Course guide of Didactics: Teaching Theory and Practice (2561118)

None.

Teacher and teaching. Curriculum and action plan. Educational aims and purposes. Educational contents and competences. Teaching-learning models. Teaching customization. Direct teaching with the whole class. Teaching through collaborative-cooperative work teams. Teaching through inquiry and discovery. Autonomous work. Development of creative thinking in class. Class direction for teaching. Teaching assessment and evaluation. Educational innovation and improvement.

1. To understand the concept of Didactics, its study object and other related terms.
2. To know what curriculum is, its characteristics and elements that make it up.
3. To choose the appropriate procedure to plan the curriculum.
4. To have a methodological repertoire to promote significant and varied learning.
5. To design instruments for learning evaluation.
6. To connect evaluation methods with teaching methods.
7. To develop different learning techniques in class.
8. To know recommended guidelines for a good class management.
9. To offer creative and pacific solutions for school conflicts.
10. To encourage critical and creative reflection capacities to promote innovation and improvement in educational processes.
11. To raise awareness on how teaching planning has to respond to students heterogeneity.

• Didactics and Curriculum.
• Basic knowledge, objectives, competences and evaluation criteria
• Teaching methodology.
• Techniques and strategies for learning.
• Assessment and evaluation of the teaching-learning process.
• Class management for teaching.

• Reflection about what a good teacher is.
• Simulation and analysis of teaching-learning situations.
• Analysis of the different levels of curricular concretion.
• Planning a learning situation, including the design of evaluation instruments and materials.
• Analysis of different teaching methods.
• Performance (cognitive, communicative, motivational, creative, participatory, etc.) techniques to facilitate learning.
• Creation of a system of rules applicable in a Primary Education class.
• Conflict prevention and resolution originated in a Primary Education class.
• Reading and commenting scientific articles published in English and related to Primary
• Education didactic aspects and drew from the University of Granada library database.

• ALCINA, A. (2011). Teaching and Learning Terminology: New Strategies and Methods. Amsterdam: John Benjamins.
• BOLD, C. (2011). Supporting Learning and Teaching. London: Routledge.
• BOSS, S. y LARMER, J. (2018). Project-Based Teaching. How to create rigorous and engaging learning experiences. Alexandria, VA USA: ASCD.
• CROSS, B. (2009). Tools for Teaching. San Francisco: Jossey Bass.
• LARMER, J., MERGENDOLLER, J. y BOSS, S. (2015). Setting the standard for ProjectBased Learning. Alexandria, VA USA: ASCD.
• LARSON, B. E. & KEIPER, T. A. (2011). Instructional Strategies for Middle and Secondary Social Studies. Methods, Assessment, and Classroom Management. New York: Routledge.
• MOORE, K. D. & HANSEN, J. (2012). Effective Strategies for Teaching in K-8 Classrooms. London: SAGE.
• MORAL, C. (coord.) (2010). Didáctica. Teoría y Práctica de la Enseñanza. Madrid: Pirámide.
• MORAL, C. y PÉREZ, M.P. (coords.) (2009). Didáctica. Teoría y Práctica de la Enseñanza. Madrid: Pirámide.
• SMITH, A. (2018). Project-Based Learning made simple. Berkeley: Ulysses Press.
• SWENNEN, A. & VAN DER KLINK, M. (Eds.) (2009). Becoming a Teaching Educator: Theory and Practice for Teacher Educators. London: Springer.
• TYAGI, K. C. (2010). The Development of Teaching Learning Process. Jaipur, India: ABD Publishers. [Electronic resource].

