Basic Training Course for Teachers in Service Continue Competencies The approach in Basic Education 2009 Continuous Basic

Training Course for Teachers in Service. The approach by compet encies in Basic Education was developed by the Department of Continuing Educatio n of Teachers in Service of the Secretariat of Basic Education, Ministry of Educ ation. SECRETARIAT OF PUBLIC EDUCATION MSc. Alonso Lujambio Irazábal MSc Secreta ry of Public Education. Jose Fernando Gonzalez Sanchez Undersecretary for Basic Education Director Leticia Gutierrez Corona General Continuing Education of Teac hers in General Coordination Service Coordination Leticia Gutiérrez Corona Acade mic Authors Dr. Jessica Dr. Elvia Poo Bathrooms Maximum Perrusquía Mtra. Laura L eal Mtra Carranza. María Teresa Vázquez Contreras Marcela García Loredo Prof. Li c. Fabian Meza Mario Nava Interior Design Cover design Valdes Ricardo Castillo M endoza Muciño All Rights Reserved. The content of this document may not be reproduced in whole or in part, or stored in mating systems, or transmitted by any means without pe rmission of the owners of these rights. This program is for the public, is spons ored or promoted by any political party is prohibited from using this program fo r political, electoral, other than profit, and other provisions. First edition: 2009 D.R. © Ministry of Education, 2009 Argentina 28, Colonia Cen tro, CP 06 200, Mexico D.F. ISBN pending. Free distribution, not for resale. CONTENTS BASIC INTRODUCTION COURSE STRUCTURE SESSION ONE: I. KNOWLEDGE SOCIETY, HUMAN DEV ELOPMENT AND THE COMPETENCE APPROACH I.1. The training required by generations of XXI century. Knowledge Society and Human Development I.2 The approach by competencies. Changes in international edu cational guidelines I.3. Concept of competence. Characteristics of the approach by competencies in the educational context 4 July 6 September 11, 1912 SESSION TWO: II. APPROACH THE POWERS IN THE PLAN AND PROGRAMMES OF STUDY II.1. What we have learned both skills? II.2. The competency-based approach to o ur regulatory framework II.3. Responsibilities in the Plan and Study Programmes of basic education II.4. Teaching skills 16 17 19 21 27 30 31 33 39 40 SESSION THREE: III. METHODOLOGY FOR PLANNING POWERS III.1 Differences between goals, purposes and powers III.2 Transforming best pra ctice in the skills approach REFERENCES Offer Professional Continuing Education and Improvement DGFCMS 3 INTRODUCTION T Continuous Basic Training Course for Teachers in Service Approach Competence in basic education is inspired by the completion of the various analy

sis of the main challenges that come under the Education Sector Programme 2007-2 012, making mention of the need to provide training focusing on the holistic dev elopment of students to exercise their freedom with responsibility, strengthenin g democracy and citizen participation, to enable it to cope competitively to the challenges that demand the knowledge society. Trends in education vary accordin g to the needs of society. The competency-based approach is a more educational a lternative that allows challenge the ingenuity, creativity and critical thinking of teachers. The Alliance for Quality Education highlights of their actions Int egral Training of Students for Life and Work, through curricular reform drive ai med at developing skills and abilities. It also promotes the professionalization of teachers and education authorities through the National Training and Continu ing Professional Teacher Overrun Service. With the skills approach attempts to o pen a window reflection of what happens in today's world, and forces that attemp t to generate new knowledge to transform our reality. This training proposal con sists of three sessions, same to be covered in a time of 20 hours. In its develo pment, it is important to pause to analyze the content targeted to generate inte rest and participation of the teaching staff, and that this would be agreed on s pecific products, which purport to show the results of learning acquired through these activities as inputs for the application in the classroom. DGFCMS 4 INTRODUCTION During the first session will review the fundamentals that UNESCO proposed based on a global report, to lay the foundation to guide knowledge societies in their evolution, ie€in the sharing of knowledge and the achievement of complete and f ull development of human beings. In the second session, there will be an explora tion of the international context and implementation of competency-based approac h, will review the objectives 1 and 4 of the Education Sector Programme 2007-201 2 and its expression in the Plan and Programmes of Study in Basic Education . It also provides tools that enable the teacher directed toward educational innovat ions by developing personal and professional skills for their educational work. In the last part of the course, provide some tools for the construction of a com petition review the concept of mainstreaming and the work done by projects under the competency-based approach, culminating in the design of a recovering planni ng best practices teachers. DIRECTORATE GENERAL OF TRAINING OF TEACHERS IN SERVICE DGFCMS 5 BASIC TRAINING COURSE APPROACH FOR BASIC EDUCATION SKILLS BASIC COURSE STRUCTURE The Basic Course Approach Competence in Basic Education is organized as follows: Duration of course: 20 hrs. • 15 hrs. work face • 5 hrs. home reading sessions T otal: 3 • The readings will take place at home the first and second days, spending two h ours thirty minutes each day. • Work one item per session • The course is aimed at all levels of education (preschool, primary and secondary), according to the Reform of Basic Education and due to the characteristics of each educational lev el. On this occasion suggests performed separately in each and every one of the levels.

