Lesson 1. Key learning for integral education. Study plan and programs.

Answer briefly: (Only 30 words in the text)

What is learning for?

one learns in order to acquire knowledge, skills and aptitudes that allow one to
continue learning throughout life regardless of the context in which they find
themselves and to be happy.
ACTIVITY 2
Make a table where you write down the ideas that most caught your attention from
the video "The 5 pillars of the educational model".

WITH WHICH I MOST THAT I DO NOT SHARE THAT ARE NOT CLEAR
IDENTIFY OR SHARE LESS TO ME OR SEEM MORE
CONFUSING TO ME
curricular approach. It is The courses offered as governance of the
important to focus learning part of teacher training and educational system.
efforts on promoting professional It is not yet clear how the
meaningful learning and development are participation of all
experiences that are sometimes not sufficiently stakeholders will be.
relevant to the context of clear or accessible, such
the school and the as the AC course, which
children. despite being a good study
The school at the center. material, is still not able to
It is of utmost importance accommodate such a high
that the school has frequency of visits.
acquired greater
autonomy, as this helps to
meet the school's own
needs.
equity and inclusion ,
greater emphasis is given
to indigenous communities
and this strengthens
inclusion in the educational
system.
Which of the group of answers is the most abundant? Why?
I identify myself with the most, since they are key pillars to improve the teaching
practice and in my point of view they are the most important and will leave the
greatest benefits in the education of boys and girls.
Based on your answer, identify the 5 pillars or axes that support the educational
model and reflect on the following questions:
The school at the center, 3.- Teacher training and professional development, 4.-
Equity and inclusion, 5.- Governance of the educational system.
Why is it important to put the school at the center of its educational context?
will help us to strengthen the culture of collaborative and peer-to-peer learning
environments and to generate actions that promote equal opportunities. We will
obtain greater benefit by having support according to the needs of our work center,
parents will be involved in making decisions that concern the education of their
children.

What actions can be implemented in your community and what difficulties

would have to be overcome? take advantage of curricular autonomy by
implementing workshops to involve parents, explaining in detail the objectives of
preschool education, as well as assigning times to publicize the achievements that
are being obtained with their support, the difficulties could be the parents' time, the
disposition of others.
How can educational practices be improved to help students reach their
potential?
Creating spaces to strengthen teaching practice through visits by educational
authorities in which there is objective feedback and which provide immediate tools
that serve to strengthen the areas of opportunity in the classroom in general.
Then watch the video "Quality education for all" and answer the following
questions
What are the characteristics of your school community?
The center currently has __ students, mostly from different neighborhoods in the
area: Poblado Puerto Aventuras, and other localities. In addition, due to the
characteristics of the center and being located in an area of high mobility of people,
the incorporation of students from other nearby areas belonging to the municipality
of solidarity is increasingly numerous. In general, we have a student body that is
motivated by educational and cultural aspects, although we detect scarce work
habits and a culture of minimum effort and immediacy. This is clearly linked to the
socio-cultural level and the interest of their families. The situation is aggravated with
certain students where the low school performance and the confusion of the
families about what to do (lack of limits and rules, irregular support, family
situations, etc.) are the main reasons for this situation.

How did you collaborate to make education inclusive?

Three that can be carried out Three that can be carried
Indicates three actions you by the school out by the education
can take authority

• Parent involvement
activities on the
• activities involving importance of
girls and boys in preschool
tasks that are attendance.
believed to be • Attention to families • seek support for
exclusive to men. by the children in need
• to reduce Psychopedagogical of scholarships.
educational Team. • offer courses to
backwardness, • the teaching staff
following up on for training in the
students who are areas of
constantly absent. opportunity.
• generate specific
programs or
actions
- promote situations in to reduce school
which the use of backwardness.
the Mayan
language is
emphasized.

