ENGLISH DIDACTIC PLANNING
STArT
TIPS TO MAKE THE BEST DIDACTIC PLANNING
Dedicate time to preparing your didactic planning.
Colour your planning so that the examiners´ board first impression of you is good and influences your final mark.
Make it from scratch in order to defend it properly.
Make it unique to differentiate it from the other candidates.
Use the legislative framework in those points where it is possible. It will offer you support, a deep knowledge for your oral presentation and nobody can refute something that it´s in the law.
Share it with your classmates everyone will be able to contribute something that may have been overlooked or could be improved.
What does the LOMLOE say about didactic plannings?
Lorem ipsum dolor sit amet
Sesiones de aprendizaje
How does LOMLOE affect programming?
Lorem ipsum dolor sit amet
Sesiones de aprendizaje
WHAT must a didactic planning include?
Lorem ipsum dolor sit amet
Sesiones de aprendizaje
BASIC ELEMENTS OF A DIDACTIC PLANNING
INTRODUCTION
OBJECTIVES
LEGISLATIVE FRAMEWORK
CONTENTS
METHODOLOGY
COMPETENCES
BASIC ELEMENTS OF A DIDACTIC PLANNING
ATTENTION TO DIVERSITY
EVALUATION
DIDACTIC RESOURCES
BIOGRAPHY
TEMPORAL DISTRIBUTION
To sum up, LOMLOE influences didactic plannings by promoting a competency approach, attention to diversity, the use of active methodologies, formative and global evaluation, and curricular flexibility. These aspects seek to improve educational quality and equality, offering an education more adapted to the needs of students.
The pedagogical and didactic foundations that support the teaching proposal are included, such as educational approaches, learning theories and the methodologies used. -Royal Decree 217/2022, of 29 March 2022 and Royal Decree 243/2022, of 5 April.-Decree 39/2022, of 29 September.-Organic Law 3/2020, of 29 December (LOMLOE: Organic Law that modifies Organic Law 2/2006, of 3 May of education).-The Common European Framework of Reference for Languages: Learning, teaching, assessment. (CEFR)
The general and specific learning objectives that are intended to be achieved with the students are established.
The teaching strategies and activities that will be used to achieve the proposed objectives are described. Techniques can include individual work, group work, investigative work, projects, among others.
The thematic or conceptual contents that are addressed during the course are detailed, organized by units or blocks.
The thematic or conceptual contents that will be addressed during the course are detailed, organized by units or blocks.
Consideration is given to how special educational needs will be addressed and the inclusion of all students will be promoted, adapting teaching and assessment according to their individual characteristics.
The bibliographic sources and resources consulted for the preparation of the teaching plan are included.
According to Organic Law 3/2020, of December 29, which modifies Organic Law 2/2006, of May 3, on Education (LOMLOE) of Spain, a didactic program is defined as a document that includes the set of didactic and methodological decisions that teachers plan to carry out the teaching and learning process in a certain area or subject.
The didactic syllabus design is prepared by the teaching staff and aims to establish the objectives, contents, evaluation criteria, methodology, resources and criteria for attention to diversity for the development of the curriculum in the classroom. It is a fundamental instrument to guarantee the coherence and quality of teaching. The LOMLOE establishes that it must contemplate adaptation to the characteristics of the students, the inclusion of measures to address diversity, the incorporation of active and participatory methodologies, the promotion of education in values, attention to key competences and formative and global evaluation of the learning process.
Organic Law 3/2020, of December 29, which modifies Organic Law 2/2006, of May 3, on Education (LOMLOE) of Spain. It introduces significant changes in the field of didactic programming. These changes seek to promote a more inclusive, flexible education adapted to the needs of students. Below are some of the main effects of the LOMLOE on this issue.• Competency approach: LOMLOE places a strong emphasis on the development of key competences, such as linguistic communication, critical thinking, digital learning, mathematical competence, among others. Therefore, planning must contemplate the integration of these competences in the different areas or subjects. • Attention to diversity: inclusive education is promoted that guarantees equal opportunities for all students. In this sense, planning must include measures and strategies to address diversity, which allow teaching and evaluation to be adapted to the individual needs and characteristics of the students.• Active methodologies: the law encourages the use of active and participatory methodologies, which encourage participation, teamwork, research and critical thinking of students. Planning should reflect the use of these methodologies, instead of focusing exclusively on more traditional approaches based on the transmission of knowledge. • Formative and global evaluation: the importance of continuous, formative and global evaluation is established. It must provide feedback on the learning process and assess the development of skills. It must include clear evaluation criteria consistent with the stated objectives, as well as varied evaluation strategies. • Curricular flexibility: the law promotes greater flexibility in the curricular organization, allowing the contents and didactic sequences to be adapted to the characteristics and needs of the students. This implies that planning must consider this flexibility, adapting objectives and content based on specific contexts and realities.