I. ISSUES Knowledge Society, Human Development and the skills approach. I.1 The training required by generations of XXI century: knowledge society and h uman development. I.2 The competency-based approach: changes in international ed ucational guidelines. I.3 concept of competence. Characteristics of the approach by competencies in the educational context. II. The approach and skills in the Curriculum Plan. II.1. What we have learned both skills? II.2. The competency-based approach in o ur framework. II.3 Responsibilities in the Plan and Programmes of Study of Basic Education. II.4. Teaching skills. III. Methodology for planning competencies. III.1 Differences between goals, purposes and powers. III.2 Transforming best pr actice in the skills approach. PRODUCTS • Table of definitions and examples of application • Comparative table on defini tions of competence of different authors • Comparative table of the approach by competencies at each level of education on teaching skills • Table • Writing com petition • Table of Contents transverse • Monthly Planning DGFCMS 6 BASIC TRAINING COURSE APPROACH FOR BASIC EDUCATION SKILLS I. KNOWLEDGE SOCIETY, HUMAN DEVELOPMENT AND THE COMPETENCE APPROACH CONTENT SESSION ONE I.1 The training required by generations of XXI century: Society of knowledge an d human development. I.2 The competency-based approach: changes in international educational guidelines. I.3 concept of competence. Characteristics of the appro ach by competencies in the educational context. DESCRIPTION The transformation of educational guidance as one of its main ingredients the sk ills approach. In this first part of the course will review fundamentals that UN ESCO proposes according to a global report, to lay the foundation to guide compa nies in their development of knowledge, ie the sharing of knowledge and achievem ent full and integral development of human beings. SKILLS TO DEVELOP IN THE TEACHING performance Word Identifies Conceptual content Contextual Purpose Terms of reference based on the suggested readings elements that influence the changes of the educational approach called Knowledge Society Scans

the importance of incorporating the skills approach to encourage education and integral development based on their students, taking up the four pillars of reading and education products, the Delors Report Platero Fernández, Néstor Gabriel, UDG. DGFCMS 7 BASIC TRAINING COURSE APPROACH FOR BASIC EDUCATION SKILLS PRODUCTS • Table of definitions and examples of application (activity 3, product 1). MATERIALS Readings: • "From information society to knowledge societies", in World Report Towards Kno wledge Societies. UNESCO, 2005, pp.€29 and 30 (Annex 1 CD). • "What kind of know ledge societies?" In World Report Towards Knowledge Societies. UNESCO, 2005, pp. 17-20 (Annex 2 CD). • "Towards education for all throughout life?", In World Re port Towards Knowledge Societies. UNESCO, 2005, pp. 75, 77, 80-84 (Annex 3 on CD ). • Delors, Jacques, "The four pillars of education", in The Treasure Within. M exico: UNESCO, 1997, pp. 91-103. (Annex 4 CD). • Tobon, Sergio, "Understanding c ompetence-based training", Working Paper, 2006, pp. 1-8 (Annex 5 CD). • Coll, Cé sar, "The skills in school education: more than a fad, much less a remedy" in Re vista Aula de Innovación Educativa, Vol. 161, pp. 34-39 (Annex 6 on CD). • Garag orri, Xavier, "competency-based curriculum: an approach to state of affairs" in Revista Aula de Innovación Educativa, Vol. 161, pp. 47-55 (Annex 7 on CD). Reading at home • Conde Aspeitia, Marcela, Comp., Curriculum and competencies. Report of the Fir st International Early Childhood Education, pp. 119-131 (Annex 8 CD) • OECD. "Th e definition and selection of key competencies, executive summary (Annex 9 CD). • Zabala and Arnau, "The teaching of skills" in Revista Aula de Innovación Educa tiva, Vol. 161 (Annex 10 CD). DGFCMS 8 BASIC TRAINING COURSE APPROACH FOR BASIC EDUCATION SKILLS I. 1 Training required by generations of XXI century. Knowledge Society and Huma n Development The world is changing in ways consistent. With globalization, these changes appe ar to observe that society is much more dynamic and competitive, demanding that new generations are better prepared to meet the personal and collective challeng es of the XXI century. The new millennium is associated with a profound process of social transformation. The knowledge society moves toward a context where the availability, access and application of knowledge have become the most valuable resource in promoting opportunities and the engine of economic and social devel opment in the contemporary world. For these reasons it is important for children and young people integrated into the knowledge of the various humanities, scien ce and technology, since it depends on their access to different opportunities, and general social development. Furthermore, in parallel to this evolution towar ds knowledge societies in the social sciences, worldwide, have developed more co mprehensive approaches to human development concept involving many different asp ects of growth and education of children and young people to foster in them the development of their capabilities and potential. The intention is to add element

