A-2.2 Licenciatura Pedagogía MB

Okay, thank you, teacher. Hi guys.

Good afternoon. Welcome to this class.

OK thanks.

Hi guys. Good afternoon. The class of

It's going to be recorded today, so I'm going to

Please ask that they put the following in the chat:

please all your

name, register and all doubts

that may emerge from the class,

Please write them down, and we'll...

to be resumed in the next class.

I'm going to explain the classes as follows:

all the others. This is the only one

recorded and the next class will be in

alive. Write down your questions so that the

Let's resume because one will be linked to the other.

The other one, okay? Well, now we're talking.

Good afternoon, and let's begin.

today's class. Today's class is going to

to consist of everything that is the matter,

mainly what I was telling them a while ago

8 days is the question

from the approach and from why we study,

That is, everything related to

the curriculum.

Let's see how it transforms, let's

to see where it comes from, who its founders were

authors. And what we're going to see today is very

It is important that they understand it and that they

understand,

because from here we start to do the

planning.

Everything we see today is the structure

general explanation of why a teacher,

Where will he get the information from to

to teach his classes, where will he get the money?

the information and guidance to gradually provide

the class day by day. Where is it going to come from?

take out? We're going to look at that today.

And let's get started right away. Let's go

go and look at each of the elements that

Let's get to work

and we'll see how these elements

They are going to

to become conjugated

to see precisely how we can

we will conclude in each one of

these

structures that we are developing, okay?

How did the authors who started already...

didactic as such?

Let's look at what a curriculum vitae is.

Why did the curriculum emerge and what

were like the essential elements that

they are going to allow us

to realize what we are

working and why we are

working.

I'm going to start sharing,

We're going to break down each one step by step.

one of the elements that we are going to

work.

Okay, I'm going to start. precisely with

the fundamental concepts of

curriculum development and design. Let's go

going to look at these bases for the

planning,

implementation and evaluation of the

education.

We need to be very clear about these

elements, these criteria that we are going to

keep checking,

Because everything will start from here. Which

Let's see what today has to offer, that's exactly what

we're going

interweaving, so to speak

manner,

to start shaping my tool

of my day-to-day work, which is my

planning.

This planning that I have to

Doing before giving a class is a

planning that I have to

develop.

under certain conditions,

with a very defined structure and with

elements that I have to take into account

according to the level I'm going to give, of

depending on where I'm going to be located, whether

early childhood education, preschool, primary education,

secondary school, high school, university.

Today I'm going to give you that foundation from which it will all begin.

to start everything, from where each one detaches

one of the fundamentals

why I have to do one

planning.

That, along with what we're going to see...

next class, which is precisely the

stages of human beings, that is, how

How an infant learns, how a child learns

and the child's stage which is divided into

Two, how the pre-adolescent learns, the

adolescent and how the adult learns.

We'll go through those stages. Need

to know this along with the stages. AND

Then yes, once I understand very well

Okay, what is a curriculum vitae, once you've...

I understood the stages of development of

human being, now I'm going to start

interweave

that document that is going to be my

everyday work tool and

which will have certain characteristics

that we have to develop according to

my personality.

Why my personality? Because

just as there are styles of

Learning, there are teaching styles and

We're going to see it and you have to

identify with one. And how are they going to

identify with

That teaching style? It has to do with

with his personality, it has to do with

their life experience, because that's what

that shapes you and has to do

also with your context. And all those

These are the elements we are going to use

to shape my working weapon,

which is my plan.

So, let's begin with this part

to see what a resume is.

The resume

They are a set of experiences of

learning

that the educational institution plans

intentionally

so that students can develop

knowledge, skills, attitudes and

values ​​that allow them to thrive

in society and transform its

reality.

This resume

At the national level, this is done in the plan of

development that we saw in class

pass,

He does it

the secretary of public education along

with all those from the council who see what it is

what Mexico needs as a society

within education for change

political, social, cultural and

economic ones that we have already reviewed

continuously.

That's in public institutions, in

private institutions.

This resume will be designed from

according to the ideal,

to the

author also on whom it is based

owner of that school to the model

educational.

Private individuals have as

the peculiarity that

They have that

open window to decide where

They go. That is to say,

If they want a constructivist model, if

They want a humanist model, if they want

an active learning model, if

They want a technology model, if

They want a model

based on emotions, if

They combine several models

educational and transform one and that is the

curriculum that they are going to design in the

In particular, it will be, uh, according to the

what they intend to contribute to

society, right? A private school

It is founded and created according to ideals of

a person who owns, right?, of

the schools and they say, uh, I want

I want to contribute this; I want to train citizens.

In this way, they do their

resume

in government. Who makes that resume?

She is the Secretary of Public Education

which is within the national plan

according to their needs

They are identified as Mexican society. And let's go

Let's see what this resume has

which should also be considered in several

ideals of those people

together with the demand that society

is giving us,

to technological and scientific advances

also that they are occurring and how they are happening

This society is moving forward, isn't it? As

This routine is gradually enveloping us, and it's

a changing society. Then we say

that the curriculum

And although it has its basis

eh medullary,

planning always ends up being

to be flexible,

But it will depend a lot on the resume.

and we'll see how it takes shape

that resume.

The curriculum as an educational project

expresses the educational intentions of

a society at a historical moment

determined and guides the training

integral of people.

Let's see how this resume has

has been changing throughout history

according to the needs that we have

seen. We'll see it in the next one

leaf.

and that has developed and has

developed to evolve.

The curriculum is always evolving.

The resume

It has to embrace modernity, it has to

to be within reach of society, that

It's precisely demanding something that I

I was telling you, we had plans and programs

since '92 and it was 2000 and it

we kept using

And although there were certain reforms that are

those we reviewed last class,

They didn't change much in essence.

but as nothing else changed some

terms. I was telling you that the one from 2012 for

It was one of the best for me, huh?

curricular adaptations

What are study programs and how good is that?

Now with this new NEM, well, also

We are adapting it to these changes.

social.

What are the types of resumes? he

formal,

the real, the hidden, and the null. The formal

eh means what the school plans

and officially establishes.

In public schools

They are what the secretariat gives us, such

which. Uh, they have to follow him, he

They have to design and they can't move.

In private cases, that resume

formal

is the one that finally

the owner is the

ideal

which obviously has to be linked to

from the secretariat because

has a permit that the secretariat

yes. And if we're talking about education

basic is CST and in secondary education

superior and superior are the reboes.

Both the CST and the REBOE

It means that the secretariat gave that

permission because they already went through a committee

evaluator who verified

that everything they proposed is

in order.

So that's the part of the resume

formal.

The curriculum, the real curriculum, is what

that is actually taught and learned

in the classroom. This actual curriculum is what

which we already have in our lesson plan

Day by day, that's what we're going to develop

based on the criteria given to us by

plans and programs.

The hidden curriculum consists of the rules,

values ​​and attitudes that are transmitted from

implicit manner. What do you mean by that?

implicit?

When you are giving a training session,

when you are being formed, like

right now you or when you give

class

inherently,

You don't always have to say it, but

dan

into the air,

But you don't say, "Right now I'm going to

to begin talking about respect, in this

Wait, I'm going to teach you empathy, right?

In other words, this hidden curriculum is that

where we finally go giving the

pattern of seeing

what we teach,

how we teach it and sometimes the values

We are applying them.

It's part of the hidden curriculum.

We are applying it to the element

of our class,

when we form teams, when we give

an instruction, when we verify it

What are they doing, when we are

evaluating. That whole part is the

hidden curriculum that we are going

giving at the beginning of a class, when

We started to look at what the regulations are,

We set our guidelines and criteria

to have a healthy coexistence within

from the living room,

when something happens

incidence and we need to stop

in class to say what's happening,

investigate, inquire

without going to the extreme of also exhibiting

some student, you have to do it in

short between them. Everything that is done

in the [clearing of throat] everyday way and

continuously,

without you realizing it, because you don't notice

It counts, but it is reflected throughout

of the school year. Why throughout

of the school year and not in one or two

weeks?

Because we follow a process and those

processes

They are slow, they are not immediate.

Those processes of behavior,

I was telling you last class that they are

precisely

from a perspective where

the ways in which we are in

in terms of personality, in terms of

values, in terms of attitudes, in

as for

culture, because it's also cultural

We are really very different people.

depending

the region where we are located. The

People from the north don't think the same way as...

from the south or with the one or the one from the center.