The evaluation criteria and instruments that will be used to measure progress and achievement of objectives are established. The form of initial, formative and summative evaluation can be included, as well as the final grade.
Consideration is given to how special educational needs will be met and the inclusion of all students will be promoted, adapting teaching and assessment according to their individual characteristics.
The specific competences are defined in article 2 of Royal Decree 217/2022, of March 29, which establishes the organization and minimum teachings of Compulsory Secondary Education, such as the performances that students must be able to perform in activities or in situations whose approach requires the contents of each subject. Specific competences constitute a connecting element between, on the one hand, the career opportunities of the students, and on the other, the contents of the subjects and the evaluation criteria. The specific competences take the entire stage as a reference and are established for each of the subjects.
Organic Law 3/2020, of December 29, which modifies Organic Law 2/2006, of May 3, on Education (LOMLOE) of Spain. It introduces significant changes in the field of didactic programming. These changes seek to promote a more inclusive, flexible education adapted to the needs of students. Below are some of the main effects of the LOMLOE on educational programming:Competency approach: LOMLOE places a strong emphasis on the development of key competencies, such as linguistic communication, critical thinking, digital learning, mathematical competence, among others. Therefore, programming must contemplate the integration of these competencies in the different areas or subjects. • Attention to diversity: inclusive education is promoted that guarantees equal opportunities for all students. In this sense, programming must include measures and strategies to address diversity, which allow teaching and evaluation to be adapted to the individual needs and characteristics of the students.• Active methodologies: the law encourages the use of active and participatory methodologies, which encourage participation, teamwork, research and critical thinking of students. Programming should reflect the use of these methodologies, instead of focusing exclusively on more traditional approaches based on the transmission of knowledge. • Formative and global evaluation: the importance of continuous, formative and global evaluation is established. It must provide feedback on the learning process and assess the development of skills. Programming must include clear evaluation criteria consistent with the stated objectives, as well as varied evaluation strategies. • Curricular flexibility: the law promotes greater flexibility in the curricular organization, allowing the contents and didactic sequences to be adapted to the characteristics and needs of the students. This implies that programming must consider this flexibility, adapting objectives and content based on specific contexts and realities.
It is an initial section that presents the purpose and objectives of the didactic syllabus design, as well as the educational context in which it will be developed. • The role it plays in human activity.• The role it plays in current and future society.• The importance of the subject in the curriculum.• The purpose of the subject • The general characteristics of the subject.• The contribution of the subject to the achievement of the stage objectives by the students.• The contribution to the development of key competences in students.
The materials, resources and technologies that will be used to support the teaching and learning process are mentioned.
A teaching schedule is a document that plans and organizes the teaching of a subject or area during an academic year. Although the specific elements may vary depending on the context and educational regulations of each country, below are the general elements that are usually included in a teaching program:1- Introduction: It is an initial section that presents the purpose and objectives of the didactic planning , as well as the educational context in which it will be developed.2- Theoretical foundation: The pedagogical and didactic foundations that support the teaching proposal are included, such as educational approaches, learning theories and the methodologies used.3- Objectives: The general and specific learning objectives that are intended to be achieved with the students are established.4- Contents: The thematic or conceptual contents that will be addressed during the course are detailed, organized by units or blocks.5- Methodology: The teaching strategies and activities that will be used to achieve the proposed objectives are described. Techniques can include individual work, group work, investigative work, projects, among others.6- Evaluation: The evaluation criteria and instruments that will be used to measure progress and achievement of objectives are established. The form of initial, formative and summative evaluation can be included, as well as the final grade.7- Attention to diversity: It is considered how special educational needs will be addressed and the inclusion of all students will be promoted, adapting teaching and evaluation according to their individual characteristics.8- Teaching resources: The materials, resources and technologies that will be used to support the teaching and learning process are mentioned.9- Timing: A temporal planning is established that distributes the contents and activities throughout the course. You must indicate the estimated time for each unit or block.10- Bibliography and references: The bibliographic sources and resources consulted for the preparation of the planning are included.It is important to keep in mind that the structure and elements may vary according to the specific regulations and requirements of each educational institution or country. Therefore, it is advisable to consult the guidelines and directives established by the corresponding entity when developing a teaching program.
A temporal planning is established that distributes the contents and activities throughout the course. You must indicate the estimated time for each unit or block.