s for a better living in democratic societies. Estimated Time 01.30 hrs. Therefore, education must promote the integral development in four dimensions: F rom reading skills, math, science and technology higher, allowing them to move f rom simple to complex thought, to be able to understand, resolve issues and inte rrelated and systemic problems in an uncertain and changing context. Of psycholo gical and emotional health from the earliest stages of childhood, for the proper socio-emotional development and cultural, that promotes self-respect, to learn to interact better, and self-regulate their emotions to resolve conflict peacefu lly thereby improving the courtly scenes, their environment and their world. • • • The trial of ethics and morals of children and young people linked to the appreciation and respect for persons under the principles and valu es of sustainability, democracy, human rights, gender equity, the practice of to lerance, freedom, diversity and pluralism, issues that will be to new generation s as citizens committed to their political, social and environmental consequence s for the consolidation of a civic culture that give meaning and substance to ou r institutions inclusive. • From the creativity, imagination,, sensitivity artistic, physical development and body harmony through art education and physic s. DGFCMS 9 BASIC TRAINING COURSE APPROACH FOR BASIC EDUCATION SKILLS In this regard, UNESCO has emphasized since the end of the last decade, that edu cation must be comprehensive in the sense of covering all aspects of life throug h scientific knowledge (learning to know), professional skills (learning to do), values human and principles (learning to be)€and the exercise of civic responsi bility (learning to live together). The teaching practice is the most valuable r esource for achieving these objectives, therefore propose the following readings , which come from the UNESCO World Report "Towards Knowledge Societies." Activity 1 • Individually make the reading of these texts, make notes of what they consider most important: • "From information society to knowledge societies", in World R eport Towards Knowledge Societies. UNESCO, 2005, pp. 29 and 30 (Annex 1). • "Wha t kind of knowledge societies?", In World Report Towards Knowledge Societies. UN ESCO, 2005, pp. 17-20 (Annex 2). • "Towards education for all throughout life?", In World Report Towards Knowledge Societies. UNESCO, 2005, pp. 75, 77, 80-84 (A nnex 3). • After reviewing and analyzing the previous texts, form teams and answ er the following questions: "Based on reading the text" From information society to knowledge societies, "Wh at should be, according to UNESCO, the central objective of knowledge societies? " Based on the text reading "What kind of knowledge societies?" How social develop

ment is linked to access and dissemination of knowledge?, And what role can new technologies in educational improvement and social development? " Finally write their concept of human development. DGFCMS 10 BASIC TRAINING COURSE APPROACH FOR BASIC EDUCATION SKILLS I. 2 The competency-based approach, changes in international education guideline s Estimated Time 01.30 hrs. The challenges of education in the XXI century have led to innovations in educat ional research. The teaching of knowledge of mechanical and repetitive has been in the past and under current world conditions, promotes education to promote ac cess, application and contextualization of knowledge commensurate with the chall enges that we demand in contemporary societies. The competence approach has take n hold in education in recent years and appears frequently recommended in the re ports made by the UNESCO. Some central ideas of this approach are summarized in issues such as learning to know, learning to do, learning to live together and l earning to be. As a first approximation we can say that the skills approach has nothing to do with competitiveness, but is a holistic concept of education, whic h includes the joint implementation and interrelated knowledge, skills, attitude s and values to resolve specific problems of personal life, public and labor. Activity 2 • As a first approach to this approach made reading the text, the four pillars o f education, Jacques Delors (Annex 4), who chaired the International Commission Report on Education for the Twenty-first Century UNESCO. • Form two teams and dr aw a picture where you describe the main features of the four pillars that Jacqu es Delors mentions in his text: learning to know, learning to do, learning to li ve together, learning to be. • At the end of the year, both teams will exhibit t heir paintings. DGFCMS 11 BASIC TRAINING COURSE APPROACH FOR BASIC EDUCATION SKILLS I. 3 Concept of competence. Characteristics of the approach by competencies in t he educational context Estimated time 2 hrs. Responsibilities in the field of education have different meanings and readings. There is no single definition and consensus on this concept, as some people att ributed more weight to knowledge or skills and abilities, or attitudes and value s. However, there are certain features that are common to all definitions given within this approach: " Competition refers to the ability or set of capabilities that are achieved by th

e combined and interrelated mobilization of knowledge, skills, attitudes, values , motivations and skills, as well as certain provisions for learning and knowled ge. "Someone is considered competent because solving a problem or issue, mobiliz es the combined number of factors in a context or situation. "The competency-bas ed approach has to do with the development and education for personal life and s elf-realization of children and youth. "The competence approach has nothing to d o with being competitive, but with the ability to retrieve knowledge and experie nce, and interact and learn in teams,€and an adequate and enriching interaction with others and with social and ecological context. Knowledge Attitudes and values COMPETITION Skills and skills for basic education, the educational guidance is not entirely new, since the nineties, constructivism adopted in the 1993 study programs in Me xico, already pointed in this direction. The interesting thing about this approa ch by competencies, is that takes up various aspects of philosophy, economics, s cience, linguistics, pedagogy, anthropology, sociology and educational psycholog y, to achieve a comprehensive and holistic training of individuals. The differen t meanings that can be attributed to the concept of competition, also depend on the context in which it is used, so that in the following sequence of actions ea ch of you are familiar with the concept and approach to guide their students in the development of age-appropriate skills. DGFCMS 12 BASIC TRAINING COURSE APPROACH FOR BASIC EDUCATION SKILLS Activity 3 • Divide the group into three teams. Each team will have to define one of the fo llowing concepts: knowledge, skills and abilities, and attitudes and values. Definition Skills and Knowledge Skills Attitudes and values Upon completion of the definitions, design an application example of an everyday activity, in the following areas: social, academic and recreational. This is hi s first work product. Scope Social Knowledge Skills and abilities Attitudes and values Academic Entertainment DGFCMS 13