What do you consider to be a comprehensive education and how to achieve

it?
is one that provides children with all the knowledge and skills necessary for their
development in the different areas of people's lives and is achieved through
teaching students to think, reason, live together, make decisions that involve them
and others.
ACTIVITY 3
Develop an outline or graphic organizer where you capture the ideas
expressed in Activity 2, with the purpose of identifying the main concepts.
Include strategies to transmit it to the educational actors involved in your
community in order to contextualize them in the challenges implied by the
Educational Model.
ACTIVITY 4
Write a text in which you specify the coincidences and differences of these three points in
relation to your answer to the question: what is learning for? (ACTIVITY 1) Save this text in your
evidence portfolio.
ACTIVITY 5

Observe and analyze the table of the Achievement of the Profile of Graduation. For each of the
11 areas, indicate 2 actions that can help you to achieve these results
Compare this graduation profile with that of the Primary Level.
For each area, write a sentence describing the progress in gradualism

No. FIELD ACTIONS COMPARISON PHRASE

1 language and communication
Expresses emotions, likes and
dislikes and ideas in their native
language. Uses language to relate
to others. Understands some
English words and expressions.
Conduct assemblies in is distinguished because
which rhymes in different the student acquires the the conventional writing
languages of the region writing system and system is acquired and used
are read. communicates using oral to communicate.
2. activities in which they and written language.
have to talk about the way
they celebrate Mexican
traditions and compare
the similarities and
differences.

2 Count to at least 20. Reasons to the main characteristic is

solve problems and organize
information in simple ways (e.g., in
tables). of quantity, building
structures with figures and
geometric bodies
3 1.Develop activities in
Exploration and understanding of and actively explore about
the natural and social world Shows
curiosity and wonder. Explores the
immediate environment, raises
that in primary school Procedures and concepts
knowledge is already being have been acquired to
acquired about support mathematical
procedures to follow to problem solving.
1. promote the use of solve a mathematical
personal resources and problem as well as
learn about those of their mathematical concepts.
peers in solving
mathematical problems
2.Carry out actions on
collections such as:
adding, removing, joining,
separating, iterating or
distributing elements.
which the children directly
 questions, record data, develop
simple representations and
expand their knowledge of the
world.

animals in their
environment.
2.Record and describe the
various weather
conditions that occur in
outdoor activities: sunny,
cool, cloudy, windy, rainy
and the combinations that
occur.
4 1.
2.
5 1.
2.
6 1.
2.
7 1.
2.
8 1.
2.
9 1.
2.
10 1.
2.
11 1.
2.

ACTIVITY 6 KNOWLEDGE, SKILLS, ATTITUDES AND VALUES

The curricular approach is based on the construction of knowledge and the development of
skills, attitudes and values. In this sense, its approach is competency-based, but competencies
are not the starting point of the Plan, but the point of arrival, the final goal, the result of
acquiring knowledge, the development of skills and the acquisition of attitudes and values.
Experience in this area at the international level tells us that by seeking true mastery of 21st
century skills, we are heading in the right direction.
Write a text explaining how you encourage positive attitudes toward learning in your students.
Keep it in your portfolio of evidence.
ACTIVITY 7

Write down what are the main curricular innovations regarding the field of Academic Training or
the Personal and Social Development Area in which you work.

It also indicates which aspects are currently maintained.

ACTIVITY 8 EXPECTED LEARNING
Read carefully the description of expected learning (2017, pp.110-111). Make a comparative
table in which you write the main similarities and differences of the expected learning from the
2011 and 2017 program.

MAIN DIFFERENCES OF THE EXPECTED MAIN SIMILARITIES OF THE EXPECTED

LEARNING OF THE FORMATIVE FIELD OF LEARNING OF THE FORMATIVE FIELD OF
MATHEMATICAL THINKING MATHEMATICAL THINKING
ACTIVITY 9

Graphic organizer in which you describe themain similarities and differences of the
Organization of Expected Learning of the 2011 program and those of the 2017 program.
After watching the video, write down three main ideas on how you will change your planning
by implementing them.
ACTIVITY 10
Develop a table indicating the actions you take on how you motivate and influence your
students to reach their full potential.

Actions that I take on how I motivate and

influence my students.
After watching the videos: What actions can you implement to strengthen your motivation and
attitude towards learning?

ACTIVITY 11

Identify the main ideas and write them down in an outline to help you remember them.