• BERNARDO, J. (2004). Una Didáctica para hoy. Cómo enseñar mejor. Madrid: RIALP.
• CAMACHO. S. (2000). Técnicas de comunicación eficaz para profesores y formadores. Alcoy: Marfil.
• CHARD, S. C., KOGAN, Y. y CASTILLO, C. A. (2019). El Aprendizaje por Proyectos en Educación Infantil y Primaria. Madrid: Morata.
• COOPER, J. M. (2010). Classroom Teaching Skills. Belmont, California: Wadsworth.
• CULLINGFORD, C. (2010). The Art of Teaching: Experiences of Schools. London: Routledge.
• DE LA HERRÁN, A. y PAREDES, J. (coords.) (2008). Didáctica General. Madrid: McGrawHill.
• DÍAZ, F. (2002). Didáctica y currículo: un enfoque constructivista. Cuenca: Servicio de Publicaciones de la Universidad de Castilla-La Mancha.
• ESCUDERO, J.M., AREA, M., BOLÍVAR, A. (ed.) (1999). Diseño, desarrollo e innovación del currículum. Madrid: Síntesis.
• FARREL, T. S. C. (2009). Talking, Listening, and Teaching: a Guide to Classroom Communication. Thousand Oaks, California: Corwin.
• FRABBONI, F. (2001). El libro de la pedagogía y la didáctica. Madrid: Editorial Popular.
• GARCÍA, E. (2004). Didáctica y Currículum. Claves para el análisis en los procesos de enseñanza. Zaragoza: Mira Ediciones.
• GRIFFIN, P., McGAW, B. & CARE, E. (2012). Assessment and Teaching of 21st Century Skills. Dordrecht: Springer Science+Business Media B.V. [Electronic resource].
• JIMÉNEZ, E. (2019). Metodologías activas de aprendizaje en el aula: Apuesta por un cambio de paradigma educativo. Sevilla. Editorial Aula Magna, McGraw-Hill.
• LLORENT, V. J. (2019). Planificación e innovación en Educación Primaria. Madrid: Pirámide.
• MEDINA, A. y SALVADOR MATA, F. (2002). Didáctica General. Madrid. Pearson Educación.
• RAMÍREZ, A. (Coord.) (2019). Metodología de la acción tutorial en Educación Primaria. Madrid: Pirámide.
• RODRÍGUEZ, J.L. (2004). Programación de la enseñanza. Archidona: Aljibe
• RODRÍGUEZ, J.L., SALVADOR, F. y BOLÍVAR, A. (coords) (2004). Diccionario-Enciclopedia de Didáctica. Archidona: Aljibe.
• RODRÍGUEZ, M. (coord.) (2002). Didáctica general: qué y cómo enseñar en la sociedad de la información. Madrid: Biblioteca Nueva
• RODRÍGUEZ, R. A. y ALFAGEME, M. B. (2015). Innovación y enseñanza en Educación Primaria. Murcia: Universidad de Murcia.
• SEVILLANO, M.L. (2005). Didáctica en el siglo XXI. Madrid: McGrawHill.
• SHARMA, R. K. (2010). Issues in Teaching Learning. Jaipur, India: ABD Publishers. [Electronic resource].
• TYAGI, K. C. (2010). The Development of Teaching Learning Process. Jaipur, India: ABD Publishers. [Electronic resource].
• URUÑUELA, P. M. (2018). La metodología del Aprendizaje Servicio. Madrid: Narcea.
• ZEMBILAS, M. (2010). Teaching with Emotion: a Postmodern Enactment. Greenwood, CT: Information Age Publishing.
• ZEVIN, J. (2010). Teaching on a Tightrope: the Diverse Roles of a Great Teacher. Lanham, Md.: Rowman & Littlefield Publishers.

• http://www.educacion.gob.es/portada.html
• http://www.juntadeandalucia.es/educacion
• http://www.adideandalucia.es
• https://intef.es/

• MD01. Aprendizaje cooperativo. Desarrollar aprendizajes activos y significativos de forma cooperativa. 
• MD02. Aprendizaje por proyectos. Realización de proyectos para la resolución de un problema, aplicando habilidades y conocimientos adquiridos. 
• MD03. Estudio de casos. Adquisición de aprendizajes mediante el análisis de casos reales o simulados. 
• MD04. Aprendizaje basado en problemas. Desarrollar aprendizajes activos a través de la resolución de problemas. 