Despite being in the same country, the

to have different types of regions,

We have totally personalities

different, and that goes in that curriculum

hidden, in that curriculum that we are going

looking at norms, values, and attitudes.

And why do I tell you that we don't realize

account?

Suddenly in the CTS when we have

are

We talked about how there's a saying about children.

He says the student is a reflection of

teacher, and yes, that's true. Little ones

Kinder one We're talking

From toddlers 3 years old to 3 and a half years old.

Her teacher for everything says, "Okay, okay,

"Okay." And the boy keeps it. Why?

because he is experiencing it day by day,

moment by moment. And when you go to the

If you ask them something in the room, they'll tell you,

"Okay, okay." Or if the teacher who

always say goodbye, instead of just saying farewell.

He always says bye, bye, the child is going to

learn to say bye instead of goodbye.

And it's the vocabulary that you instill in him

Because you're there in the class, because

you

You're living with him. And at that stage

From three to five years old they are like sponges and

They absorb everything, everything, everything, everything that

You tell them.

That absorption of knowledge

Absorption is also involved. of the

personality and for them their ideal is

teacher, because the teacher loves them,

The teacher teaches them and

educate, but not with scolding, but in a

a way oriented to fulfill certain

objectives that are within the

curriculum,

but in preschoolers in a very

lovingly, in a very patient way,

Yes, we are firm, but not with the

not a scolding, but rather with reason, the

why things happen and what you have

boundaries. Yes, we do set the limit, but

Not sometimes like mom or dad who already...

He yelled, he already hit me, this one,

He already said or did his attitude, eh eh so much

body as

emotional, says something else and I live with it

I talk to her daily and I know how I can even

a certain point

to speak very differently to my mom

with my teacher.

So, that hidden curriculum is

present for you as a teacher and the

Children will imitate you.

And the saying that

It tells us that the student is the reflection

from the teacher, it's implicit in that

part of the hidden curriculum. And the

A null curriculum is the knowledge and

interests that are included

or they are left aside. What does it refer to?

Which ones are included or left out?

The null,

regardless of what comes in the

plans and programs, sometimes you give that

plus. Because? because you believe and

you feel that they are not there and that something is missing,

because the same group you're in...

He is suing.

And you might say, "But that doesn't come

in the program, it comes up to the next one

school year, for example,

because you already know the stages of child development,

because you already know the plans and

programs, because you know the phases,

You say, "No, it's not my turn to see it."

But in the child, your group, the dynamics

group

It's demanding that you see it in that

Wait a minute, right? That you get stressed for a year or

two.

And these are the interests that are included

in a way inherent in the part of the

actual curriculum.

And when we talk about a zero resume,

These are interests that are excluded or left aside

sideways. What does it mean that it

Are they excluded or left out? Your group

is demanding

Because they're curious, that's why you

I'm saying that he's doing it to you.

demanding, they have the curiosity

They tell you, "How can you..."

write my name."

But you know from the program that in

Kindergarten 1 students should not write their name.

It goes up to Kindergarten 2, up to the next one

cycle. In Kindergarten, one is just...

gross motor skills and that they identify

lines, shapes and figures,

but the group,

its dynamics

It's demanding that you go faster.

And if you ignore those

characteristics of those interests

student's own,

You're falling into a zero-value curriculum. By

that? because you're neglecting the

interest and you say, "No, that's what they

They ask for it, it's not important.

We're going to follow the same line.

So, I was telling you at first

that this curriculum is flexible in

certain moments, and this is one of them.

when the same group dynamic you

is demanding

learning that takes one or two years

ahead of his age, his context, but

Maybe those little ones are

stimulated in a positive way

or they are very overstimulated and want

to know more and more, not that they are

gifted, huh, don't get confused

This term, if you want to know more

They're super intelligent and we get through

to the concept of giftedness,

No, it doesn't go that way, but rather it goes

by the

structure that the group has,

which can probably be that they are

children who are very open, who are

wide awake. And the activities that you

You are designing,

Maybe they are in line with this

resume,

But the group says, "I want to

To learn more, my interest goes further because

Maybe the parents are very cultured.

because maybe they are

stimulated in the right way or

They are overstimulated.

And if you ignore it, that is, if

Don't pay attention to those interests,

then we fall into this part of the

null curriculum.

These four types of resumes, the

formal, real, hidden, and null,

They are always present in your class,

in all

and it keeps evolving,

It adapts accordingly

to the methodology you use as well, to

educational model that the school has in

where you are working

depending on the type of assessment you are doing

using.

So, these types of resumes

They are always there. You don't realize

You count and you don't say, "Today at this moment

I'm going to work from 8 to 8:10.

hidden. From 8:10 to 8:20 I will be working

real. This, from 9 to 9:30 in what they

"They work formal jobs." No, it's not.

like you start analyzing what

At this moment you are applying each of the

four.

They are inherent and sometimes you combine them

throughout your day, but they are present

at all times,

But you should know that they exist

and you also need to realize when

You skip one of them, because you want to

to say that you are not respecting that

process

of your class.

And it's not about that, it's about you

class, when we see that he has the three

didactic moments also

and that you have the methodologies

appropriate according to the model

educational work you are doing. And this

It's going to be there, keep that in mind, because it's

something that will be worked on

day by day in their classes.

What is the purpose of a resume?

A resume: what you want and what you need.

seeks

is that he doesn't show up

a teacher in front of a group in a classroom

and that he starts talking about what he

whatever he wants or whatever he believes it to be

important

or because he likes that topic.

That's not the part of it.

teaching.

The teaching part has a

structure, has a reason for how

You have to teach

And that is the purpose of designing a

resume

which is to guide the teaching processes

learning, fostering development

comprehensive student. This point two

where it says to promote development

student's comprehensive development

We have to link it to the stages of

student development.

They go hand in hand. Therefore, have me

Let's start with what we're going to see in this class.

because of what we'll see in the next class

Let's start looking at the stages of

human development and they have to

handle them.

Well, not so much that they learn them from

memory, but they do identify

where each of them goes and me and

They're going to say, "And how am I going to

identify

reading,

recognizing when you are in practice

Once you're inside the classroom,

that has those characteristics?"

Because there are foundational authors like Piaget, who

He talks about stadiums, and that's that.

You have to recognize them in your student, in

Which of those four stadiums is it and how

You're going to do it. Because here they come

some characteristics

They tell you what stage it is, right?

And you need to know

What is that stage of development for?

When you start planning favors

comprehensive development. That's why

comprehensive, because you're about to see the part

cognitive, but also

its development phase. Promote the

training of critical, ethical citizens

and committed. This is more than

It's clear that we've been handling it.

because it is the ideal that everyone

The government is looking within its plans and

study programs. Respond to the

needs of the context and of

society.

I told them that a resume is something you have

that are changing

approximately every 5 years.

And not to do it like a new one, right? I mean,

a new one. There is a structure, things are done

adjustments.

Because? Because society is going

Changing, isn't it? This context

cultural, eastern, economic, political,

social is what tells us, uh,

Now we have to go down this path.

because we're going here. So this is the

purpose of the curriculum in terms of the

strategy

of the study plans and programs.

That's what he's after. And we're going to go

seeing how they are happening

This part and we're going to see what it is

curriculum design. We already saw what it is.

resume. Now let's see what it is.

curriculum design.

Curriculum design is the process

systematic and creative planning

elements that make up the curriculum

with the purpose of responding to the

educational needs and achieve the

expected learning outcomes of the

students.

The curriculum design

It has to impact experiences

learning that the institution

educational is pursuing.

That is to say,

curriculum design

He'll start shaping this.

structure

of the human being that the institution wants

form. And that has something to do with it

with the mission, vision and values

of each school. At the national level.

All public schools have one

mission, vision and values ​​that form

part of the curriculum design,

are part

of the structure that the Secretariat of

Education

Public desires in each state.

At the national level, an ideal is formed, but

then at the state level, each state

He also wants to form his own

citizens

and falls within this part of the design

curriculum. So then we'll go

go

dividing a little into what the State

also

intends

to give it as their value contribution to this

educational part.

What are the characteristics of that

curriculum design?

Intentional

responds to objectives and purposes

educational. These objectives and

educational purposes

They go hand in hand with the educational model.

We already saw that there are different models

educational, the constructivist,

the traditional,

Hey

the technocratic, the technological.

So these educational models, this

Intentional goes with that, towards where it is

the school.

positioned to achieve that goal.

Systematic, follows an orderly process and

logical.