No. PEDAGOGICAL PRINCIPLES

ACTIONS TO PROMOTE THEM
 1.
1
2.
1.
2
2.
1.
3
2.
1.
4
2.
1.
5
2.
1.
6
2.
1.
7
2.
1.
8
2.
1.
9
2.
1.
10
2.
1.
11
2.
1.
12
2.

ACTIVITY 12
Answer the following questions as a group, once elaborated, put it on display for a collegial
discussion.

1. What is education for you?

2. Why is your role as a teacher so important?

3. What is your commitment to education and teaching?

4. What is learning?
Lesson 2. Importance of Preschool Education

ACTIVITY 1. Importance of preschool education.

After watching the video "What do and can children between the ages of 3 and 5 learn?"
Reflect...
- What do and can children between the ages of 3 and 5 learn?
• What do they learn at home and what do they learn at school?

• Have you ever wondered why preschool education is so important?

• What does preschool education offer that children cannot have at home?

After reading "Importance of preschool education" (Key learning for comprehensive

education. Preschool education. Study plan and programs, didactic orientations and
evaluation suggestions pp. 156 - 157) complements the initial ideas about children's learning:
Review your work journal or the children's personal files and reflect:
• What explanations have you given yourself about these questions?

• What can preschool education help your students express themselves better,
to use language to relate and learn?

ACTIVITY 2. The challenges of preschool education in current contexts.

After reading Los desafíos de la educación preescolar en los contextos actuales
(Aprendizajes clave para la educación integral. Preschool education. Plan
and study programs, didactic orientations and evaluation suggestions (pp. 61-62). Reflect.......
• What challenges do you identify in the context of your group?
Rank the challenges you identified.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

After discussing with your peers and authorities the challenges you identify, develop
proposals to address the challenges in the school. Discuss with your students' families how
you can address the group's major challenges together.

- PROPOSALS FROM TEACHERS/AUTHORITIES.

 TEACHER/PARENT PROPOSALS.

Lesson 3. Suggestions for evaluation and planning

Activity 1. Evaluation approaches.
After performing the reading of the PDF text: Tonucci and Ferreiro, record the ideas that
help to explain:

• How is evaluation in preschool education and why?

• What is important to avoid when assessing children's progress in preschool education?

 Review 5 entries in your work journal and what you have noted in 5 of your students' files.
Reflect on and take note of the following:

• What instruments do you use in the evaluation of your students, why those?

• What information do you record and when do you record it?

• What do you do with that information?

Activity 2. Evaluation in practice.
After reading the text "Evaluación" (Aprendizajes clave para la educación integral. Preschool
education. Study plan and programs, didactic orientations and evaluation suggestions pp.
174177). Answer the following questions; make personal notes with your answers:
• What is the meaning of evaluation in preschool education?

• What and when is preschool evaluated?

• How is preschool evaluated?

 • What tools can we use to record information?

• How should the family be involved in assessing their children's progress?

Review your notes from the previous activity in light of this reading and respond:
• How close are you to a meaningful assessment as proposed in Key Learnings for
Comprehensive Education. Preschool Education. Study plan and programs, didactic
orientations and evaluation suggestions?
 • What do you need to specify or modify in your data records in order to have an idea of
your students' progress and to have elements for decision making?

Activity 3. Work organization.

After reading the section "Work organization". (Key learnings for comprehensive education.
Preschool education. Study plan and programs, didactic orientations and evaluation
suggestions pp. 159168) answers the following questions in writing:
• What does it consist of to build a learning environment, according to what is stated in the
section?

• What is raised regarding the need to transform the practice and construction of
knowledge?

• What is the slogan?

• What does the teaching intervention consist of?
• How do you approach the relationship between the school and the families?

• What role does each play in children's learning?

• What does it mean to cater to diversity?

Activity 4. Work planning.
After reading the section Sugerencias para la planificación y el desarrollo del trabajo
docente (Aprendizajes clave para la educación integral. Preschool education. Study plan and
programs, didactic orientations and evaluation suggestions pp. 169-174) answers the
questions in writing:

• Why is it important to plan?

• How are planning and evaluation related?

• What information is required before planning?

• What does planning consist of?

• What is the difference between planning, work plan and organization of the day?