BASIC TRAINING COURSE APPROACH FOR BASIC EDUCATION SKILLS As you can see, the concept of competence includes the acquisition of knowledge, skills and performance skills, developing attitudes and values expressed in the know, know-how, knowledge to be, and know how to live, what together, form the basis of personality. POWERS Components of knowledge skills and intellectual capacities and skills Skills bas is of personality attitudes and values Activity 4 • Individually make the readings of these texts, take note of the concepts of co mpetencies that each author notes. This exercise will be used in the first event of the next session. • Tobon, Sergio, "Understanding competence-based training" , Working Paper, 2006, pp. 1-8 (Annex 5). • Coll, César, "The skills in school e ducation: more than a fad, much less a remedy" in Revista Aula de Innovación Edu cativa, Vol. 161, pp. 34-39 (Annex 6). • Exercise at home: Read the following an d take note of the concepts of competencies that each author notes. Garagorri, X avier, "competency-based curriculum: an approach to state of affairs" in Revista Aula de Innovación Educativa, Vol. 161, pp. 47-55 (Annex 7). DGFCMS 14 BASIC TRAINING COURSE APPROACH FOR BASIC EDUCATION SKILLS PERSONAL NOTES DGFCMS 15 BASIC TRAINING COURSE APPROACH FOR BASIC EDUCATION SKILLS SESSION TWO II. The competency-based approach, the Plan and Curriculum CONTENT II.1. What we have learned both skills? II.2. The competency-based approach in o ur framework. II.3 Responsibilities in the Plan and Study Programmes of basic ed ucation. II.4. Teaching skills. DESCRIPTION After the scan performed earlier on the international context and implementation of competency-based approach, revised objectives 1 and 4 of the Education Secto r Programme 2007-2012 and its expression in the Plan and Programmes of Study in Basic Education. To meet the new challenges, it is crucial the involvement of th e teacher as a guide. Herein lies the importance of offering tools to move towar ds educational innovations by developing personal and professional skills for th eir educational work. COMPETITION TO DEVELOP IN THE TEACHING performance Word Scans Conceptual content

Contextual Purpose Terms of reference under the Plan and Programmes of Study for your personal and professional perfor mance features to address the articulation of the preschool skills, three levels of ba sic education in primary and secondary importance of developing teaching skills as an innovative element of their training Expresses Platero Fernández, Néstor Gabriel, UDG. Reading at home • Conde Aspeitia, Marcela, Compiler, Curriculum and competencies. Report of the First International Early Childhood Education, pp.€119 -131 (Annex 8 CD). • OECD . The definition and selection of key competencies, executive summary (Annex 9 C D). • Zabala and Arnau, teaching skills in classroom Journal of Educational Inno vation, Vol. 161 (Annex 10 CD). PRODUCTS • Comparative table on definitions of competence of different authors (activity 5, product 2). • Comparative table of the approach by competencies in each grade (activity 8 product 3). • Panel on teaching skills (activity 9, the product 4). DGFCMS 16 BASIC TRAINING COURSE APPROACH FOR BASIC EDUCATION SKILLS II.1 How much have we learned from the powers Estimated time 1.45 hrs. The previous session has allowed them to strengthen their knowledge about educat ional approach by competencies. Analyzed the social and global context to which it responds, understood the meaning of your application. Start this session with the following exercise that will allow them to return the most relevant aspects of the readings taken at home. Activity 5 • The group will split into two teams, each design a schematic picture where the main highlight definitions of competencies that each author notes, highlighting common issues and differences. When the group finished, compare your answers an d discuss them. This is his second work product. • Socialize in meeting its conc lusions. Authors Tobon, Sergio Advantage Disadvantages Similarities

Differences Coll, César Garagorri, Xavier Activity 6 • Perform the following exercise that will allow them to consolidate, through ex amples the different connotations of the concept of "competence." Relate to a li ne, the information in column A with the corresponding column B. Resolve Check i t out individually and in teams. DGFCMS 17 BASIC TRAINING COURSE APPROACH FOR BASIC EDUCATION SKILLS A Competition and Competition authorities as training and job function as fitness Competition Competition Competition as business rivalry and competition between people as a prerequisite competence to perform a job as a sporting activity Comp etition B Benito Juarez High School office work required for technical personnel with the following skills: computer programming, installation and maintenance, management , word processing, creating and monitoring networks. In earlier days was athleti c competition at the Youth Olympics which won a student at Sonora. The state flo wer opened new markets thanks to the modernization of its production system, whi ch is allowing them to compete with flowers at lower cost than other companies i n the industry. Employees of the secretary of education in the state are competi ng for the award for best employee of the month. The legal representative of the school has the following responsibilities: To represent the school, establish a cademic commitments with other colleges and formalize work agreements with teach ers' associations. Secretary of control has a high school competition because it serves very well to students and provides them with adequate information. The A ssistant coach has the competence to evaluate the performance of administrative assistants and make the decision of who shall be updated. The coordinator of languages at our school requires a high command of the langua ge and you have the necessary competence to perform successfully in this area so we make the invitation to join our team. • Share in plenary the result obtained in the exercise, highlighting those meani ngs close to the field of education and establish at what times and spaces are u sed. Record the comments from the group in his notebook. DGFCMS 18 BASIC TRAINING COURSE APPROACH FOR BASIC EDUCATION SKILLS II.2 The competency-based approach to our regulatory framework Estimated time 45 min. Education Sector Programme 2007-2012, is one of the central documents that guide education policy frames the adoption of a competency-based educational model, a