This is a curriculum rule. By

[clears throat] That's the resume, right now

We'll see how it goes, huh?

structuring from what is the mesh,

what are plans and programs, the grid

curriculum and as such a content. Yeah

We'll see how it goes down, how

It goes from the general to the specific and

Specifically, how will it segregate the

information

until you reach a content and that you

achieve that goal. That's the

intention.

But that intention has a certain order, because

That's systematic.

Because it's not like you can just say, "Oh, well

I'm going to start by giving the tables of

multiply, I skip the addition and the

to get started right away

multiplication, well no, because it is a

process." So that's why it takes a

logical order,

flexible, adapts to contexts and

needs.

When we start doing a design

curriculum,

When is it mainly fulfilled?

This feature?

When we have neurodivergent children or

with different educational abilities.

That's when

We say it is flexible because it adapts

to contexts and needs. And why to

contexts too? I was talking to them about the

different types of school that

have. We have the rural school, the

indigenous school, the urban school

and the multigrade.

Then it will adapt the

Telesecundaria schools will adapt to those

contexts and those needs

territorial, so to speak.

Participatory. It involves various

educational actors. What are those?

various educational stakeholders?

We begin with the educational authorities

because they leak the information to us.

from the sector heads, the

supervisors, managers,

the teachers, students and parents of

family. The new NEM poses us eh

much parental involvement

family [clearing throat] and the community.

So those are the actors

educational. All seven of them,

Or no, not seven people, but rather

seven nuclei make up

These educational actors, because all

They are immersed. That's why he says it's

participatory,

because it's somehow searching somewhere

Wait, he's not telling you that everything

time, but at some point you'll

to play and to be a participant within the

curriculum and it is dynamic, it is

open to changes and innovations.

This curriculum is very flexible when

We started doing it, that's why it's a design

curriculum. When we started to

To design a curriculum means

that we're going to do a lot

adaptations, but also adjustments.

They're now also called adjustments

reasonable. Those reasonable adjustments are

those who are guiding us

this structure of my children,

my contexts are different. By

That's dynamic, because it's open to

changes and innovations. something new that

you want to implement

and that we saw that it is part of the

prizes that teachers give now,

because there are teachers who are very

Innovators, who want to have a

active, different teaching,

technological,

eh scientist,

that sometimes

When we fall into a routine, we stop doing it.

side. or something they saw even in

other countries and make the necessary adjustments

curricular and implement it in the

ours and is also part of that

dynamic resume.

What are the elements of this design?

curriculum?

It's now fully into the whole part

Educational, isn't it? It's fully in full swing now.

the part of

of what the school is pursuing.

Which school? Well, the public one and the

particular. Here we're going to start

do these

Yes, there are differences between the particular and the

public. And as I was telling them last class,

It's not that one is better than the other,

There are some very good public schools, but

Private school is definitely a

plus. That's why the head of the household pays

a tuition fee.

he wants a privilege

in an education

because you're giving him a language, because

Are you suggesting that he be bilingual or

trilingual. There are already many schools.

trilingual,

Uh, because you give it extended hours,

Uh, not such a short schedule, because...

You give extracurricular classes,

because you give workshops,

because you are proposing an educational model

more innovative than that of a school

and

public. So there are differences,

but it also goes

It depends on what you, as the father, want.

for your son.

And it will depend on the contexts.

also. Probably

uh and all the part of the part

economical, isn't it? Maybe a dad will

He says, "Yes, no, I'm going to it." And normally

where do we go most often to public schools

Uh, to the private ones, sorry, it's in the

preschool, because we're afraid of

Let the children go, because

because they are tiny.

Uh, sometimes you don't want it to live with

Many, or you're afraid that, as there are

Many won't pay attention to it and

What's going to happen to him? And there are many myths,

Because that's really how they are, there are many

myths

that

us

They have it there in their heads. And where from?

Do those myths come out? Well, from the

comments that either about the news or about

the information that reaches us and we

we form our value judgment,

our beliefs.

So that's where this comes in.

division

of public private

and that have different characteristics.

And why am I emphasizing this so much?

Because that's what these will depend on.

elements of curriculum design. Profile

of graduation.

What is a graduate profile?

A graduate profile is one that

that the school wants

to achieve in the individual, in this case in

the students.

Every educational level has a profile

of graduation. The Ministry of Education

It tells us that there is a graduate profile and

an entry profile.

What is the entry profile?

the minimum requirements that it must

to count the student to enter a

educational level, to a school grade. That

This is the entry profile.

What are the minimum requirements?

necessary that you need

the student to enter

to a school grade?

And what is the graduate profile? the

knowledge,

attitudes

and values

and training

that you as a school are considering

that it will have throughout the entire cycle

school.

There are graduate profiles by grade and there are

graduate profiles by level. That

There is a difference between a degree and between a

level? An educational degree

It's from a school year. We're talking

Kinder 1, Kinder 2, Kinder 3, first,

second, third, fourth, fifth and sixth

primary school, first, second and third grade

of secondary school, first, second,

third, fourth, fifth and sixth semester

high school,

first, second, third, fourth,

fifth, sixth,

seventh and eighth semesters of

university.

Those are the degrees.

What are the levels?

The educational levels are preschool,

elementary school, middle school, high school,

university, master's degree, doctorate. Those

These are the educational levels

and the school grades are what go

from one school year to the next, that is,

year after year.

There are two types of graduate profiles, the

graduate profile with requirements

minima

that a student must have to pass

of degree, so that he may be promoted.

Remember we saw it in class

past, who is promoted and not promoted,

In other words, it does happen. Even

This is when they see the study slips

It says there, promoted or not promoted. No,

When he is promoted, it means yes

He had all that knowledge, huh?

degree.

When we talk about graduate profile

By level, it means that then already

that's more knowledge,

attitudes and values ​​that one should have

so that you can move from one level to another. Is

In other words, the kindergarten child has a profile

Upon graduation, the elementary school child has

another graduate profile, that of secondary school,

high school and university. And when we

Let's go to the world of work, because there...

We are talking about job skills.

Even when you are looking for a job

It tells you minimum requirements, well it is

part of the entry profile that it asks you for

any job

to enter.

There, in a job there are no longer profiles of

graduation, these are already requirements, that is,

knowledge and skills that you must

have to fill the job profile.

But who's going to help you?

to create that job profile? Well, this

graduate profile that starts from

preschool. This starts in preschool.

graduate profile. Then come those

competencies of which we have

spoken. What are competencies?

Skills, values ​​that you will

develop and knowledge that

you develop over a cycle

school

and throughout life to go

working.

What are those objectives? It's the

goals come

designed

from the Ministry of Public Education

And we'll see that there are objectives

general, specific objectives,

specific objectives.

The general is the one who

It is normally pursued during a cycle

school.

We see the private individuals.

today per quarter

And the specific ones are the ones you see every day.

day, right? And these objectives when already

We'll add them to your lesson plan

or to your lesson plan,

uh it goes directly

in your class, week, month and term.

So, those things must be done.

goals. Who sets the goals? The

The secretary gives you the annual one, that is,

the one for the school year so that you comply

that graduate profile,

But you, day by day, are fulfilling the

goals

specific to your class

To achieve that graduate profile, it is

In other words, so that you can achieve the goal

general. And how are you going to achieve it? Well

with the content that it will present to you

This curriculum

within the plans and programs of

We'll be working on this study.

And who's going to give it to me? Ah, well the

methodologies and strategies

that each school determines what it includes. The

NEM tells us about a methodology

humanist constructivist.

It also tells us about emotions.

private schools,

Apart from that, because they already work on it and

They are more advanced because of the NEM

He began exploring in 2019,

but private ones since '95,

96 are already working on methodologies

constructivists,

humanists.

Um,

Today, the emotions part

It is also part of the educational model,

This is the part about neuroscience.

because throughout the

the neurodivergences we have.

So,

part of the educational models are the

neuroscience too, which is like the

present

And that's part of the curriculum design.

What type of evaluation? The evaluation and

I'm not going to delve too deeply, but because

It's also a topic we're going to see a lot of

extensive. The evaluation is in two parts, in

formative and summative.

And what are the instruments of

evaluation that correspond to each one

of them? The resources section, what

What type of resources are you going to use? Hey,

material and technological resources

human resources.

That's part of what goes inside the

curriculum design. that goes inside your

teaching sequence. What is your

teaching sequence? Your planning or

your session plan, your lesson plan.

It has as

several names, but ultimately it's the

that you work. There are also certain

dilemmas that if it is planning,

planning,

session plan, lesson plan, sequence

didactics.

