance.
Conceptual content
Action
Contextual Purpose
For, with it, with the purpose of, with the goal of, as well.
Terms of reference
Based on, according to, taking into account function, as ... The indicator with
which to express the quality of performance achievement. "It's based on what par
ameters?
The object to relate the actions and performance. Is what?
The objective pursued acting consistently referred to a field of application per
formance. It is the why? and where?
EXAMPLE
Conducts interviews with people who develop surveillance work in your area, to k
now the structure based on work performed in a guided interview
Platero Fernández, Néstor Gabriel, UDG.
Activity 11
In BINAS, design an example of competency to take up a drafting of best practice
s. This is his fifth work product.
Word of performance
Conceptual content
Contextual Purpose
Terms of reference
• Socialize your written skills with the group and discuss the difficulties they
 faced.
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BASIC TRAINING COURSE APPROACH FOR BASIC EDUCATION SKILLS
III. 2 Transformation of best practice in the skills approach
From this point the teacher will choose the activities according to their educat
ional level.
Estimated time 4 hrs.
III.2.1 TRANSVERSALITY
The cross-sectional view, of working a set of interlinked issues that stimulate
debate and trial of the students, without losing sight of the meaning of each tr
aining course.
Adaptation, SEP. Comprehensive Program for Civic and Ethics, 2008.
Activity 12
• Review and analyze the information team in the table below. • Locate the trans
verse contents relate to the theme of "Climate Change" and make a note in the bo
xes of the subjects, make the adjustments according to their educational level.
The result of this activity may be used in a next time. This is his sixth work p
roduct.
Title
Investigate and consider:
Climate Change
What effect does climate change on ecosystems?, What are the main evidence for c
limate change?, What has been Mexico's participation in international forums on
climate change? - Discuss from the investigation - Propose mitigation actions th
at can be done at home and at school - Develop posters
Actions:
MAINSTREAMING
Spanish Language and communication or mathematical thinking and mathematical exp
loration and knowledge of the geography or artistic expression and appreciation
of artistic education or health or physical development and history
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BASIC TRAINING COURSE APPROACH FOR BASIC EDUCATION SKILLS
III.2.2 Project work on the skills approach
The mainstreaming suggests a methodology based on projects. Project work is a di
dactic procedure to form competencies in interaction with the context in which s
tudents arranged in groups, apply the knowledge, skills, attitudes and values th
at have taken over the daily work in the classroom. Consider then the following
box that simplifies this methodology:
Objective
Advantage
Lets take into account the interests of students
Application
Recommendations
Specify clearly the expected learning to get in the draft
Learn to apply skills in real situations
It facilitates the development of creativity
It facilitates the relationship between theory and practice
Establish clearly address the skills and knowledge to form Make planning a parti
cipatory project (docentealumnos)
Tobon, Sergio.
Can link to the actual knowledge
This teaching method involves making a diagnosis, identify a problem, plan activ
ities to solve, execute and evaluate each of these phases are integrated some or
all course content and other subjects (mainstreaming). Phases of project work:
• Identification of skills and content • Context and diagnosis • Frame • Formati
on of work teams to carry • Activities • Implementation of planned activities an
d • Evaluation of a continuous process
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BASIC TRAINING COURSE APPROACH FOR BASIC EDUCATION SKILLS
Activity 13
Once you have read the eight phases of project work, in teams share their experi
ences in the classroom with the acquis. • Take note and recover the most importa
nt aspects of shared experiences.
Monthly Planning III.2.3
After reviewing some of the elements essential to the job skills, is time to pla
n based on best practices. It is important to note that planning for the job res
ponsibilities do not have to be complicated, just needs to organize and take int
o account the following elements: • Drafting of competition • Curriculum Review
• Implementation of gender mainstreaming • Consider project work
Activity 14
• Consider the information according to their educational level. • In teams of f
our persons of the same grade level and with the support of their instruments of
last school planning, design planning for the first month and a half (last two
weeks of August and September) of employment, so which can consider the issues l
isted below. This will be his seventh work product
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BASIC TRAINING COURSE APPROACH FOR BASIC EDUCATION SKILLS
Preschool Educational Intervention
ORGANIZATION OF THE GROUP In the activity: Individual Groups Groups
ORGANIZATION OF SPACE AND MATERIALS physical space AULA Workspaces Corners: Inte
rior Exterior
ORGANIZATION OF TIME SCHOOL PROJECT cycles or periods teaching situation Daily F
ree Standing Contingency
Teaching situation is the organization and coordination of activities to potenti
ate learning skills (initiation, development and evaluation). ALONG processes ar
e integrated basic training (aims, powers, procedures, and evaluation materianes
) determine the kind of pedagogical intervention based on the teaching situation
Primary and Secondary
• Degree, course and unit • Theme • Competition to develop • The activities to b
e undertaken: initiation, development and close • Work cross with other subjects
• The expected learning • Teaching resources • Weather • Aspects to evaluate
Malagon, Guadalupe, 2007.