s one of the central strategies for improving the quality of education in our co untry. Activity 7 • Undertake an analysis team of the information cited in the document, identifie s five key ideas. Discuss your answers in plenary. Objective 1 "To raise the quality of education for students to improve their lev el of educational attainment, have the means to gain access to increased prosper ity and contribute to national development. 1.1 Implement a comprehensive reform of basic education,€focused on the adoption of a competency based educational m odel that responds to the needs of Mexico's development in the XXI century. Ensu re that plans and programs of study are designed to develop skills and actively involve teachers in front of the group in these processes of review and adjustme nt. " Education Sector Program. Ministry of Education. 2007-2012, pp. 11. DGFCMS 19 BASIC TRAINING COURSE APPROACH FOR BASIC EDUCATION SKILLS Aim 4 "Provide a comprehensive education to balance training in civic values, sk ills development and acquisition of knowledge through regular activities in the classroom, teaching practice and democratic and intercultural environment." Education Sector Program. Ministry of Education. 2007-2012, pp. 11. Comprehensive training of students for life and work Curriculum reform aimed at developing skills and abilities Agreement Encourage the reform of approaches, subjects and content of basic education. Eng lish language teaching from preschool and promoting multiculturalism. Consequences of the agreement Join full citizens, able to develop their full potential. Contribute to cognitiv e development, strengthen reflection on language and openness to other cultures. Distribution of shares in time From 2008-2009 cycle and generalized from the 2010-2011 cycle SEP-SNTE. Alliance for Quality Education, pp. 22. DGFCMS 20 BASIC TRAINING COURSE APPROACH FOR BASIC EDUCATION SKILLS II.3 Responsibilities in the Plan and Curriculum of Basic Education Estimated Time 01.30 hrs. The Plan and Programmes of study are the documents establishing educational purp oses, methodological approaches, criteria and guidelines for planning and evalua tion to be achieved in students of different educational levels. From the Reform of Basic Education curricula are guided by four training areas: • Language and Communication • • Explore mathematical thinking and understanding of natural and social world • Personal development and coexistence. The training camps that ma

ke up the preschool level and the subjects of primary and secondary education ha ve been organized vertically and horizontally, in a scheme that allows us to app reciate the sequence between these fields and subjects, but, being a scheme, not possible to present explicitly all the interrelations between them. Consequentl y, the location of training camps and courses focusing on its links, as well as the importance of antecedent or subsequent discipline. Activity 8 • Form teams and review the information presented about competency-based approac h that arises for each level. • Organize information on the most relevant aspect s found in each level. Use the format found in the boxes at the end of preschool , primary and secondary. Resort to map the Basic Education Curriculum support. T his is her third work product. DGFCMS 21 BASIC TRAINING COURSE APPROACH FOR BASIC EDUCATION SKILLS Preschool POWERS II. Program Features. 3. The program is organized around skills Unlike a program that provides general topics such as educational content, aroun d which teaching is organized and identify the skills students should acquire, t his program focuses on skills. A competence is a skill set that includes knowled ge, attitudes, skills and abilities that a person achieved through learning proc esses that are manifested in their performance in various situations and context s. This decision to order curriculum aims to promote the school principal is est ablished in an area that contributes to the integral development of children thr ough learning opportunities that allow them to integrate their learning and use in their daily actions. The selection of skills included in this program is base d on the belief that children enter school with a considerable body of skills, e xperiences and knowledge they have acquired in family and social environments in which they operate, and that possess huge learning potential. The role of presc hool education is to promote the development and strengthening of the skills that each child po ssesses. In addition to this starting point,€in the educational work should note that competition is not acquired definitively: it expands and is enriched in th e light of experience, the challenges faced by the individual during his life, a nd able to solve problems in various fields in which it operates. By virtue of i ts fundamental character, work systematically for the development of skills (for example, the ability to argue or to solve problems) starts in kindergarten, but they are also primary aims of education and levels subsequent, still learning v aluable in themselves, are also the foundations of learning and personal develop ment future. Focusing the work on skills means that the teacher seek, through th e design of teaching situations involving challenges for children and gradually progress in their levels of achievement (to think, express themselves through va rious means, to propose, to distinguish, explain, challenge, compare, work toget her, express positive attitudes toward work and living, etc.) to learn more of w hat they know about the world and that people increasingly are safe, autonomous, creative and participatory. DGFCMS 22 BASIC TRAINING COURSE APPROACH FOR BASIC EDUCATION SKILLS