Some authors say that the correct thing is

lesson plan, session plan, because

He says that if you talk about planning

You're talking about the ones that fly, right?

So it's like that, depending on the

authors, but it's your session plan, your

lesson plan, your planning

or your teaching sequence. That's what you're going to do

to work day after day, that's where you're going to

to put it in writing since you're going to teach him

Student, how are you going to teach him, what for?

You're going to teach him

And why are you going to teach him? Those four

Questions always have to be there

implicit in your planning

when you are developing it.

Okay?

Now we'll see.

Look at one part, here are all three.

Hey,

What is a curriculum vitae?

What is the curriculum design? And what is

curriculum development? But part

from the curriculum,

What is the curriculum?

curriculum design and development

curriculum? What is a resume?

experiences

learning

raised by an institution

educational. Don't forget, because every

educational institution has a

curriculum.

Each educational institution

private

and public has a curriculum. The design

curriculum

It's going to be the

adjustment that I make to my base, to

my structure

that they give me. So, I'm going to my bone marrow

to create that curriculum design. Now, what

What is curriculum development? Now yes,

I'm going to get more involved now.

with my curriculum development. And what is

a curriculum development?

It is the process that transforms design

curriculum in concrete actions in the

educational practice.

What is my educational practice?

My planning, my working weapon, it

that I'm going to do day by day.

You cannot and should not reach a

class without a plan.

I was telling you a moment ago, we can't

I mean, oh, today I woke up and I

It so happened that I'm going to talk to you about the

photosynthesis.

No, because you don't know. Imagine if you had

a preschool group and it occurs to you

to talk about photosynthesis. No, everything

There's a reason for that. This structure

eh curriculum

It has its essence

of the person who is

uh designing, understanding

In the C. Well, it's the Secretariat

of Public Education, all the

educators who are there,

In private cases, it is the person who

He plans to open the school.

This curriculum development is

say,

how I want my school. So, here

this curriculum development

It's now focusing more on what you do, like

teacher, what you have to do as

teacher.

And you're going to tell me, "Ah, so that's it

"That's what teachers do." Yes, you are

pedagogue. Remember that you, as

Pedagogue, what is a pedagogue? Teacher

of teachers. You're going to teach the teacher

how to do it, but how does he have it, how

Are you going to teach a teacher how to be?

teacher, if you haven't been a teacher?

You have to learn to be a teacher

First you, so that you can teach others later

other teachers to be teachers and not that

Be like you,

but give them basic tools,

a practical teaching

so you can explain to him how it should be

teacher. And that's part of development.

curriculum.

What is the first part? Planning.

Needs are analyzed, and then defined

goals and the elements are organized

curricular.

How are you going to analyze needs?

And even more so when you don't know a group?

Well, there's something called an exam

diagnosis.

In that diagnostic exam

are you going to do

that tracking of needs.

That's one part.

How do you do it?

a plan?

Uh, with what elements, and from where? Ah,

of the stages of development of

educating that we will see next

class. Are

several elements that you have to take into account

take into account when you sit down to do your

planning.

Goals are defined, but where do I get that from?

Ah, about the educational model that we are going to

work. If my educational model is

constructivist,

Well, I have to see which authors are talking about it.

of constructivism

to start my planning

based on those characteristics. HE

He talks about humanism, ah, I have to

make me a plan

based on those characteristics and

They organize the curricular elements. Is

I mean, I'm going to use the word

weaving because really a

Planning is like when you knit a

scarf, a little sweater, well you're going

Making the little chains, right? and they leave

uniting, they keep joining together and in the end, well

have

a scarf, a little shoe, a little sweater.

But that's on the educational side. In the

educational component

You, day by day, are creating a link and

another link and another link and another

link. In other words, you keep giving it this

knowledge

and you enlarge it and join it with the one you had

before and you join it with the one that was above

and with the one who was next to him and with the one who

It's downstairs. And then you go on doing

Metacognition, right? What we were talking about

that it was Bigotski.

So, you have all those elements.

things to consider when making

your planning.

Then comes implementation

and this planning

It's just the classroom one. Watch out, this

It's just the classroom one, but you have to

do

uh it's called

your piety and your father. What is the PAE and what is

the PA?

I'll go from the general

to the particular.

Pae,

annual educational plan.

The PAE, the annual educational plan, is the

that the institution does, that is, you

managing director

Or is your academic director going to be that one?

PAE, your annual educational plan,

where it will tell you, "This month we're going

To do this, this month we are going to do

This month we're going to do this.

This month, as on an annual basis.

It will give you an outline of what it will be like.

your school year.

That's your PAE,

Your Pía, your annual institutional plan.

That annual institutional plan of that PAE

You're already forming it with your director.

academic or with your CEO,

your teacher, because you are in class and

You seem to have some idea.

Then you're going to start implementing it.

there. Then it goes from institutional to the

What are you going to do as a teacher inside?

of group

And then you come along.

Planning, is it coming out? And in your planning

You'll start to find others, then.

items

that will help you with that

implementation. In other words, it is taken to the

practice the curriculum in the classroom and in the

institution. Those from the PAE and the PA,

You're going to practice now, right? You begin to

see what the elements are, what your

educational model

and you literally start to dissect each one

according to the characteristics, of

according to your programs.

according to your needs

and you begin to develop

that. You did it in the planning. Now, it

that you wrote

You have to do it, and it's part of the

implementation.

Planning

It's something that many of us don't like.

Uh, sometimes we think about it and we take it

like, "Oh, how cumbersome."

But if you don't have a plan

It's going to be a caustic class.

There are plans

according to the format, because that is

Furthermore, there are many educational formats.

to make a plan, a plan of

session or a plan or a session

of class, a teaching sequence.

There are many formats and each institution

has his own.

Let's look at one in a general way.

When we look at the topic of planning,

I'm going to show you how it's done.

But once you do and develop

You plan, you implement,

You do this part, ah, now I'm starting to

design

What I've already designed, I'm now going to implement

in practice. Some formats

They help you at the beginning when you are this

new, when you start giving your

first classes

to do it by the minute. From 8 to 810

greeting. Activation from 810 to 820. Of 820

at 830

em

note the sequence of the session plan

of the day. and my 8:30 class routine

at 8:40.

Um,

We set dates, we do this, this.

So, when you start

It's important that you include the minutes.

Because? Because sometimes too

We make the mistake of getting stuck on a

spot

and I didn't see the rest. I went on for so long

because

I didn't know how to organize my time

And if you had to solve it in one day,

For example, six pages of a book,

But it wasn't enough because you didn't have one.

Good strategy, because your methodology

It wasn't the most suitable, because your

The instructions weren't good.

dosed,

because your assessment tool doesn't

It was the right one, because your dynamic of

The class failed because you clung to

that you wanted to work with this cannon and

There was no electricity that day and you got frustrated and

all. So, if you had planned six

leaves, you only made one for everyone

external factors.

Wow, so what happened there?

And when you do a planning

For a time, it will help you to

principle. Then with practice

You learn to measure time, don't you? AND

You also teach the students

There's a time for everything, right? No

It may take you a while

more than 15 minutes to solve one

page, for example, right? Depending on the

methodology, right? are you going to use it or can't you

taking you more than 20 minutes in a

activity because you already lost them, it's already

They're bored, they're already getting distracted, they're already

They are playing. Then it's good

What you're going to put there is important.

according to the stage of development, which is

which is what we are going to see.

And this part of the implementation

Well, that's the hardest thing to do, to comply

what I wrote. do it.

That's it. follow-up.

The process is monitored to identify

advances and difficulties.

This part of the monitoring

You usually do it

coordinator or your academic director

when he logs in to check your class.

And I want you to know that it's good that

Go in and check your class,

because sometimes you as a teacher

You think you're doing everything right

and it is not usually sometimes true

because routine got the better of you,

because you have no experience,

Because you think you're doing well this way, because

You think you're doing well, but you're not.

The best thing about the school's methodology is not

You understood it, but you're applying it incorrectly.

Maybe your group control isn't that good

Well, and you need them to give it to you

strategies.

Perhaps your teaching methods are not

It was the most appropriate.

Maybe you didn't put the channels on.

learning

diverse and nothing else you always teach by

one.

So this part of the tracking

It is usually done by an external party.

You do one and you do the other

This tracking section

through evaluation.

And how is that evaluation done when

You are a teacher

through the exercises,

the exams you are taking or the

instruments that you are applying

to verify

that you implemented

It worked.