• Which of the features proposed in the text do you identify in your plan?
• What aspects of your planning process do you need to modify?

• What elements do you need to take back to improve your processes?

Lesson 4. Language and communication
Activity 1. Pedagogical approach.
After reading "Pedagogical approach" (pp. 189-193) of the academic training field Language
and Communication, reflects:

• What new information do you identify?

• What are the experiences expected to enable children?

• How does it relate to the didactic situations you have designed?

 • What do you need to consider in your organization of didactic situations?

Activity 2. Expected learning.

After reading the expected learning outcomes of the academic training field Language and
Communication (pp. 198) and watch the video of the expected learning of the academic
training field Language and communication. See how they relate and think about your
students. Reflect on and take note of the following:

• What do you identify in the expected learning that you have worked on with them?
• What do you need to consider in order to enrich the didactic situations you propose to the
children in your group?

Activity 3. Activities with texts.

Review the table of expected learning from the Literature Curriculum Organizer. Identify the
expected learning that is related to the comprehension, interpretation and exchange of texts.
Review your planning for the last two months. In relation to the activities with texts that you
have carried out, prepare brief notes considering the following table:

TEXTS USED WITH CHILDREN

WHAT TEXTS IN WHAT HOW HAVE WHAT DO WHAT DO YOU
HAVE YOU ACTIVITIES THEY USED CHILDREN DO DO IN THE
USED WITH DID YOU USE THE TEXTS, IN ACTIVITIES?
YOUR THE TEXTS? WHAT DO THE
STUDENTS? THEY DO ACTIVITIES ?
WITH THEM?
Read the text Comprehension of texts, (pp. 203-205). Review your activity log with texts.
Identifies and records:

• What kinds of experiences will enrich your students' learning?

• What forms of intervention are necessary to implement in your practice?

Activity 4. Situation of reading aloud and text comprehension.

After selecting the expected learning related to text comprehension that you have worked on
the least with your students. Organize a read-aloud activity with them and carry out one of the
forms of exchange proposed in the Teaching Guidelines (p.199-211). Develop the activity with
your students and make sure that the classroom set-up allows all children to be comfortable,
listen to your reading and see the illustrations, if applicable. Evaluate the experience, the
children's participation and your intervention. Consider the following points and make notes in
your Journal:

• Identify your students' progress in relation to the expected learning expected in the
situation. If you notice something particular in one or more children, take it into
account to also note in their file(s): something they did not do or know and now they
do, or vice versa; in these cases write something about the conditions under which
the children did or did not do what you document and note the date. This information
should be relevant for future situations and for the evaluation of your students'
progress.

• What conditions influenced the development of the situation? (Favorable or

unfavorable)

• Did your intervention support the development of the situation? Why?

• What do you identify as needing to be strengthened and modified in the situations in
which you are involved?
conditions under which it is developed and in your intervention? Why?
 Lesson 5. Infrastructure, equipment and
Educational materials
Topic 5.1 Relationship between infrastructure and learning
Watch the following video in your support material: How to improve educational spaces
https://www.youtube.com/watch?v=bvvfTwooafo
Activity 1. The physical infrastructure of my school
Read the Infrastructure and equipment section of the book Aprendizajes.
Key to Comprehensive Education (pp. 45-49)

✓ In your workbook, write a text about the physical infrastructure of your school that answers
the following questions:

• Do you consider it adequate for the demands of the Educational Model?

- Compared to the descriptions in what you read and Prakash Nair's video, what is missing
and what can you do with your community to improve it?

• Is there a culture in your school that promotes the school being clean and a pleasant place
to work?
• Is it well cared for? Does the entire school community participate in its care?

Theme 5.2 Availability of quality, diverse and relevant educational materials

Do you identify the educational materials currently available and working in your school?
✓ Read the sections Educational materials (p. 45) and Educational Materials Policy (pp.
125-129) from the book Aprendizajes Clave para la educación integral.

✓ In your workbook make a list of the materials your school currently has and works with.
This diagnosis should serve to recognize the needs of the school community. We
suggest you visit the classrooms and the library and ask the teachers.

✓ Below the list write your reflections on how the educational materials help to achieve the
learning purposes of your students.