Preschool 5 QUALIFICATION. Program Organization The fundamental objectives are the basis for defining the competencies students are expected to achieve during preschool. After defining the skills involved in all main purposes has been carried out to group training in the following areas: • Personal and Social Development. • Language and communication. • Mathematical thinking. • Exploration and understanding of the world. • Expression and art ap preciation. • Physical development and health. In order to make explicit the con ditions that promote the achievement of the fundamental purposes, the program in cludes a number of pedagogical principles and criteria to be taken into account in the planning, development and evaluation of educational work. The relationshi p between program components are illustrated in the following diagram. Social role of preschool education Fundamental purposes POWERS Personal and Social Development Language and Communication Population POWERS three to five years Characteristics and Potential Mathematical thinking and knowledge of world exploration and appreciation of art istic expression Physical Development and Health FORMS OF WORK AND EVALUATION SEP. Preschool Education Program, 2004, pp. 21-24. DGFCMS 23 BASIC TRAINING COURSE APPROACH FOR BASIC EDUCATION SKILLS POWERS Primary 6. Plan Features and Programs of Study The plan and curriculum of primary education give continuity to the proposals of the plan and curriculum of secondary education 2006 in relation to three substa ntive elements: a) diversity and multiculturalism, b) the emphasis on skills dev elopment c) incorporation of topics covered in more than one subject. Emphasis o n skills development and definition of learning outcomes and Programs Plan of st udy for students conducive to mobilize their knowledge within and outside school , that is, achieve apply learning in everyday situations and consider, where app ropriate , the potential impact personal, social or environmental, as posed by t he development of skills. That is, it seeks to encourage students to acquire and apply knowledge and develop attitudes and values that promote coexistence, and the care and respect for the environment. To guide the work of teachers regardin g the development of the powers provided, express curricula, as well as the cont ent being addressed, the learning that students are expected to achieve at each grade and each subject. This can facilitate decision making of teachers. Apprent iceships are also expected an important reference to improve communication and c ollaboration among teachers, pupils and parents. SEP. Curriculum 2009. Basic Education. Elementary, pp. 40 and 41. POWERS Secondary IV: Characteristics of the Plan and Programmes of Study e) Emphasis on skills development and definition of expected learning curriculum This proposal entails the development of competencies to achieve the features o f the graduate profile and thus encourage students to mobilize their knowledge w ithin and outside the school, that is, achieve apply learning in everyday situat ions and consider, where appropriate,€the possible impact personal, social or en

vironmental. It is, therefore, to acquire and apply knowledge and develop attitu des and values conducive to student development, peaceful coexistence with the o bservance of laws, and the care and respect for the environment. In addition, it is intended that secondary education allows students to direct their own learni ng permanently and independently over a lifetime. To guide the work of teachers regarding the development of the tasks set, the curriculum sets out the learning that students are expected to achieve in each school. This is intended to facil itate decision making of teachers and encourage the creation of the strategies t hey consider appropriate to achieve the goals. Apprenticeships are also expected an important reference to improve communication and collaboration between teach ers, students and parents. SEP. Basic Education. Secondary. Curriculum, 2006, pp. 19 and 20. DGFCMS 24 BASIC TRAINING COURSE APPROACH FOR BASIC EDUCATION SKILLS MAP OF THE BASIC EDUCATION CURRICULUM 2009 SEP. Curriculum 2009. Primary Basic Education, pp.49. ! DGFCMS 25 BASIC TRAINING COURSE APPROACH FOR BASIC EDUCATION SKILLS Preschool Primary POWERS Secondary • Present in plenary your picture, share experience on the materials. DGFCMS 26 BASIC TRAINING COURSE APPROACH FOR BASIC EDUCATION SKILLS II.4 Skills Teachers Estimated time 1 hrs. So far emphasis has been placed on the skills and approach from an international perspective, as in the regulatory framework. However, it is important to recogn ize that teachers and their daily work are key to achieving the objectives of de velopment and growth of students, as mentioned Tedesco: "the pupil is the centra l actor in the process, but it requires expert guidance and a stimulating enviro nment that only the teacher and the school can offer. " The teaching skills are the body of knowledge, skills, attitudes, values, belief s, intuitions, perceptions and practices that enable them to promote their stude nts to develop their own learning skills, basic and life. Frade Rubio, Laura, 2007

TASK ATTRIBUTES OF PROFESSIONAL COMPETENCE Skills and Knowledge Skills Attitudes and Values Chan Núñez, María Elena, UDG VIRTUAL. Activity 9 • Next, review the table below. By complementing brainstorming skills and person al attributes of teachers. Argue their proposals. This will be his fourth work p roduct. DGFCMS 27 BASIC TRAINING COURSE APPROACH FOR BASIC EDUCATION SKILLS Skills Teachers and Professional Skills Managed learning environments use communication technologies Evaluate the skills of their students organized their own training Teacher Competencies and Personal Attributes Work collaboratively Rate It operates under the ethical principles of cultural d iversity is responsible for their actions Chan Núñez, María Elena, UDG VIRTUAL. NOTE: For the next meeting, as required to bring the level of education (prescho ol, primary and secondary): Progress program, lesson plan, weekly plan or other planning instrument used in the past school year, where they have registered their best practices in the classroom. DGFCMS 28 BASIC TRAINING COURSE APPROACH FOR BASIC EDUCATION SKILLS PERSONAL NOTES DGFCMS 29 BASIC TRAINING COURSE APPROACH FOR BASIC EDUCATION SKILLS SESSION THREE III. Methodology for planning competency CONTENT III.1 Differences between goals, purposes and powers. III.2 Transforming best pr actice in the skills approach. DESCRIPTION In the latter part of the course, provide some tools for the construction of a c ompetition review of mainstreaming the concept and methodology of project work. It concludes by asking the teachers to recover all the information reviewed abov e, to design a planning reprise their best practices. COMPETITION TO DEVELOP IN THE TEACHING performance Word