So how do we verify that what

Is it working as you are implementing it? through

of an evaluation. I was telling them the class

past, we do the evaluation until

our daily life.

Let's see if what we're doing

It's bearing fruit, it's doing well,

is being reciprocated

in terms of learning

everyday or in terms of learning

eh cognitive.

How can I do an evaluation?

daily? Look, something so simple

How to make lemonade. As

evaluate if the water turned out well.

lemon?

Well, by trying it,

Okay?

And what does your planning tell us?

What to do to make sure you get a good one

lemon water.

It says that in 1 liter of water

three lemons

And two sugars, right? That's what my [my] told us.

planning.

Then you implement it.

How do you do that implementation? Ah, well

You put in your liter of water, you divide the three

lemons and add two sugars.

The process is monitored. How are you going to

monitor?

Well, seeing that you do it, right?

What will the evaluation be? well then

You try it

and that assessment

in this part we are talking about something

practical, uh, that water assessment of

lemon that if you taste it, whose is it from

to depend? Who does that depend on?

assessment? Well, it depends on you, on your taste, on

your process.

And you can say, "Oh no, it has too much

lemon.

This,

Oh, that wasn't much sugar, two. So

Feedback is coming.

What is feedback?

The results are used to improve

the curriculum and teaching. But in

this practical part, the

Feedback means you already tried it

And you say, either it's very sweet or it's very

It's acidic or it's perfect. And that's part of it.

the evaluation. In the evaluation

You decided if it's too sweet, if it's

very acidic or if it is perfect. So,

Feedback means that the

next time,

depending on your

point of view,

You can either leave it like that, or take it away, or add it.

one or two ingredients, or you just try it out.

It's part of the feedback

[clears throat]

in something practical. What would the

part of the innovation in this water of

lemon?

Well, maybe you could add chia seeds, right?

Maybe you could add cucumber, because

It's best to add mint, that might

Add water and mineral water.

New ideas, approaches and

technologies for continuous improvement.

I'm giving you an example from life

everyday.

Now, how are you going to bring this to life?

educational, to educational practice?

your session plan,

You give your class,

They're watching you,

They evaluate you. What is the evaluation? HE

values ​​the achievement of learning and the

relevance of the curriculum. As? By

through a checklist or formats that

The institution already has it. The

feedback they tell you

What do you have to work on?

What were your strengths, because

also in that feedback,

Who is doing that to you?

Feedback will tell you,

"You were good at this, this, this me

It seemed fantastic, this was very...

Well, but you lost sight of this,

This, this, or you missed this, this, you

I suggest you do this next time.

This, this, that's what a

A real educator, right?

And what is the innovation?

The fact that you're doing something different,

that you yourself

This evaluation and this evaluation

above all, it is usually done by a

external, but you can do it yourself too.

even when you already have experience and you

You can even say, "Oh, I think this

activity was not

the most

because it was either very high or because it was

very simple and then you consider

From your point of view

that something was missing or you say, "No, man,

This one turned out awesome.

I liked how the boys did. Me

I liked how I did this one, next time

I'm going to do it this way, and that's part of it.

innovation.

That's that assessment

It is very subjective. Why is it so

subjective? Because even if you have a

checklist and even if you have a

assessment instrument,

Hey,

It will depend on your point of view, it will

It depends on your judgment.

No? I can go in with another person,

Maybe I'll get in as an assistant

academic and the coordinator enters or

director.

And when they both sit down, you can

ask, right? What did you think of this?

Ah, and you can say, well, I think so

it was ok.

And the director is going to tell you, "No, because

It was missing this, this, and this. He lost

Given this, right? Ah, and then

there is the evaluation

It will depend on the criteria and the

experience of the evaluator.

Maybe you're saying, "No, well it's

that I saw that he did do well." But the

someone else with more experience

or with a more open-minded approach you will

to say, "No, it's that he lost sight of this,

It's that I didn't have group control, it's that

He failed to do this; he didn't verify.

It's that it is, I mean, yes, I'm explaining myself.

The evaluation will always be very

subjective because it will depend on the

criteria of the person who is

evaluating. Even if there are standards,

Even if everything is available, it's their decision because

He will evaluate you according to his

experience, it will evaluate you according to

your experience, your knowledge

And why, according to their personality?

Because if he's really strict, then there

It said red and you didn't make it red, you

You made it blue.

And that's one point less. But that's just how it is

I did it. Yes, but it said red and it

You made it with blue.

And you can see that I see you saying

red, but you made it blue and

You succeeded. Oh, well, that's fine.

So, it will depend on your judgment.

It will depend on your knowledge, on your

structure as personality, of its

experience, from the knowledge that he/she has

to do it.

And sometimes that assessment

It may not be very objective,

because sometimes that person doesn't have

none of the requirements I told you about

before and sometimes it is taken personally

and sometimes

em

loses perspective and

objectivity towards where was that

assessment. Yes. So, the evaluation

It is a very essential point.

for continuous improvement and is a point

that absolutely has to exist. No

we would like to because we don't like it when we

Observe, or we don't like being told.

What needs to be done.

But if you don't like being told there is

What to do, get ready.

If you don't like being told that you have to

do,

Pay attention to every detail

of your educational model.

Understand it, comprehend it, and practice it.

Practice it, practice it, practice it. AND

how we practice it by reading, how we

We practice by observing. Today there are

There are tons of videos on the web about giving

classes.

And there is something, look for it like this, microteaching.

Those were the microcement laboratories.

Um, they'd put you in a little room,

you taught the class, you pretended to teach

the class, sometimes with people or without

People would record you and then you'd watch it later

And that was part of your evaluation, you and

feedback. So,

Today you have an advantage, and a big one at that.

information. Observe, see, see that you can

Hey

How to copy good practices, see that

It's useful to you, so you can see that you can adapt.

See if it works for you.

and watch it happening. But then here we are

We saw this part of the development

curriculum. Ah, we already saw that it is

curriculum, curriculum design and

curriculum development. We are already

as approaching this part

further

practice of our teaching.

Now let's look at the components of

resume.

Okay, let's look at these components of the

curriculum.

What are they?

Goals. define what is expected

to achieve in students.

Hey, starting from

From today until your whole life, the part of

objectives must be present and

You need to know how to design them,

You have to know how to read them, you have to

knowing how to interpret them

And you have to learn how to reach them.

I'm not going to do it thoroughly today because I don't

I'm just going to talk to you in a very

general,

But a goal has four elements.

It is closely related to taxonomies,

It is closely related to stages of

development,

It goes with what you want to achieve,

for what purpose, why, and when.

That's part of the objective.

Competencies integrate knowledge,

skills, attitudes and values ​​for

to face life's situations. Those

competencies are inherent, it's no longer

part of whether I do them or not, that is,

You have to keep developing them.

Expected learning outcomes,

What are PDAs?

They used to be called apprenticeships

expected. What are learnings?

expected?

What you want to achieve in the end. Now,

What are the... Now I'll change a little

What are PDAs, the processes of

learning development with the new

NEM?

That's what we're finally going to achieve

This at the end of a school year. The

contents that are knowledge,

skills, values ​​and attitudes

selected and organized.

And we see here

the first part that I told you about the

four elements of the curriculum, which was

real,

formal, hidden and null. It goes here in the

contents.

teaching strategies, procedures and

activities to promote

learning.

Teaching strategies have to do with

With the teaching method, we'll see it more

forward,

where procedures are already in place and

activities to promote

learning

in teams, in pairs, in a way

individual, this, timelines,

conceptual maps, colloquials,

etcetera, etcetera. in strategies.

Evaluation, a continuous process for

to value and improve learning. This

The evaluation is both formative and summative. AND

Why is it continuous? Because you're going

evaluating

the learning they achieve day by day

your students, the achievements they develop

your students.

Resources. Here in resources, uh, they are all

the

materials you will use,

technological, human, financial that

They support learning, that is, everything that

external that is not inside your

person, which is speaking and talking

that you are going to use

to give a class.

Those are the resources. Organization of

time. Oh, this one is really important,

Hey? Why is this so important? Because

You need to learn to organize your

time. When we are doing a

planning,

a plan,

a lesson plan, a session plan,

We have to see the weather and time goes by

of the general. In other words, if your workday

work begins

from 8 a.m. to 12:30 p.m.

That time is for you to be with the

children. We're talking about 8, 9, 10, 11, 12

and a half, four and a half hours, but it's half

time to return from recess. So that makes 4

hours and in those 4 hours

You're not going to see Spanish all day long, no

all day. Oh, no, well, not anymore.

