1# LOMLOE 🧑🏫 ELEMENTOS CURRICULARES (Programar no es tan complicado)
Introduction to the Series
In this section, Diego Fuentes introduces himself as a teacher and exam preparer. He explains that he will be starting a new series of podcasts related to the new educational legislation and curriculum development. The goal of the series is to help teachers understand and effectively implement the new curriculum in their teaching practice.
New Podcast Series on Curriculum Development
- Diego Fuentes is starting a new podcast series focused on the new educational legislation and curriculum development.
- The series aims to help teachers understand and implement the new curriculum effectively.
- Each episode will cover different aspects such as curriculum elements, methodologies, and programming techniques.
Newsletter for Educators
Diego Fuentes mentions his newsletter for educators where he shares five educational insights every Monday at 3:15 PM. He encourages listeners to sign up for the newsletter to receive practical tips and resources directly applicable in the classroom.
Weekly Educational Newsletter
- Diego Fuentes has a weekly newsletter for educators.
- The newsletter provides five educational insights every Monday at 3:15 PM.
- It covers topics such as formative assessment routines, active methodologies, better grading practices, book summaries, webinars, etc.
- The newsletter is free to subscribe to and offers valuable resources for teachers.
Definition of Curriculum Elements
In this section, Diego Fuentes discusses the definition of curriculum elements according to Article 6 of the Lombloe (new educational legislation). He explains that curriculum includes objectives, competencies, content, pedagogical methods, and evaluation criteria. These elements are essential for effective program planning.
Definition of Curriculum Elements
- According to Article 6 of Lombloe (new educational legislation), curriculum refers to a set of objectives, competencies, content, pedagogical methods, and evaluation criteria.
- These elements are crucial for program planning and implementation.
Criterias of Evaluation and Competences
Diego Fuentes explains the relationship between criteria of evaluation, specific competencies, and key competencies. He emphasizes that program planning should consider both specific competencies within a subject area and the overall development of key competencies throughout primary education.
Criteria of Evaluation and Competences
- Program planning involves considering criteria of evaluation within specific competencies.
- Specific competencies are performance indicators that students should demonstrate through activities or situations.
- Key competencies are common to all subjects and aim to be developed throughout primary education.
- The goal is for students to acquire eight key competencies by the end of primary education.
Saberes Básicos (Basic Knowledge)
Diego Fuentes discusses "saberes básicos" (basic knowledge), which refers to the knowledge, skills, and attitudes necessary for acquiring specific competencies. He mentions that some curriculum documents may still refer to them as "content." However, it is important to understand that they encompass more than just factual information.
Saberes Básicos (Basic Knowledge)
- "Saberes básicos" refers to knowledge, skills, and attitudes necessary for acquiring specific competencies.
- Some curriculum documents may still use the term "content" instead of "saberes básicos."
- It is important to note that saberes básicos encompass more than just factual information.
Key Competences in Primary Education
Diego Fuentes highlights the importance of developing key competences throughout primary education. He mentions the eight key competences outlined in Article 11 of the Royal Decrees, which include communication, multilingualism, mathematics, science and technology, digital competence, personal and social competence, learning to learn, citizenship and entrepreneurship, and cultural awareness and expression.
Key Competences in Primary Education
- The goal of primary education is for students to develop eight key competences.
- These competences include communication, multilingualism, mathematics, science and technology, digital competence, personal and social competence, learning to learn, citizenship and entrepreneurship, and cultural awareness and expression.
Understanding Criteria for Evaluation
In this section, the speaker discusses the importance of criteria for evaluation and how it relates to specific objectives and competencies.
Evaluating Competencies
- Criteria for evaluation are prescriptive and help in selecting balanced basic knowledge to achieve specific competencies.
- These competencies are related to key competencies, which can sometimes be challenging to evaluate.
Concretizing Evaluation Criteria
- When planning a session or unit, it is important to concretize the evaluation criteria into specific learning objectives.
- These objectives help in designing assessment instruments and assigning appropriate weightage based on their frequency in the unit.
Achieving Key Competencies
- The concretized objectives assist in achieving key competencies that are related to the evaluation criteria.
- The process involves selecting relevant basic knowledge from various content areas.
Example of Evaluation Criteria in Artistic Expression
In this section, the speaker provides an example of an evaluation criterion within the context of artistic expression.
Evaluating Artistic Expression
- The speaker presents a specific evaluation criterion: "To critically assess habits, tastes, and artistic references from different periods and cultures by reflecting on their evolution and relationship with present-day."
- This criterion is quite general and needs to be further specified into measurable and realistic learning objectives.
Concretizing Objectives for Clarity
- To ensure clarity for both students and teachers, the general criterion is broken down into specific, measurable, and realistic learning objectives.
- These objectives guide instruction towards achieving key competencies while allowing flexibility for teachers to choose relevant content.
Situations of Learning as Contextualized Units
This section explains situations of learning as contextualized units that promote the development of key competencies.
Definition of Situations of Learning
- Situations of learning are activities that require students to demonstrate competencies and contribute to their acquisition and development.
- These situations are contextualized and differ from traditional units of instruction.
Contextualizing Learning
- Situations of learning are designed based on the context, interests, and challenges that motivate students.
- They go beyond the school hours and aim to engage students in meaningful learning experiences.
Programming Competency-Based Units
The speaker emphasizes the importance of programming competency-based units by providing context and relevance.
Focusing on Competencies
- By focusing on competencies, teachers can ensure that their instructional plans align with the desired outcomes.
- Providing context within the unit helps create meaningful learning experiences for students.
Avoiding Moral Judgments
- The speaker mentions that moral judgments or ethical discussions may not be appropriate at this stage.
- The goal is to provide ease in understanding these concepts without delving into complex ethical debates.
Conclusion and Next Steps
The speaker concludes by summarizing key concepts discussed in the video and hints at future topics.
Key Concepts Recap
- The curriculum serves as a reference point for designing instruction, emphasizing inclusivity, life preparation, and transversal elements.
- Situations of learning promote contextualized teaching approaches that motivate students beyond school hours.
Future Topics
- The next episode will focus on exit profiles and operational descriptors.
- Any doubts or questions can be addressed in the comments section.