Identifies Conceptual content Contextual Purpose Terms of reference based on the methodological description the conceptual differences of purpose, to write an objective competition and com petition Scans elements of mainstreaming and project work planning to design a work-based competency based on best practices. PRODUCTS • Writing competition (activity 11, product 6). • Table of Contents transverse ( activity 12, the product 7). • Planning (activity 14, the product 8). MATERIALS • Forward program, lesson plan, plan weekly or some other planning instrument us ed in the past school year, where they have registered their best practices in t he classroom. DGFCMS 30 BASIC TRAINING COURSE APPROACH FOR BASIC EDUCATION SKILLS III. 1 Differences between goals, purposes and powers Estimated time 1 hrs. The powers frame a series of elements that make observable and measurable activi ty, as well as the goals and purposes, however, the skills approach, has a more holistic view, as observed and recorded the performance of students within their environment and context, based on the application of a meaning or meanings of l earning, built through their own experiences. Activity 10 • Review and comment on the table: "Differences between powers, objectives and p urposes." Concept Description Planning of learning processes in each of the different knowledge, focusing on t aking them as observable behaviors. Are the goals proposed in the teacher teachi ng activities, taking into account the purposes of learning. Actions are integra l to issues of social, laboralprofesional and discipline with relevance and cont inuous improvement. Example Identify the components of oral communication.

Objectives Purposes The student understand what assertive communication is to apply it in everyday l ife. Competencies Communicates effectively to interact in their social context, based on the princ iples of the theories of communication. Tobon, Sergio. DGFCMS 31 BASIC TRAINING COURSE APPROACH FOR BASIC EDUCATION SKILLS The following describes the elements that are basic to draft a competition. Word of performance Verb, present tense, 3rd person singular. Concrete action, observable in an acti vity may be evident in the form of performance. Conceptual content Action Contextual Purpose For, with it, with the purpose of, with the goal of, as well. Terms of reference Based on, according to, taking into account function, as ... The indicator with which to express the quality of performance achievement. "It's based on what par ameters? The object to relate the actions and performance. Is what? The objective pursued acting consistently referred to a field of application per formance. It is the why? and where? EXAMPLE Conducts interviews with people who develop surveillance work in your area, to k now the structure based on work performed in a guided interview Platero Fernández, Néstor Gabriel, UDG. Activity 11 In BINAS, design an example of competency to take up a drafting of best practice s. This is his fifth work product. Word of performance Conceptual content Contextual Purpose Terms of reference • Socialize your written skills with the group and discuss the difficulties they

faced. DGFCMS 32 BASIC TRAINING COURSE APPROACH FOR BASIC EDUCATION SKILLS III. 2 Transformation of best practice in the skills approach From this point the teacher will choose the activities according to their educat ional level. Estimated time 4 hrs. III.2.1 TRANSVERSALITY The cross-sectional view, of working a set of interlinked issues that stimulate debate and trial of the students, without losing sight of the meaning of each tr aining course. Adaptation, SEP. Comprehensive Program for Civic and Ethics, 2008. Activity 12 • Review and analyze the information team in the table below. • Locate the trans verse contents relate to the theme of "Climate Change" and make a note in the bo xes of the subjects, make the adjustments according to their educational level. The result of this activity may be used in a next time. This is his sixth work p roduct. Title Investigate and consider: Climate Change What effect does climate change on ecosystems?, What are the main evidence for c limate change?, What has been Mexico's participation in international forums on climate change? - Discuss from the investigation - Propose mitigation actions th at can be done at home and at school - Develop posters Actions: MAINSTREAMING Spanish Language and communication or mathematical thinking and mathematical exp loration and knowledge of the geography or artistic expression and appreciation of artistic education or health or physical development and history DGFCMS 33 BASIC TRAINING COURSE APPROACH FOR BASIC EDUCATION SKILLS III.2.2 Project work on the skills approach The mainstreaming suggests a methodology based on projects. Project work is a di dactic procedure to form competencies in interaction with the context in which s tudents arranged in groups, apply the knowledge, skills, attitudes and values th at have taken over the daily work in the classroom. Consider then the following box that simplifies this methodology: Objective Advantage Lets take into account the interests of students