Topic 5.3 Use of materials to promote educational practices within the framework of
the Educational Model
Activity 3. Work materials for teachers
✓ Consult in your support material the article: The textbook of the future: a teacher and
student construct by Thomas M. Duffy and Rodrigo del Valle.
✓ Based on your reading, write a summary in your workbook with the ideas you consider
relevant. At the end, answer the following questions:
• What do you think of the materials used in your school?
• Do they meet the learning objectives of the new pedagogical proposals? Why?
• What role do educational materials play in generating learning environments in the
classroom?

- What is the importance of using educational materials for classroom management?

Lesson evaluation
Make a concept map where you synthesize the information you reviewed in this lesson. You
can make the map on a poster board, or you can use a digital resource such as
CmapTools or Bubble.us.
To learn more...
As a support for your work, we invite you to get to know spaces where you will find digital
resources to enrich both your collection of didactic materials and your planning.
Key Learning Resources for Comprehensive Education
At
http://www.aprendizajesclave.sep.gob.mx/index-multimedia-infografias.ht ml
Educational Window
At http://ventana.televisioneducativa.gob.mx/
Learn 2.0
At https://recursos.aprende.edu.mx/#/
PruébaT
At https://pruebat .org/
Lesson 6. Exploration and understanding of the natural and social world

INTRODUCTORY ACTIVITY

Write, briefly, What do you consider important for your students to learn in relation to
understanding the natural and social world?

How do you favor it?

Identify in your planning four didactic situations from the field (two from the Natural World
aspect and two from the Social aspect); to what learning they are oriented; and, how was your
intervention.

Read "Exploration and understanding of the natural and social world" Pedagogical approach
in Key learning for comprehensive education. Preschool education. Study plan and programs,
didactic orientations and evaluation suggestions, pp. 256-260.

Identify what is important for them to learn and how to promote it. Underline or mark the text.
Answer What needs to be transformed in your teaching practice with respect to working with
the field?

2. Identifies the changes in the learning objectives for the children in the programs.
2011 and 2017, answer the following questions:

WBS 2011 QUESTIONS WBS 2017

What changes?

What is added?

What is eliminated?

What is required?
ACTIVITIES 1, 2 AND 3

• Select the information that will help you design a didactic situation to promote the
expected learning:
"The child...obtains, records, represents, and describes information to answer questions and
expand his or her knowledge of plants, animals, and other natural elements."

• Design a didactic situation considering the selected expected learning, carefully

identify what the children will do and what you will do, oriented to the intended
learning.

• Apply the didactic situation with your students and reflect, during and after, on the
functionality of its design, its implementation and the opportunities the children had in
relation to the selected learning.
ACTIVITY 4
Reflection and reflection on the practice.

The situation demanded a lot from the children:

The way in which I intervened to favor the selected expected learning consisted of:

What worked well about the situation was:

What needs to be rethought is:

Lesson 7. Arts
ACTIVITY 1

Identifies the main changes of the new proposal with respect to the approach and expected
learning of the field in the 2011 Preschool Education Program.

MAIN CHANGES IN EXPECTED

MAIN CHANGES IN APPROACHES LEARNING
2011 2017 2011 2017

Reflect on the work you have done with your group in relation to the Arts.

Read in the section of this Area the information corresponding to the role of the teacher and
identify the new challenges that arise from what is described there. (p. 284)

Identify in the Arts Area Expected Learnings which ones you have worked on less frequently
in your group.
 ACTIVITY 2

Read the Didactic Orientations section (pp. 291-301).

Select and record information that supports your teaching practice to work with your students
on artistic expression.

Choose an Expected Learning

With the information of the pedagogical approach and the didactic orientations, design a
didactic situation.

Carry out the designed situation and observe in detail the performance of 5 random students,
record their achievements. Collect evidence.

Record in your diary the most relevant aspects of the application of this experience, with
respect to the response of the children and your intervention, and reflect on this information.
 ACTIVITY 3

Analyze your records and your students' productions with the help of the following questions:

How did you explore the resource used?

What did they discover in that exploration?