Evaluation criteria

• EV-C1 Verification of theoretical and practical contents domain, and critical thought about them.
• EV-C2 Assessment of essays, individually or groupally, paying attention to the presentation, redaction and clarity of ideas, structure and scientific level, creativity, argues capacity and critical awareness and updated used bibliography.
• EV-C3 Degree of involvement and attitude of students to participate asking questions, exposing ideas and debating as well as in the elaboration of individual and group works and in the sharing ideas.
• EV-C4 Attendance to class, seminars, conferences, tutorials, group sessions.

Evaluation instruments

• EV-I1 Written tests.
• EV-I2 Oral tests: essays presentation, group techniques, etc.
• EV-I3 Observation scales.
• EV-I4 Portfolios, reports, diaries.

Evaluation percentages

The value of activities completed in the course of the subject will be calculated with the following percentage:

• Theoretical part
  • Exam: 60%. It will be taken on the official date established by Faculty. It is necessary to get 3 points out of 6 to add up the rest of marks.
• Practical part
  • Learning Situation: 30%. Giving the learning situation in the established date will be obligatory and the final mark will depend on the quality and appropriate presentation. You need to get 1.5 points to pass the learning situation.
• Assignments and attitude: 10%. In this section, the quality of assignments, attitude and their predisposition to speak in English will be valued. Absences will not exceed three hour

It will be necessary to pass the exam and the learning situation separately. To pass the subject, a 5 must be reached.

Apart from mentioned, students can voluntarily read, summarize and comment an article written in English selected from the University of Granada journals catalogue (printed or electronic version). The abstract will have an extension of 20% article and the commentary between one and two pages. Together with the abstract and commentary of each article the highlighted document will be attached as well as the bibliography (following APA format style available on the Internet). Each article must content a minimum of 10 pages. Article recentness, relation to the subject, interest, accurate summarizing, quoting, commentary richness and argumentation will be aspects taken into account to raise marks. If within the same group several students decide to hand in this volunteer work, they will have to read different articles.

• Theoretical part
  • Exam: 40%. It will be taken on the official date established by Faculty. It is necessary to get 2 points out of 4 to add up the rest of marks.
• Practical part
  • Learning Situation: 40%. If the Learning Situation is not passed, the theoretical exam will include a practical part dedicated to retake it. 2 points will be needed to pass the learning situation.
• Assignments and attitude: 20%. In this section, the quality of assignments, attitude and their predisposition to speak in English will be valued.

These students will not receive a continuous monitoring, but it is advisable to keep in touch with the lecturer in office hours or through e-mail in order to get information about the subject progression.
They will have to give in an abstract and commentary of eight articles written in English. Articles must be related to the subject and selected from the University of Granada catalogue (printed or electronic version). Each reading must contain a minimum of 10 pages. Before starting to read, lecturer will have to approve the selected articles. The length of each abstract will be 20% of the article and the commentary between one and two pages. Together with the abstract and commentary of each article it will be attached the highlighted document as well as the bibliography (following APA format style available on the Internet).

The evaluation will be based on the following aspects:

• Exam: 80%. It will be completed on the official date set by faculty and it will consist of two parts: an oral exam, which will contain theoretical questions about the whole subject; and a written exam, related to the practical content (a curricular planning proposal). It will be necessary to get 4 points out of 8 in order to add up to the readings mark.
• Readings: 20%. Article recentness, relation to the subject, interest, accurate summarizing, quoting and commentary and argumentation richness will be aspects valued. It is compulsory to hand in abstract and commentary of each article to take into account the exam mark.

Información de interés para estudiantado con discapacidad y/o Necesidades Específicas de Apoyo Educativo (NEAE): Gestión de servicios y apoyos (https://ve.ugr.es/servicios/atencion-social/estudiantes-con-discapacidad).