Application Recommendations Specify clearly the expected learning to get in the draft Learn to apply skills in real situations It facilitates the development of creativity It facilitates the relationship between theory and practice Establish clearly address the skills and knowledge to form Make planning a parti cipatory project (docentealumnos) Tobon, Sergio. Can link to the actual knowledge This teaching method involves making a diagnosis, identify a problem, plan activ ities to solve, execute and evaluate each of these phases are integrated some or all course content and other subjects (mainstreaming). Phases of project work: • Identification of skills and content • Context and diagnosis • Frame • Formati on of work teams to carry • Activities • Implementation of planned activities an d • Evaluation of a continuous process DGFCMS 34 BASIC TRAINING COURSE APPROACH FOR BASIC EDUCATION SKILLS Activity 13 Once you have read the eight phases of project work, in teams share their experi ences in the classroom with the acquis. • Take note and recover the most importa nt aspects of shared experiences. Monthly Planning III.2.3 After reviewing some of the elements essential to the job skills, is time to pla n based on best practices. It is important to note that planning for the job res ponsibilities do not have to be complicated, just needs to organize and take int o account the following elements: • Drafting of competition • Curriculum Review • Implementation of gender mainstreaming • Consider project work Activity 14 • Consider the information according to their educational level. • In teams of f our persons of the same grade level and with the support of their instruments of last school planning, design planning for the first month and a half (last two weeks of August and September) of employment, so which can consider the issues l isted below. This will be his seventh work product DGFCMS 35 BASIC TRAINING COURSE APPROACH FOR BASIC EDUCATION SKILLS Preschool Educational Intervention ORGANIZATION OF THE GROUP In the activity: Individual Groups Groups

ORGANIZATION OF SPACE AND MATERIALS physical space AULA Workspaces Corners: Inte rior Exterior ORGANIZATION OF TIME SCHOOL PROJECT cycles or periods teaching situation Daily F ree Standing Contingency Teaching situation is the organization and coordination of activities to potenti ate learning skills (initiation, development and evaluation). ALONG processes ar e integrated basic training (aims, powers, procedures, and evaluation materianes ) determine the kind of pedagogical intervention based on the teaching situation Primary and Secondary • Degree, course and unit • Theme • Competition to develop • The activities to b e undertaken: initiation, development and close • Work cross with other subjects • The expected learning • Teaching resources • Weather • Aspects to evaluate Malagon, Guadalupe, 2007. DGFCMS 36 BASIC TRAINING COURSE APPROACH FOR BASIC EDUCATION SKILLS You can use the following scheme or design your own. Grade: Course: Unit: Learni ng Path: Theme Competition Courses Activities Learning Teaching resources Transv erse expected time to evaluate aspects • Share equipment with other products in order to enrich their planning. Final Commitment To complete this basic course,€is necessary to establish a commitment to plannin g activities are developed in terms of development of competences, which must be monitored and supported by the collegiate bodies of each school. Teachers of se cond, third, fourth and fifth grades of primary education will continue to make their planning as they have done normally. For preschool and secondary teachers who were already working under the competency-based approach, we hope that the p lanning that developed in these three days will allow them to successfully start this school year. We hope that the shared elements in the Basic Course, we prov ide a different vision and motivating work with the skills approach in the class room, to facilitate and guide the learning expected of students. Also, we are co nfident they have made to reflect on their practice and professional development to seek other options for professional and personal growth. DGFCMS 37 BASIC TRAINING COURSE APPROACH FOR BASIC EDUCATION SKILLS PERSONAL NOTES DGFCMS 38 BASIC TRAINING COURSE APPROACH FOR BASIC EDUCATION SKILLS Bibliography Coll, César. The skills in school education: more than a fad, much less that a r

emedy in Revista Aula de Innovación Educativa, Vol. 161. Delors, Jacques. The fo ur pillars of education in The Treasure Within. Mexico: UNESCO, 1997. Denyer and Furnemont. The powers in education. A balance. Fondo de Cultura Economica, Mexi co, 2007 Garagorri, Xavier, skills based curriculum: an approach to state of the Revista Aula de Innovación Educativa, Vol. 161. Malagon, Guadalupe. Skills and Teaching Methods in the Kindergarten, Ed Trillas, Mexico, 2007 OECD. The definit ion and selection of key competencies, executive summary. Visit the online DeSeC o www.OECD.org Project / edu / statics / DeSeCo SEP. Education Sector Program 20 07-2012. SEP. Basic Education. Preschool Programs 2004. SEP. Curriculum 2009. Ba sic Education. Primary. SEP. Curriculum 2006. Basic Education. Secondary. Tedesc o, Juan Carlos. Educating for the Knowledge Society. Popular Library 584. Fondo de Cultura Economica, Argentina, 2002 Tobon, Sergio. Basic Aspects of competency -based training. Talca: Mesesup Project, 2006. Visit http://www.tecnologicocomfa cauca.co/Imagenes/archivos/Aspectos% 20bsicos% 20FBC.pdf _______, Competency-bas ed training, complex thinking, curriculum design and teaching. OSCE Editions. Se cond Edition, May 2007. _______, Shift Project. A teaching strategy to form comp etencies in interaction with the context. Visit http://acreditacion.unillanos.ed u.co/contenidos/Sergio_tobon/metodo_trabajo.pdf presentation UNESCO, UNESCO Worl d Report. Towards Knowledge Societies, UNESCO Publishing, 2005. Several authors. The powers in education. A balance. Popular Library 676, Fondo de Cultura Econo mica, Mexico, 2004. DGFCMS 39 Teachers: The supply of Continuing Education and Professional Overrun 2009-2010 school yea r is available at the following website: http://formacioncontinua.gob.mx Within the "professionalization" Your comments regarding this Basic Course will enable us to recover valuable asp ects of their educational practice to continue offering various professional cur ricula and teaching tailored to their needs. Also in this space to share their b est practices, instructional strategies and products made from this course, e-ma il: cursobasico@sep.gob.mx DGFCMS 40

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