ENGLISH DIDACTIC PLANNING
BEATRIZ BLANCO MARQU
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Transcript
ENGLISH DIDACTIC PLANNING
STArT
TIPS TO MAKE THE BEST DIDACTIC PLANNING
Dedicate time to preparing your didactic planning.
Colour your planning so that the examiners´ board first impression of you is good and influences your final mark.
Make it from scratch in order to defend it properly.
Make it unique to differentiate it from the other candidates.
Use the legislative framework in those points where it is possible. It will offer you support, a deep knowledge for your oral presentation and nobody can refute something that it´s in the law.
Share it with your classmates everyone will be able to contribute something that may have been overlooked or could be improved.
What does the LOMLOE say about didactic plannings?
Lorem ipsum dolor sit amet
Sesiones de aprendizaje
How does LOMLOE affect programming?
Lorem ipsum dolor sit amet
Sesiones de aprendizaje
WHAT must a didactic planning include?
Lorem ipsum dolor sit amet
Sesiones de aprendizaje
BASIC ELEMENTS OF A DIDACTIC PLANNING
INTRODUCTION
OBJECTIVES
LEGISLATIVE FRAMEWORK
CONTENTS
METHODOLOGY
COMPETENCES
BASIC ELEMENTS OF A DIDACTIC PLANNING
ATTENTION TO DIVERSITY
EVALUATION
DIDACTIC RESOURCES
BIOGRAPHY
TEMPORAL DISTRIBUTION
To sum up, LOMLOE influences didactic plannings by promoting a competency approach, attention to diversity, the use of active methodologies, formative and global evaluation, and curricular flexibility. These aspects seek to improve educational quality and equality, offering an education more adapted to the needs of students.
The pedagogical and didactic foundations that support the teaching proposal are included, such as educational approaches, learning theories and the methodologies used. -Royal Decree 217/2022, of 29 March 2022 and Royal Decree 243/2022, of 5 April.-Decree 39/2022, of 29 September.-Organic Law 3/2020, of 29 December (LOMLOE: Organic Law that modifies Organic Law 2/2006, of 3 May of education).-The Common European Framework of Reference for Languages: Learning, teaching, assessment. (CEFR)
The general and specific learning objectives that are intended to be achieved with the students are established.
The teaching strategies and activities that will be used to achieve the proposed objectives are described. Techniques can include individual work, group work, investigative work, projects, among others.
The thematic or conceptual contents that are addressed during the course are detailed, organized by units or blocks.
The thematic or conceptual contents that will be addressed during the course are detailed, organized by units or blocks.
Consideration is given to how special educational needs will be addressed and the inclusion of all students will be promoted, adapting teaching and assessment according to their individual characteristics.
The bibliographic sources and resources consulted for the preparation of the teaching plan are included.
According to Organic Law 3/2020, of December 29, which modifies Organic Law 2/2006, of May 3, on Education (LOMLOE) of Spain, a didactic program is defined as a document that includes the set of didactic and methodological decisions that teachers plan to carry out the teaching and learning process in a certain area or subject. The didactic syllabus design is prepared by the teaching staff and aims to establish the objectives, contents, evaluation criteria, methodology, resources and criteria for attention to diversity for the development of the curriculum in the classroom. It is a fundamental instrument to guarantee the coherence and quality of teaching. The LOMLOE establishes that it must contemplate adaptation to the characteristics of the students, the inclusion of measures to address diversity, the incorporation of active and participatory methodologies, the promotion of education in values, attention to key competences and formative and global evaluation of the learning process.
Organic Law 3/2020, of December 29, which modifies Organic Law 2/2006, of May 3, on Education (LOMLOE) of Spain. It introduces significant changes in the field of didactic programming. These changes seek to promote a more inclusive, flexible education adapted to the needs of students. Below are some of the main effects of the LOMLOE on this issue.• Competency approach: LOMLOE places a strong emphasis on the development of key competences, such as linguistic communication, critical thinking, digital learning, mathematical competence, among others. Therefore, planning must contemplate the integration of these competences in the different areas or subjects. • Attention to diversity: inclusive education is promoted that guarantees equal opportunities for all students. In this sense, planning must include measures and strategies to address diversity, which allow teaching and evaluation to be adapted to the individual needs and characteristics of the students.• Active methodologies: the law encourages the use of active and participatory methodologies, which encourage participation, teamwork, research and critical thinking of students. Planning should reflect the use of these methodologies, instead of focusing exclusively on more traditional approaches based on the transmission of knowledge. • Formative and global evaluation: the importance of continuous, formative and global evaluation is established. It must provide feedback on the learning process and assess the development of skills. It must include clear evaluation criteria consistent with the stated objectives, as well as varied evaluation strategies. • Curricular flexibility: the law promotes greater flexibility in the curricular organization, allowing the contents and didactic sequences to be adapted to the characteristics and needs of the students. This implies that planning must consider this flexibility, adapting objectives and content based on specific contexts and realities.
