Secuencias didácticas - Dr Ángel Díaz Barriga
Summary
TLDRThe transcript discusses the importance of didactic sequences in education, emphasizing the need to connect content with real-world problems. It outlines the structure of teaching sequences, involving activities for opening, development, and closure. The speaker highlights the necessity of differentiating between formative assessment and grading, advocating for a more integrated approach to learning and evaluation. The concept of 'activity integradora' or integrated activity is introduced as a way to structure curriculum around problems, promoting collaborative work and formative feedback throughout the learning process.
Takeaways
- 📚 The importance of recovering a didactic dimension in teaching sequences is emphasized.
- 🏫 There are two main lines in the construction of didactic sequences: respecting the structure of the discipline and translating content into real-world problems.
- 👨🏫 Teachers often think in terms of content rather than problems, which should be addressed to construct didactic sequences.
- 🤔 The idea of creating a question to give students a sense of the purpose of learning is highlighted.
- 🔄 There's a need to differentiate between formative assessment and grading, with a focus on the connection between learning activities and formative evaluation.
- 📈 The planning of didactic sequences involves a dynamic relationship between planning elements, not a linear process.
- 📝 The structure of a didactic sequence involves activities of opening, development, and closure, which are not confined to a single class period but can span across multiple classes or sessions.
- 🔍 Opening activities serve to initiate the course by posing significant questions or problems to stimulate students' prior knowledge.
- 🔗 Development activities aim to help students connect their prior knowledge and experiences with new information.
- 🔚 Closing activities are designed to integrate the tasks performed and provide a perspective for evaluation by the teacher.
- 👥 The script also discusses the importance of group work or collaborative work in the learning process.
Q & A
What is the main focus of the speaker's work on didactic sequences?
-The speaker's work focuses on recovering the didactic dimension and constructing didactic sequences that respect the structure of the discipline, translating content into real-world problems, and guiding students to make sense of learning.
How does the speaker suggest teachers should approach planning didactic sequences?
-Teachers should plan didactic sequences considering the complexity of the subject matter and simultaneously think about evaluation evidence, ensuring a connection between learning activities and formative assessment.
What is the significance of differentiating between formative assessment and grading according to the speaker?
-The speaker emphasizes the need to differentiate between formative assessment, which is for learning, and grading, which is for evaluation. This distinction helps in aligning activities with the learning process rather than just the outcome.
What are the three types of activities that the speaker mentions for didactic sequences?
-The speaker mentions activities of opening, development, and closure as the three types of activities for didactic sequences. These activities are not confined to a single class period but are developed over the course of the subject matter being taught.
What is the purpose of opening activities in didactic sequences?
-Opening activities aim to initiate the course by posing significant questions or problems, helping students to recover previous knowledge and link new content with their existing knowledge and experiences.
How does the speaker describe the development activities in didactic sequences?
-Development activities help students connect their prior knowledge and experiences with new information, leading to a reorganization or restructuring of their understanding as they interact with new content.
What is the goal of closure activities in didactic sequences?
-The goal of closure activities is to integrate the tasks performed, allowing students to rework their conceptual structures based on interactions with new questions, peers, and information accessed.
Why does the speaker advocate for group or collaborative work among students?
-The speaker advocates for group or collaborative work to give students the experience of working together, which is essential for their learning process and helps in the development of the project or problem at hand.
How does the speaker view the role of feedback in the learning process?
-The speaker views feedback as a crucial part of the learning process, emphasizing that it should be constructive and aimed at helping students re-plan and improve their work, rather than simply criticizing.
What is the speaker's stance on the use of videos in education?
-The speaker finds videos to be an exceptional way to engage students, as they can make complex authors or concepts more accessible and relatable, thus enhancing the learning experience.
How does the speaker suggest integrating evaluation into the didactic sequence?
-The speaker suggests integrating evaluation into the didactic sequence by planning activities in stages, each related to a part of the project or problem, and using both formative and summative evaluations to guide and assess student learning.
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