They are subjects, now they are this

training fields, not all day

On this day you will see knowledge and thoughts

scientist and mathematician. Not all day

You'll see the human and the communal aspects.

You're not going to see ethics all day long.

nature, this, of the human and the

ethics of nature.

I mean, you're not going to, it's not like you're going to say,

There are four training fields. On Monday

I see languages, Tuesday thought, the

Wednesday ethics and Wednesday the human

and the community. No,

This is not how you organize a session plan.

How are you going to organize your time?

We'll see it in a bit.

You need to see how many hours a week

You have that training field to offer

from that moment.

How long will it take you per project?

How many times is the workload?

Because that's the workload it has

that training field.

And that's what you have to learn.

to respect it yourself.

Because, what could happen?

There are two factors.

That you get so hung up on it, that is, that you

The key is that you

It interested me so much, you like it so much

And you keep talking and talking and talking

on the same topic or

You lack the knowledge

And did you give it really fast, or do you give the bare minimum?

elementary.

And then either you had time to spare

Or you ran out of time.

time management, which is the

distribution and use of time for

develop the activities. You have to

learn

how to organize yourself, how to organize your

We'll see content soon, like how

organize your content,

How are you going to set up your training fields?

Which days, but it depends on the workload

each one's schedule, we'll see it

right now. your context, characteristics

of the environment that influence the

curriculum, social, cultural,

economic and educational.

The context in the new NEM suggests that

you start from a problem of your

community. So, well, that's part of it.

of the context that has to do with

your planning.

Now we're going to look at these authors

and what each of them gave.

Ralph Tyler proposes the model by

goals.

His basic work in the early days

curriculum and induction

It poses four fundamental questions

to design the curriculum.

What educational objectives should

can be achieved?

What experiences

Will they allow us to reach it?

how to effectively organize those

experiences,

how to assess whether the

goals.

He started working towards goals. That

was his proposal, the model by

goals.

And this part of the objective

We have it to this day, we have to

achieve goals and come within

The plans and programs are already in place.

established.

That was from 1902 to 1994.

Next comes Taba. Hilda Taba proposed

the inductive model of the curriculum. it

build from the reality of the classroom

based on the diagnosis of

needs, the formulation of

objectives, the selection of its content

and its organization.

In other words, these authors who were already looking

give it a structure

to a resume.

We're talking about 1900.

It was already being given to him inside the

educational reforms that we saw,

They were already beginning to occur as more frequent processes

formal within the part of the

curriculum, that is, within the

plans and programs.

And these authors, with their contributions, go

Let's see you

that the NEM takes them into account for

some of the structures.

That's why it's so important to know where it comes from

What is the origin or cause of it?

that we are working on.

Laurence from 1926

by 1982

He considered the curriculum as a process

and not as a product. His work of

curriculum introduction

It posits that the curriculum is constructed and

It is reconstructed in practice.

He was talking about a reconstruction, wasn't he?

Uh, according to the needs, of

according to what the student demanded,

According to what the student wanted to know,

A bit like Macarena, eh, that's what

Laures said.

José Jimenez Cristalán in 1942

It presents the curriculum as a practice

social and cultural knowledge and

uncertainty about the curriculum in the

2010.

It points out that the curriculum is not neutral,

expresses intention, power relations and

ideologies. I was telling them about that part,

No?

The plans and programs

They will change according to the

the president who is in office at that time

according to their ideology, according to what

that his party's values ​​and what

He wants to know how to train us to be citizens,

No?

Angel Diaz Barriga.

which is one like those that the NEM takes

also. He advocates for a flexible curriculum,

relevant and contextualized in his work

in 2015. Emphasizes the focus on

skills and the importance of

Assessment for learning, right? So,

We are getting closer to one

more formal structure within the

resume.

The NEM is largely based on Díaz Barriga

because it says a lot about this curriculum

flexible and contextualized, is

In other words, let's start from a reality

social, of a real problem that exists in

Your community, right?

Frida Díaz Barriga, Ángel's sister,

promotes curricular innovation and

teacher training. Their contributions

They focus on meaningful learning,

the teaching strategies and the

formative assessment.

It gives it even more of a molding.

It's showing, like, yes, the resume,

but teacher training is important. That is to say,

Train your teachers, don't just tell them.

"Here, there's the model, read it." No, or

Well, that's not how it is, is it? All the people

Learn this way. Some people learn by

Practice, some people learn.

And by observing, some people learn.

Listening, some people learn

doing it. Learning styles

We've seen it, and what this Caesar posted

Col with his intelligence, this his

Multiple intelligences, it wasn't Caesar

Col. Hm. César Coles, this one, right now

I work, but

Howard Garner, sorry, with his

multiple intelligences and their styles of

learning. So,

This, Díaz, Frida Díaz Barriga is going to

that part where, let's see, also the

The teacher needs to be trained,

He also needs to learn just like him.

student and has learning channels

different, just like a student. And apart from that

The teacher is now an adult and therefore no longer

We can teach him just like we would a child.

Let's see in the next class that a

adults are taught in a very

different because we are already using

andragogy.

And what is andragogy, the science of

how an adult learns. So

It is part of teacher training.

César Col. Then it really begins

development eh to the constructivist approach

and competency-based learning

in psychology and curriculum in '92

It integrates contributions from psychology.

cognitive to curriculum design.

Here we begin to see that the

cognitive processes if they are taken into

account

when designing plans and programs

study. It's not like it's very much anymore

general. we started to have this part of

psychological contribution

and to say, it's not that yes really

This part of the competitions is

Start working and start promoting

this constructivist part,

No? And Stephen Kemings,

exponent of critical curriculum, proposes

that the curriculum should promote

emancipation, social justice and

transformation of reality.

Here it's more like an idealist, more

socialist. Uh, then

part of a more critical curriculum

and we'll see then

that there will be some models

curricular.

What will those models be?

What curriculum will we have?

We're going to have a curriculum model

traditional

focused solely on the transmission of

knowledge and the teacher is like

main figure. What was he seeing? It was what

we saw in the traditional school

in part of a curriculum model

technology focused on objectives

behavioral

of measurement and control efficiency

learning.

In a constructivist model,

the student constructs his or her knowledge

based on their experiences and the

context.

A critical model seeks to develop

critical awareness and transforming

social reality. A model by

skills.

focuses learning on development

of life skills and

work, which is part of the model

by competencies

It goes directly to the CESIPS with ALEP,

em

CESItex

and

This part of the competitions begins

also

the

workplaces.

that begin to develop

skills.

The critical partner integrates the training

academic with active participation and

reflection on the common good. So,

There are already different models as well.

educational that are associated

to the schools we have been

working. If you notice,

are associated with the transformation that

we have been having reforms

educational.

Everything has to change accordingly

our context. Everything has to go

evolving and improving

in accordance with social demand,

political, cultural and economic aspects of

our country. So, the models

Curricular aspects will always be in a

constant evolution.

We'll have a model soon.

curriculum based on AI, believe me

Yeah.

uh we're going to have a curriculum model uh

based more on technology,

so

He needs to start looking into it more.

question of what society itself is going to

transforming and that is why it transforms

the curriculum.

Let's see now what the

principles of curriculum design.

These are the principles of curriculum design

It has to do with what should

to be implemented within the plans and

study programs.

Relevance

responds to the needs of the context.

That is to say,

The curriculum needs to keep changing

because the generation

21 that we have right now

It's not the same as the one from the 70s, which

from the 80s. So our contexts

They've already changed. That's why they are

relevance,

the knowledge they thought they had before

They were for that moment,

For today, if we were to give them again, they would be

If they are obsolete, then they are not relevant.

That's the first principle.

Flexibility allows for adaptations and

adjustments, which probably

There are topics, content

that are not included,

But you can include them, you

You can tackle it, you can, eh

You can monitor them and integrate them.

We have the inclusion aspect,

guarantee access and participation of

all. It's something that education is.

For everyone, right? That work has been done on

According to the reforms, we began to

To see it as a whole, right? Is

something the government is looking for

from the beginning.

Equity, ensuring equality of

opportunities.

With this gendered [throat-clearing] part,

both men and women,

has the same opportunities to be able

study.

Interdisciplinarity

integrates knowledge and disciplines

that you don't have to give it in sections, but

on the whole. That's the part of the

interdisciplinarity.

Integrality shapes people in all their aspects

dimensions.

I have told them that human beings and

Today, education is in a way that

holistic.

What does the concept refer to?

holistic?