What do you detect that you need to

What did your students do in relation modify in your work?
to the expected learning from your
teaching situation?
Lesson 8. Socio-emotional education

ACTIVITY 1. PREVIOUS IDEAS

Based on your experience, answer the following questions:

Why is personal and social development important for preschool children?

What do children learn in this field?

In what situations do you consider that their development is favored?

ACTIVITY 2. PEDAGOGICAL APPROACH IN PRESCHOOL
Consult in your support material the section "Pedagogical approach for preschool" of
Socioemotional Education (p.p. 307 to 311) and discusses the following:
What new approaches do you identify?

What approaches continue in relation to the 2011 Program?

What do they mean by "children's opportunities"?

What is the teaching intervention expected to be like?

Based on the above analysis, reflect on the following. Record your ideas:
How do you change the ideas you had about what is important for children to know?
how to intervene and what kind of opportunities to offer children.
ACTIVITY 3. COMPARISON BETWEEN COMPETENCIES AND EXPECTED LEARNING
Read the Preschool Education Program Competency Charts 20
11 and Learning
expected from the 2017 Program. Compare and record the following:

What changes do you identify?

What remains?

What is eliminated?
What's new?

ACTIVITY 4
Read the following Expected Learning: Persists in challenging activities and makes decisions
to conclude them (Organizer 2. Makes decisions and commitments).
Check in your support material
the Didactic orientations section on pages 319 to 327.
Identifies the types of experiences, forms of intervention and support resources related to this
learning.
What information do you find valuable to guide
and support this learning with your students?

Based on this information, design a didactic situation to be implemented in

your group. It also considers the general didactic orientations (in section
Organization of Work), (pp .159 to 168) reviewed above.
Apply the didactic situation.
Record relevant information about your experience:
What did the children do when faced with the situation you proposed to them?

Did you try different strategies to resolve the situation?

Did they make several attempts to solve it and did they express their difficulties?

Did you observe children who

were not very involved or did not complete the activity?

In the face of your children's behavior: How did you intervene? Why did you decide to
intervene in this way?

What is important to consider for the design and development of upcoming scenarios related
to this area of development?
Lesson 9. Physical Education

Activity 1. Curricular Organization and Pedagogical Approach

Review the comparative chart the of the Curricular Organization of the Formative Field in the
Preschool Education Program 2011 and the Development Area in 2017.
Identify the following: What changes?

What is eliminated?

What remains?

What is required?

What's new in Key Learnings for comprehensive education.

Preschool education?

Complete your answers with the information contained in the section Pedagogical approach.
Based on this review, make a record of the physical development activities you usually do
with your students in a work week, considering:
Time you dedicate to each one.

Educational intent.

The resources you use.

Activity 2. Practice analysis
Analyze your activity log considering the following aspects. Draw conclusions:

How much time do your students engage in physical activity?

At what points in the day do your students have opportunities to manipulate various objects,
engage in games and activities that involve moving all parts of the body, and solve situations
through different movement possibilities?

What learning do you think your students achieve by participating in these activities?

Which of the learning that you propose, which ones do the children achieve from the
opportunities that you provide them and which ones do they acquire as part of their natural
development process?

How have you worked on the "Physical development and health" training field?

Based on the previous activities, answer the following:

From your teaching intervention, what would you maintain in order to encourage your
students to develop their physical, cognitive and social skills as proposed in the "Physical
Education" development area?

What would you change to improve your teaching intervention?

Activity 3. Didactic orientations
Read the Didactic Orientations section and identify the following:
The types of experiences children should have in relation to Physical Education.

The times of the day when you can help your students develop their physical, cognitive and
social skills.

The forms of teaching intervention that enable children to learn and have fun.

Resources that support the achievement of the expected learning in this area.

Review your students' records and identify the information you have regarding this Area.
What motor skills have your students achieved?

What experiences could you provide for your students to develop new physical skills and
hone others?
Consider the above information to design a didactic situation.
Start by selecting a learning to promote in your students.
Put the situation into practice.
Observe what your students do in the activities and reflect on the following aspects:
Were the activities interesting and challenging for your students?

Were the materials varied and in line with the educational intent of the activities?