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BASIC TRAINING COURSE APPROACH FOR BASIC EDUCATION SKILLS
You can use the following scheme or design your own. Grade: Course: Unit: Learni
ng Path: Theme Competition Courses Activities Learning Teaching resources Transv
erse expected time to evaluate aspects
• Share equipment with other products in order to enrich their planning.
Final Commitment
To complete this basic course,€is necessary to establish a commitment to plannin
g activities are developed in terms of development of competences, which must be
monitored and supported by the collegiate bodies of each school. Teachers of se
cond, third, fourth and fifth grades of primary education will continue to make
their planning as they have done normally. For preschool and secondary teachers
who were already working under the competency-based approach, we hope that the p
lanning that developed in these three days will allow them to successfully start
this school year. We hope that the shared elements in the Basic Course, we prov
ide a different vision and motivating work with the skills approach in the class
room, to facilitate and guide the learning expected of students. Also, we are co
nfident they have made to reflect on their practice and professional development
to seek other options for professional and personal growth.
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BASIC TRAINING COURSE APPROACH FOR BASIC EDUCATION SKILLS
PERSONAL NOTES
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BASIC TRAINING COURSE APPROACH FOR BASIC EDUCATION SKILLS
Bibliography
Coll, César. The skills in school education: more than a fad, much less that a r
emedy in Revista Aula de Innovación Educativa, Vol. 161. Delors, Jacques. The fo
ur pillars of education in The Treasure Within. Mexico: UNESCO, 1997. Denyer and
Furnemont. The powers in education. A balance. Fondo de Cultura Economica, Mexi
co, 2007 Garagorri, Xavier, skills based curriculum: an approach to state of the
Revista Aula de Innovación Educativa, Vol. 161. Malagon, Guadalupe. Skills and
Teaching Methods in the Kindergarten, Ed Trillas, Mexico, 2007 OECD. The definit
ion and selection of key competencies, executive summary. Visit the online DeSeC
o www.OECD.org Project / edu / statics / DeSeCo SEP. Education Sector Program 20
07-2012. SEP. Basic Education. Preschool Programs 2004. SEP. Curriculum 2009. Ba
sic Education. Primary. SEP. Curriculum 2006. Basic Education. Secondary. Tedesc
o, Juan Carlos. Educating for the Knowledge Society. Popular Library 584. Fondo
de Cultura Economica, Argentina, 2002 Tobon, Sergio. Basic Aspects of competency
-based training. Talca: Mesesup Project, 2006. Visit http://www.tecnologicocomfa
cauca.co/Imagenes/archivos/Aspectos% 20bsicos% 20FBC.pdf _______, Competency-bas
ed training, complex thinking, curriculum design and teaching. OSCE Editions. Se
cond Edition, May 2007. _______, Shift Project. A teaching strategy to form comp
etencies in interaction with the context. Visit http://acreditacion.unillanos.ed
u.co/contenidos/Sergio_tobon/metodo_trabajo.pdf presentation UNESCO, UNESCO Worl
d Report. Towards Knowledge Societies, UNESCO Publishing, 2005. Several authors.
The powers in education. A balance. Popular Library 676, Fondo de Cultura Econo
mica, Mexico, 2004.
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Teachers:
The supply of Continuing Education and Professional Overrun 2009-2010 school yea
r is available at the following website:
http://formacioncontinua.gob.mx
Within the "professionalization"
Your comments regarding this Basic Course will enable us to recover valuable asp
ects of their educational practice to continue offering various professional cur
ricula and teaching tailored to their needs. Also in this space to share their b
est practices, instructional strategies and products made from this course, e-ma
il:
cursobasico@sep.gob.mx
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