That sees the emotional part, the part

spiritual,

the context part, the part e

social, the part of its content, the

part of his emotion. That's holistic.

common to see all the needs of the of

educating, that is, of the human being,

which is part of what we have to be

working. Integrity, the

contextualization considers reality

social and cultural.

The NEM is currently placing a lot of emphasis on

That's because he wants us to start from

problematic, social reality within

its community and innovation drives the

creativity and continuous improvement. This

Part of creativity is focused

a lot, a lot to the situation of

uh science, technology,

good educational practices eh

innovative. That's that part.

And we're going to look at the relationship between design,

curriculum development and evaluation.

Everything we've been working on

here. Let's see how to do it

Structuring, right? Why does it happen?

The curriculum design plans the

educational elements and intentions,

that is to say,

where I'm going to go and where I'm going to start

my mission, vision, values. What is my

aim? What is my educational model?

Where to? What kind of human being?

I want to train, what will my profile be?

upon graduation according to my mission,

vision, my educational model. That's the

curriculum design,

curriculum development. Put it into practice

the curriculum in real-world contexts. Is

say,

You're going to leave your ideal,

Now you're going to make it happen.

in a way eh

more precise. You're going to run it, right? AND

curriculum evaluation,

evaluate the results,

feedback

to improve. This curriculum evaluation

It is a

a system that helps you observe if it

what are you doing

It is well implemented

And the feedback is for you to go

improving,

because in some context

many times it's already over

I have carried out

and it has been confirmed that it works, that

It is functional, which is appropriate. No, I'll tell them

I was saying, we have copied, like many others

educational models

that have not been landed at the

Mexican context,

Chile's very good educational models

and

of Latin America that we have had,

especially when we started talking about

skills

because we didn't even know the concept.

We also started copying models,

models from Spain,

But as fragmented things, right? This,

We grabbed from here, from here, from here, from

here,

But it wasn't appropriate because those models

curricular

Yes, they were designed

in the context of Chile, of Spain,

This one, from Argentina.

And not ours, right? That's why

Excellent educational models, Finland

and Japan

They are designed to their context and the

public schools

They are much better than private ones in

those two countries,

but it goes from the part

policy,

from the part of his thinking, from

the part of

their culture, their society

and we can't copy them

because

are

culturally

We are very different,

Socially we are quite different

And they are, uh, in the education part, uh

when it was applied

Pisa

They were from the first countries in

education, those who came out on top

score, it was within the top 10.

So

that curriculum design

was

well fitted into a whole structure

social policy, right? In cultural terms, it is

In other words, he analyzed everything, and to this day

That's why they are a powerhouse.

technological, right?

What is its importance to the educator?

This part of the curriculum design? All

that has to do with the curriculum

And we absolutely have to learn it.

do. It allows you to plan and organize

meaningful educational experiences.

It fosters innovation and creativity

in teaching. It contributes to quality

educational and to the achievement of learning.

It promotes social transformation and

educational justice.

It addresses diversity and needs.

of all students. Strengthens the

Teacher reflection and continuous improvement.

This part of the curriculum for us as

educators

Today is like

our working weapon

It goes beyond planning.

I have a degree in pedagogy with

specialization in curriculum design with

Master's degree in administration

educational institutions.

When I start to see the part of it

What does a pedagogue do, because apart from my

my study plans and programs,

when I studied at university

The pedagogue's knowledge was so vast,

It was not focused solely on the part

educational

as they usually focus a lot, but

I saw the administrative side,

I saw the business side

I was looking at the editorial section,

obviously the part e

educational, but then I

It allowed us to see that the pedagogue is much

more than just a teacher

because that's how it was designed. So, the

importance of knowing how to recognize

a graduate profile, uh, a good plan of

study,

to recognize that

What's the guideline, right?, of that

school. What is your mission, your vision?

Where do you want to take the students?

That is part of the graduate profile, what

Is that what he's going to learn?

And this is part of the pedagogue's role.

part of the curriculum design.

And what does this allow me to do as an educator?

inside the schools where I am?

that when I see that something is missing inside

the curriculum structure

It allows me to see

that in that context where I am

There's nothing inside that

plans and programs and the lack of them demand it

society because maybe we are in

a rural community, because maybe

The best part is we're in a more advanced part

industrial work done, because maybe

we are in a part where

The context doesn't favor everyone.

content we are working on,

because maybe he's only in that one

They're currently like this with the line, what

He says, and I don't want to give this any more.

and you can add something extra. So, this

part of curriculum design

It allows you to transform

Your context allows you to give it a focus

different

Where do you want to take the student?

because

You can have that view of saying, "It's

Something's missing here, something's missing

that is not allowing it to be

comprehensive, which is not allowing it to

leads to continuous improvement, which does not

is allowing him to take it to the

creativity, which is not allowing that

have meaningful experiences,

which is not allowing us to promote

social transformation, that's part of it

of curriculum design,

That's part of the curriculum.

a transformation,

Something is missing, and the "uh" part of the resume is missing.

the curriculum section, this part of

of the implementation

of the design, simply before the

design implementation is where

You say, "Oh, well here it goes, right? That's what

has allowed me, as an educator, to

within my training. That's why I chose

the curriculum design part,

because when I was studying at university

I was in a bilingual school

and I could see that he was lacking like

items. I was saying, "This is what's missing,

It seems the student lacks knowledge of this.

and this and this." And that's why I liked the

That's partly why my specialty is with

curriculum design to know what it

lack

detect according to the context, of

according to the community where you are, of

depending on where you are

unfolding,

because we can give an extra boost. And that's it.

part of what is done in design

curriculum, which we will see within

the plans and programs.

[snort]

Okay, let's see what these are.

key concepts that we have worked on and

that they have to have it as

Yes, I mean, I'm telling you, don't learn it.

from memory, but they are concepts that I already

You're going to drive your whole life. So

you have to

yes, identify them,

yes, like appropriating them

And obviously, by appropriating them

Well, they're already here, aren't they? It's not from

Learn them like a parakeet, you know

Try to make yourself understand them, right?

so that when you are already in the

Practice so you know what they're talking about.

know what a PA is, what a PAE is, what

It's a CTE, which is a PDA, which is a

training field, what are the adjustments

These are reasonable, when you make adjustments

curriculum, when you do design

curriculum,

You need to know all this, right? That

Is this the curriculum?

Set of educational experiences

planned for development

comprehensive. That is the joint curriculum

of planned educational experiences

for integral development. What is

curriculum design?

Process of planning the elements that

make up

your resume, that is, the above.

The curriculum design is

my ideal, where I want to go, towards

where I want to focus. The resume

That's what I want.

The curriculum is the experiences

educational

that I have in mind. The design

Curriculum is my ideal. He

To develop that is to execute that ideal.

Yes, the resume is the experience

educational that I want to create.

Curriculum design is my ideal, what

I want to train.

The design, curriculum development already

It is the practice, the implementation of

what I'm going to do. Skills. Those

competitions always have to be in

the curriculum because they are not only

We provide knowledge, not only

We fill heads with information,

information, information, no

we develop in the students

skills that are abilities

complex situations to act in

various. That's why competitions are

skills, attitudes and values ​​that we will

developing in the students

day by day, inherently, without

Let's say, "Oh, right now at this moment

I'm going to teach attitude, right now.

I'm going to develop an attitude, in this

"Now I'm going to develop values." No,

That's not the case. You give it inherently

and you can work one, two or three at a time

at the same time. Formative assessment. This

The evaluation must be continuous, that

seeks to improve learning.

Evaluation should always be

present. Present.

Formative education is more important than...

summative. The summative are numbers.

the formative,

You see an evolution, you see a

improvement. It has to be done, no matter what.

Because if not, then we're not there.

doing our job well. The

Formative assessment is ongoing

And there has to be progress, because otherwise...

We are not doing our job properly.

job. Graduate profile, description

of the competencies

that the student should achieve

to complete their training,

whether it's

of cycle,

whether it's a level, remember,

school cycle or grade and educational level,

preschool, elementary, middle school, prep school

university

meaningful learning.

Learn meaningfully related to the

student life.

Remember what Benjamin told us

Franc.

If you tell me, I'll remember.

If you tell me about it

I have it. If you involve me, I'll learn it.

Okay? So that's the learning.

significant,

lesson planning, organization of

activities to achieve learning

expected

And that's going to be my tool.

I always, always have to bring my

lesson planning, my lesson plan.

Everything should be defined there.

Curriculum design versus development

curriculum. Let's see now the

difference between one and the other.