How do you value your intervention? What would you strengthen? What would you change?
Lesson 10. Closing of the course, evaluation and satisfaction survey
Lesson 10 Induction:
https://www.youtube.com/watch?v=JpwAP1gMvrA
Course self-evaluation
✓ Identify the importance for you of the foundations of the Key Learnings for
comprehensive education, and the characteristics that correspond to the Curriculum
and your subject, area or level. Select from 1 to 4 the level of mastery you consider
you have of them, where 1 is insufficient, 2 is fair, 3 is good, 4 is excellent. Go for it!
 Course self-evaluation
Subject Value
The aims of education
Profile of graduates
Key Learning Characteristics
Key Learning Components
Pedagogical principles
Means to achieve the ends
The ethics of care
Practice of the 14 pedagogical principles
Infrastructure and equipment
Educational materials
The school at the center
Strengthening of schools
School Technical Assistance Services (SATE)
School Councils for Participation in Education (CEPSE)
Continuing education of teaching staff

Activity 1. My action plan

Select four aspects of your self-assessment in which you have assigned the lowest score.
Identify what issues are involved in these aspects, whether they are those related to:
• The Aims of education,
• The Profile of Graduation,
• The Characteristics or components of the Key Learnings,
• The general purposes and purposes of the level I teach,
• The pedagogical approach and description of the curricular organizers of the subject.
We invite you to review the lessons of this course and chapters II to V of the book
Aprendizajes Clave para la educación integral and the Libro para el Maestro de tu perfil
docente.
✓ Answer the following questions in your workbook:
1. How did I develop my work with this aspect prior to analyzing the Key Learnings for
comprehensive education?
2. With what additional resources other than those provided in the course did I supplement
the information or activities I did during the lessons?
3. What were the difficulties in the activities I performed when working on the selected
aspect? Mention those that were not and detail the reasons.
4. What do I need to strengthen for mastery in the areas where I had the most difficulty?
5. What are my areas of opportunity to advance in mastering this aspect?

Based on the identification of these issues and your answers, write an action plan that you
can follow and share it with your peers as evidence of your work.

Activity 2. Results of my planning

This activity consists of two moments:
In the first one, briefly write a successful experience and an area of opportunity in the
achievement of the expected learning to
each of the sessions where they put into practice their planning and the usefulness of the
Didactic Guidelines. We suggest you use the following scheme.

First implementation of planning

Successful Areas of opportunity
experience

✓ In the second moment, retrieve the results of the implementation of the

purposes in the lessons of the course.
 From this, write a successful experience and an area of opportunity
from the review of your results. Use the following diagrams to do so.

Second implementation of planning

Successful Areas of opportunity
experience

Third implementation of planning

Successful experience Areas of opportunity
Activity 3. My experiences during the course
For this collaborative space you will have two participations:
✓ In the first one: take up your action plan from Activity 1.
Identify those classmates with whom you can work collaboratively to achieve a
common goal and read about their three successful experiences.
✓ Then, do a group reading of one of your areas of opportunity so that your
teammates can provide you with suggestions for improvement to overcome
that area of opportunity.

✓ In the second: in a collaborative way, share your reflections on the question:

in what way do I contribute to make the subject, area or level that I teach
important for the achievement of the Profile of Exit and the Aims of
Education? Write a short paper or elaborate a concept map or graphic
resource where you take up these answers, plus those that you have
considered important for your subject, area or level in basic education
throughout the lessons.
Satisfaction Survey
Dear teacher:

The DGDC, DGTV and DGFC (SEB- SEP) would like to thank you for answering
this survey, which aims to know your opinion about the online course you have just
completed. Your answers will be of great value and will help to improve the work
being done to contribute to the curricular updating of Basic Education teachers.

To progress through the answers to your survey, you need to select at least one
answer for each question. This will allow you to send it to obtain your certificate of
participation. We recognize your effort and dedication to this course!
1 Educational level or type of educational service in which you work:

Pre es co lar
Primary
Secondary
Special education (Usaer, CAM, etc.)