The evaluation criteria and instruments that will be used to measure progress and achievement of objectives are established. The form of initial, formative and summative evaluation can be included, as well as the final grade.
Consideration is given to how special educational needs will be met and the inclusion of all students will be promoted, adapting teaching and assessment according to their individual characteristics.
The specific competences are defined in article 2 of Royal Decree 217/2022, of March 29, which establishes the organization and minimum teachings of Compulsory Secondary Education, such as the performances that students must be able to perform in activities or in situations whose approach requires the contents of each subject. Specific competences constitute a connecting element between, on the one hand, the career opportunities of the students, and on the other, the contents of the subjects and the evaluation criteria. The specific competences take the entire stage as a reference and are established for each of the subjects.
Organic Law 3/2020, of December 29, which modifies Organic Law 2/2006, of May 3, on Education (LOMLOE) of Spain. It introduces significant changes in the field of didactic programming. These changes seek to promote a more inclusive, flexible education adapted to the needs of students. Below are some of the main effects of the LOMLOE on educational programming:Competency approach: LOMLOE places a strong emphasis on the development of key competencies, such as linguistic communication, critical thinking, digital learning, mathematical competence, among others. Therefore, programming must contemplate the integration of these competencies in the different areas or subjects. • Attention to diversity: inclusive education is promoted that guarantees equal opportunities for all students. In this sense, programming must include measures and strategies to address diversity, which allow teaching and evaluation to be adapted to the individual needs and characteristics of the students.• Active methodologies: the law encourages the use of active and participatory methodologies, which encourage participation, teamwork, research and critical thinking of students. Programming should reflect the use of these methodologies, instead of focusing exclusively on more traditional approaches based on the transmission of knowledge. • Formative and global evaluation: the importance of continuous, formative and global evaluation is established. It must provide feedback on the learning process and assess the development of skills. Programming must include clear evaluation criteria consistent with the stated objectives, as well as varied evaluation strategies. • Curricular flexibility: the law promotes greater flexibility in the curricular organization, allowing the contents and didactic sequences to be adapted to the characteristics and needs of the students. This implies that programming must consider this flexibility, adapting objectives and content based on specific contexts and realities.
It is an initial section that presents the purpose and objectives of the didactic syllabus design, as well as the educational context in which it will be developed. • The role it plays in human activity.• The role it plays in current and future society.• The importance of the subject in the curriculum.• The purpose of the subject • The general characteristics of the subject.• The contribution of the subject to the achievement of the stage objectives by the students.• The contribution to the development of key competences in students.
The materials, resources and technologies that will be used to support the teaching and learning process are mentioned.
A teaching schedule is a document that plans and organizes the teaching of a subject or area during an academic year. Although the specific elements may vary depending on the context and educational regulations of each country, below are the general elements that are usually included in a teaching program:1- Introduction: It is an initial section that presents the purpose and objectives of the didactic planning , as well as the educational context in which it will be developed.2- Theoretical foundation: The pedagogical and didactic foundations that support the teaching proposal are included, such as educational approaches, learning theories and the methodologies used.3- Objectives: The general and specific learning objectives that are intended to be achieved with the students are established.4- Contents: The thematic or conceptual contents that will be addressed during the course are detailed, organized by units or blocks.5- Methodology: The teaching strategies and activities that will be used to achieve the proposed objectives are described. Techniques can include individual work, group work, investigative work, projects, among others.6- Evaluation: The evaluation criteria and instruments that will be used to measure progress and achievement of objectives are established. The form of initial, formative and summative evaluation can be included, as well as the final grade.7- Attention to diversity: It is considered how special educational needs will be addressed and the inclusion of all students will be promoted, adapting teaching and evaluation according to their individual characteristics.8- Teaching resources: The materials, resources and technologies that will be used to support the teaching and learning process are mentioned.9- Timing: A temporal planning is established that distributes the contents and activities throughout the course. You must indicate the estimated time for each unit or block.10- Bibliography and references: The bibliographic sources and resources consulted for the preparation of the planning are included.It is important to keep in mind that the structure and elements may vary according to the specific regulations and requirements of each educational institution or country. Therefore, it is advisable to consult the guidelines and directives established by the corresponding entity when developing a teaching program.
A temporal planning is established that distributes the contents and activities throughout the course. You must indicate the estimated time for each unit or block.