What is a curriculum design and what is a

curriculum development?

So that they don't get confused in

these two concepts.

Curriculum design plans the

elements and structure of the curriculum.

Curriculum development. It puts into practice

the curriculum in real-world contexts. He

design plans. Development is the

practice.

Theoretical, projective and

systematic. Practical development,

dynamic and contextualized.

Moments before the implementation of

resume. The development during the

curriculum implementation.

Actors,

designers,

experts, teachers, educational community.

Teacher and student development

managers, community.

Product, plan, curriculum proposal,

development, learning experiences

and results. Purpose responds to

educational needs and purposes.

Development,

achieve learning and improve the

educational practice.

Examples, curriculum, program,

teaching sequence, development, classes,

projects, activities, evaluations.

The design

That's what's on the paper. He

development is the implementation. of the

that is in the design role. That's it.

the difference.

Design is everything that

it is embodied

step by step on a piece of paper. You write it.

That's what you

are you considering

which is the best. That's going to be you.

Ideally, he'll be your student.

Your curriculum development is for you to

shape that student you are molding

on paper. Okay?

The curriculum not only

It's a curriculum, it's the expression

of a societal project and of

education. José Jimenez to Cristal. Okay.

Here is the bibliography.

so they can check it

and they can keep expanding, okay?

A well-designed curriculum,

developed and evaluated transforms the

education and the reality that are

educational reforms.

Those resumes

It is in accordance with educational reforms.

Every educational reform has one.

different curriculum. That's why I tell you,

those curricula that we keep changing with

Educational reforms are just that,

transform education and reality,

Okay?

Okay.

Now we're going to start getting into a

a little more

to the new educational reform and

of how this curriculum is performing,

which is what is leading us

to teaching performance.

the interdisciplinarity of the curriculum

throughout history and its application

with the NEM.

Okay. What is the first thing that is the

interdisciplinarity of the curriculum?

It integrates and articulates knowledge, methods and

perspectives from different disciplines

to understand complex problems and

generate relevant solutions in

real-world contexts.

What is it based on? in the dialogue

between disciplines. What is it?

interdisciplinarity?

Interdisciplinarity

uh, it says that we're not talking about just one

not one topic, but several topics at once and

if my topic is

and

colonization,

I'm going to take literature courses,

of history, of geography.

of

math. Also

interdisciplinarity is

that I can see a topic in different

disciplines from different

perspectives,

But I keep seeing the same issue.

That is interdisciplinarity.

That's why when you hear it, right? Is

that the interdisciplinary of

resume, what are we going to be

Working at NEM? Oh, well, you guys

know that he will be working

That's why it changed, now it's not like that anymore.

by subject, it's already by

educational fields.

It is based on collaboration, on the

comprehensive understanding, the

contextualization, transfer to

knowledge and critical thinking and

creative. Okay? So this is the part

where work is being done. What are the

differences

and discipline? Well, that's what

I explained to them several disciplines

They work in parallel.

Interdisciplinarity,

articulation, integration of

disciplines,

transdisciplinarity

transcend disciplines to create

new frameworks of understanding.

This aspect of interdisciplinarity,

multidisciplinarity and

transdisciplinarity

You work hard when you work for

projects. Now with the new NEM,

because we are not working

a topic, that is, a content,

but we work several at the same time.

And what does this part allow us to observe?

when several of us work at the same time

time?

It allows us to see a broader panorama

general where then we are taking

to the student so that he learns nothing more

not a concept, but that he understands it.

That's what this part refers to.

interdisciplinarity of the curriculum.

Let's see, I was telling you, uh, a while ago

We'll see how it went in a bit.

evolving the curriculum through

the story. And in the ancient age, in the

In ancient Greece, education was

based on the integral formation of the being

human, pauses for philosophy,

science, art, and ethics. We already saw the

stages of education. So, in

Greece, uh, was mainly based

in philosophy.

sciences, arts and ethics.

In the Middle Ages there was knowledge

It was fragmented, dominated by the

religion. Remember that, look at it.

the film In the Name of the Rose, go

to understand a little more between the Age

The Middle Ages and the Renaissance, the part of

religion. Knowledge is organized into

separate disciplines. Look, here it is

I was in separate disciplines.

Humanism emerged during the Renaissance and

the holistic vision of the human being.

Connection between art, science and

thought. Look, before it was much more

there was the thing about

the seven liberal arts, which was the

quadribion ​​and tribidium and he talked a lot

of philosophy, of science, of art and of

aesthetics and ethics, that is, they saw more

that part

And yes, they did see mathematics, but not as

We'll look at it in a moment. in a very

but in a more abstract way

general of everything they could

Learning, right?

And it was divided into sections. Look at what it was like

as a very general thing, but it was also very

different from what we see now, because

More weight was given to science and to

art, they were more aesthetic.

The illustration shows progress on the

sciences and specialization of

knowledge. The division strengthens

disciplinary in education. In the century

In the 19th century, the modern school was organized by

subjects.

We've already passed, haven't we? We started to have

a structure.

The positivist paradigm predominates and

fragmentation.

The 20th century saw the beginning of these approaches

educational. currents such as the arise

constructivism, education

progressive that promotes integration

of knowledge. They're starting to

To guide you, right?, towards what in that

at this moment, according to our context,

They considered it to be the best.

And in the 21st century, ah, which is ours

current education, it is recognized that

complexity of global problems and

the need to address them

from multiple and collaborative perspectives,

What are all these educational reforms?

which we have been having since the century

XX.

Importance of interdisciplinarity

in the resume.

It allows us to understand complex reality.

It fosters meaningful learning and

transferable.

Develops life skills and

collaborative work.

It promotes innovation and creativity.

contributes to comprehensive education and

citizenship

and addresses social problems,

environmental, cultural and technological

current. Here

We're focusing now, that's why it's the

interdisciplinarity

of the curriculum

and its application with the NEM. Because?

because it's already segregating, it's becoming

making an adjustment, well, now more

Somehow, how do I tell them?

more square because before it was kind of very

general and now it's more like

specific. And this part

the curriculum is not fed only by

content and a program, but the

curriculum, right? What will it include?

objectives, methodologies,

resources, forms of evaluation, values

and attitudes

that will happen inside and outside of

classroom, which is what the four of them were.

types of curriculum that we saw, that

It was part of the competitions

and?

It will remind us that always in in in

In the classroom we are going to have a curriculum

formal, a real curriculum, a hidden one and

always one null.

And it's not that

Let's have it there, let's be, oh,

I'm going to be with the formal one right now.

Right now with the real one, right now with the no one,

You're not doing it in your class.

What does a design demand?

curriculum? What are they going to sue us for?

and where it's headed and where

It's focused. What should be taught?

Why would I teach?

How am I going to teach?

When am I going to teach? And with what will he

teach?

And it is the teaching practice itself. The

part of curriculum

This is already this part

practice

And what am I supposed to do with you?

No? When I give them this

information, this talk we see

Saturday to Saturday,

I give them a very general overview

Theoretical knowledge, right? And that we're going

to start seeing knowledge

practical. What is the difference between the

Theory and practice? The theory is

only the accumulation of information

of knowledge

that interest me at that moment,

that I need to have.

And the practice

is the execution

of that knowledge and that wisdom

to get them going, to

execute them as such, right?

That's what a resume does.

theoretical and practical. That's why sometimes

We always say that it's theoretical.

practical. I need to know the

I need information, I need the concepts. Them

I mean, it's not like you learn them from

memory,

It's about you taking ownership of those concepts, it's

that you identify what those consist of

concepts

so that you can apply them

And what will those components be?

of the curriculum that we are going to

You're working here, aren't you?

with inside the [clearing of the throat]

of the NEM and within all this part

of the approaches that I do need

that you identify because it is

something that we are going to work on.

the goals that there always are

that we will achieve, the skills we will

to have, the contents that it is as such,

the concepts we are going to see, the

strategies, those are not to be lost

from a point of view,

evaluation and resources. And this

part of the curriculum design

that we just saw, the difference between

This curriculum design and development, no

They should lose sight of him.

The design

It's the planning, what you write and

Development is execution, what you

You're already acting like that. We didn't see the

actor authors who bring this to life

sense.

Now let's see

these

authors

which they are already giving us as the part

more comprehensive than what will be worked on.

Piayet, for example, tells us about

knowledge as a construct

within an activation

what needs to be done to the subject so that

to move, that is, to integrate that

information. Vygotsky tells us about a

social and cultural learning. The