BASIC SKILLS AlmerÍa 05/02/2009 Another new concept? "... More?

* Individualized teaching, * Attention to diversity * Concepts, procedures and a ttitudes, * Learning to learn, * Coeducation; * Aims, objectives, goals, stage, objectives, area * Adapting curriculum - curriculum diversification, * Transverse * Quality ... BASIC SKILLS. The criteria to be allowed to select these basic learning are thre e: 1. Within reach of most people 2. They are common to many areas of life. 3. T hey are useful to keep learning. essential learning to live a full life: POWERS What is a COMPETITION?. The way a person uses all their personal resources (skil ls, attitudes, knowledge and experience) to resolve properly defined task in a g iven context. Features of the concept A race is how to effectively utilize all the knowledge acquired in solving a tas k within a context. The powers are "knowledge in action": theoretical knowledge, practical and technical (knowledge, procedures and attitudes). Do not confuse c ore competencies with minimal content. KNOWLEDGE IS NOT WISDOM IS ONLY INFORMATION COMPETITION: What we need anyone to respond to the problems they will face throughout life, i n actions which moves at the same time and components interrelate conceptual, pr ocedural and attitudinal. (A. Zabala) IMPROVING COMPETITION INVOLVES: The reflection on its application, and to achieve it is essential to the support of theoretical knowledge. CONCEPTS Giving answers in life involves using strate gic solutions and skills. PROCEDURES need: power, love, do. ATTITUDES A COMPETITION is a type of learning different capacities. The potential we have, at any given time to carry out an activity understood in a broad sense (reason, think, move, interact with others, to control a process . ..) "The student read understandingly." ONE MORE STEP "The student reads a newspaper account into a story I read the rest of the peers ." CONTENT (Concepts, procedures, attitudes) â ¢ Core competencies are common to all basic education and are, in fact, the comm on thread that may be considered as a unit. (Conditions and related objectives) â ¢ demonstrate basic skills attainment levels of capacity of each stage. How many, which ones? BASIC SKILLS?

Teaching more in line with a perspective of the person INTEGRAL TRAINING Education rediscover its potential as a means of improving the individual and so ciety OPPORTUNITY To deepen the process of educational change Improving education is not the herit age of a few A. Zabala / l. Arnau Competencies as OPPORTUNITY Competencies are an opportunity to strike a balance between the subject (content ) and how (methodology). "The curriculum will be translated into relevant learning, meaningful and motiva ting" (Art. 1.5 Decree 230/07 and 231/07) "Active methodology, promoting individual and cooperative work of students in th e classroom and integrated into all areas references to daily life and immediate environment." (Art. 230 and 231/07 Decree 07/02) Can acquire CCBB in education?. FORMAL EDUCATION INFORMAL EDUCATION NO FORMAL EDUCATION COMPREHENSIVE TRAINING OF THE PERSON SCHOOL Designs, coordinates, supervises Areas formal, informal and non formal Essential collaboration of the entire society A. Zabala / l. Arnau Tickets may be purchased in education CCBB Basic skills are acquired through various educational experiences. For such expe riments should be adequate to meet two requirements: first, to be ordered proper ly all ELEMENTS (objectives, contents ...) that make competition in curriculum d esign. Structure of competency-based curriculum design Millennium Stage CURRICULAR AREA CURRICULUM AREA SO1 Ob1 Conte. 1 Conte. Eva criteria. 1 Ob 1 Con 1

SO2 OB2 Conte. 2 Conte. Eva criteria. 2 Ob 2 Con 2 AREAS contribute to the development of the CCBB. SO3 OB3 Conte. 3 Conte. Eva criteria. 3 Ob 3 Con 3 SO4 Ob4 Conte. 4 Conte. Eva criteria. 4 Ob 4 Con 4 ⠢ Competency-based Selection ⠢ Selection based on minimum content Tickets may be purchased in education CCBB Second requirement: to define and select appropriate tasks for people to learn t he elements of competition TASK Teaching sequence,€which integrate content from different content areas organiz ed in such a way that helps students achieve the realization of an activity rela ted to the students' own life experience. TASK The aim is to "put in a position" to the students to mobilize all its resources, to solve a problem that has a social dimension through cooperative work strateg ies task concept introduced ACTION: The students have to " do something " Methodological guidelines (Decree 230 - 231/07) Attention to diversity and access of all pupils to mainstream education. "Active methodology, promoting individual and cooperative work of students in the class

room and integrated into all areas references to daily life and immediate enviro nment." Methods that take into account the different rates of learning and enhan cing the ability to learn by itself and promote teamwork. Working in teams of te achers, in order to provide a multidisciplinary approach of the educational proc ess to ensure coordination of all faculty members. The curricula of all the mate rials include activities in which students must read, write and express themselv es orally. The educational program will facilitate the implementation by the pup ils, interdisciplinary monographs or other similar nature involving several teac hing departments. Evaluation Criteria CCBB ... 10/08/1907 Order Primary Assessment (Art. 8) Secondary Assessment (Art. 9) "... The assessment criteria for the Promotion of students ... will be attending the acquisition of BASIC SKILLS, to the achievement of the objectives ... 10/08/1907 Secondary Assessment Order (Art. 10) BASIC SKILLS AND OBJECTIVES will stage the TITLE of Compulsory Secondary Education. " "Students who at the end of compulsory secondary education has reached the What consequences CCBB to bring the practice?. Maintain current practices that are valid: analysis of previous ideas, motivatin g activities ... to amend certain practices and activities which are only useful in the academic context ... increasing flexibility in the clusters, facilitatin g the development of projects, teamwork, cooperative learning, ... Use more effe ctively the potential of virtual learning environments. Open the center to the e nvironment and in particular, collaboration with families and local organization s The aim is that people " Learn to "not just" about " BASIC SKILLS AlmerÍa 05/02/2009