2 Educational Service in which you work:

General Special Indigenous Migrant
3 Type of school organization:
Complete
Multigrade

4 .CCT_____________________________________

5.Sustaining
Federal
State
Private

6 Type of function:
Teacher
Teaching Technician
With management functions
With Supervision functions
With Technical Pedagogical Advisory functions

7 How did you hear about the course?

Through SEP's web pages.
By the DGFCAyDPMEB microsite Key learnings
By dissemination by the Local Education Authority of the State.
I was informed by the school supervision.
Through other teachers.
Other.

8 Was there any space where you received support to carry out your course (information,
access to Internet, library, printing of course materials, counseling, access to an organized
group, etc.)?
Teacher Center.
Educational Development Center (EDC).
Centro de Actualización del Magisterio.
In my school zone
At my school.
None.
Other.
9 Is the purpose of Lesson 1 appropriate for your curricular and pedagogical needs?
Excellent
Good
Partially
Insufficient

10 Are the resources (readings, videos, etc.) from Lesson 1 useful? Excellent
Good
Partially
Insufficient

11 Is the duration of Lesson 1 sufficient for autonomous work?

Excellent
Good
Partially
Insufficient

12 In general, how do you rate Lesson 1, does it provide a clear introduction to the Basic
Education Curriculum?
Excellent
Good
Partially
Insufficient

13 Are the purposes of lessons 2, 3 and 4 appropriate for your curricular and pedagogical needs?
Excellent
Good
Partially
Insufficient

14 Are the products of the activities in lessons 2, 3 and 4 appropriate for the work in your context?
Excellent
Good
Partially
Insufficient

15 Are the resources (readings, videos, etc.) in lessons 2, 3 and 4 useful? Excellent
Good
Partially
Insufficient

16 Is the duration of lessons 2, 3 and 4 sufficient for autonomous work? Excellent

Good
Partially
Insufficient

17 Overall, how do you rate lesson 2. Managers as leaders and promoters of change in their
sector, area and school?
Excellent
Good
Partially

Insufficient

18 How do you rate lesson 3. The ethics of care?

Excellent
Good
Partially
Insufficient

19.How do you rate lesson 4. Pedagogical transformation and curricular flexibility? Excellent
Good
Partially
Insufficient

Are the purposes of Lessons 5 and 6 appropriate for your curricular and pedagogical needs?
Excellent
Good
Partially
Insufficient

21 Are the products of the activities in lessons 5 and 6 appropriate for the work in your context?
Excellent
Good
Partially
Insufficient

22.Are the resources (readings, videos, etc.) in lessons 5 and 6 useful? Excellent
Good
Partially
Insufficient

23. Is the duration of lessons 5 and 6 sufficient for autonomous work? Excellent
Good
Partially
Insufficient

24. How do you rate lesson 5. Infrastructure, equipment and educational materials? Excellent
Good
Partially
Insufficient
 25. How do you rate lesson 6. Strengthening of schools?
Excellent
Good
Partially
Insufficient

26. Are the purposes of lessons 7, 8, and 9 appropriate for your curricular and pedagogical
needs?
Excellent
Good
Partially
Insufficient

27. Are the products of the activities in lessons 7, 8 and 9 appropriate for the work in your
context?
Excellent
Good
Partially
Insufficient

28. Are the resources (readings, videos, etc.) in lessons 7, 8 and 9 useful? Excellent
Good
Partially
Insufficient

29. Is the duration of lessons 7, 8 and 9 sufficient for autonomous work? Excellent
Good
Partially
Insufficient

30. Overall, how do you rate lesson 7. School Technical Assistance Service (SATE)?
Excellent
Good
Partially
Insufficient

31. Overall, how do you rate this satisfaction survey, does it recover your overall appreciation of
the course?
Excellent
Good
Partially
Insufficient
32. How do you rate lesson 8. The family-school relationship and the strengthening of the
School Councils for Social Participation in Education (CEPSE)? Excellent
Good
Partially
Insufficient

33. How do you rate lesson 9. Continuing education of teaching staff? Excellent
Good
Partially
Insufficient

34. Overall, how do you rate this satisfaction survey, does it recover your overall appreciation of
the course?
Excellent
Good
Partially
Insufficient

35. If you have suggestions on aspects that could be improved in the course, please write them
below: