The subject is located in module 3 of the foundation of educational processes. This module aims to bring students closer to the framework, structure and meaning of educational processes in both formal and non-formal settings, studying them from a perspective of maximum diversity, breadth and interdisciplinarity. The analysis will be developed from the micro levels (classroom, teams, individualized interventions, tutorials, work with small groups) to the macro levels (services and institutions), integrating perspectives that overcome situations of social and educational exclusion, stimulating inclusive cultures and practices. .

The five subjects that make up this module support the student in the following directions. The subject of General Didactics introduces you to the knowledge and analysis of the teaching and learning processes, and the specific ways of organizing them; Educational and Social Guidance, for its part, provides a series of resources and tools, aimed at the different agents, which serve as support for the teaching and learning processes; Educational Psychology studies the changes that occur in the behavior of the subjects as a consequence of the teaching-learning processes, making visible the psychological variables that have a greater incidence on them; Organization and Management of educational processes, services and institutions allows us to delve into the structure and dynamics of educational entities in order to favor the educational processes that take place in them; finally, the subject of Inclusion and Exclusion Processes relocates the previous dimensions within a framework that highlights situations of inequality and seeks perspectives that help build more cohesive and integrated social fabrics that are committed to human development.

The AIM of this module is developed using the ABP/PBL methodology, it consists of approaching a real educational process before which a written document and also an oral presentation will be presented.

1) Analyze the characteristics and scope of Didactics, and differentiate it from other Educational Sciences 1.1. Contrast sources of information and use reliable data

1.2.Identifies the characteristics of didactics and places them in social education



2) Understand the theoretical foundations of Didactics to argue meaningfully about the processes of teaching and learning

2.1. Select the appropriate information based on scientific and ethical indicators

2.2. Uses reasoned and theory-based arguments from criticism

3) Know the characteristics of the teaching-learning processes and thus be able to elaborate critical reflections

3.1. Takes into account and values social and collective needs

3.2. Realistically assesses the methodological actions that can be carried out with existing resources



4) Know the basic elements and phases of teaching planning, and apply them in their different practical fields

4.1. Relates and differentiates the phases of the intervention and the elements of the DU coherently

4.2. Has taken into account inclusion and diversity in the design of the teaching-learning process

4.3. It is explained and communicated clearly in the presentation managing time



5) Solve alleged educational problems and make professional decisions based on them

5.1 Intervene ethically and realistically on educational-social problems

5.2. Proposes positive solutions from the sections worked on in theory

6) Actively participate in the work groups fulfilling the commitments acquired

6.1. Contributes to the interaction and coexistence of group members

6.2 Has maturely managed potential group conflicts



7) Maintain a positive attitude and constant improvement

7.1. Actively participate in class

7.2. Show a respectful attitude



8) Show a creative and innovative spirit when designing actions and seeking solutions to supposed educational problems

8.1. Make professional and reasoned decisions by fostering imagination

8.2. Introduce innovative elements in interventions

1. Fundamentals of Didactics. In this topic, the basic concepts of Didactics are defined and interpreted, which will be fundamental instruments throughout the course and the career.



2. Teaching and learning in education. In this topic, the teaching-learning processes are analyzed and characterized as the fundamental axis of Didactics.



3. Socio-educational intervention: instruments for planning or analysis. In this topic, the instruments to structure the socio-educational intervention are studied and interpreted, both in formal education and in social education.



4. Development of the curriculum - development of the project: fundamental elements. This topic delves into the theoretical and practical analysis of each of the main elements that articulate the instruments of socio-educational planning.



5. The evaluation. This topic underlines the importance of evaluation as an instrument for improving the program and the socio-educational context in which it intervenes.



6. Innovation. This topic analyzes the concept of innovation and delves into the theoretical-practical relationship between intervention, evaluation and innovation as the axis to stimulate adaptation to social demand and continuous improvement.

The methodological strategies to be used will be different:

a) reading and analysis of articles and/or books

b) participatory lecture explanations

c) analysis of professional assumptions through different methodologies Individual work will be continuously combined with group work.

The students will carry out various deliverables: written documents on specific aspects of the subject, reports, group work, portfolios.



In the case of blended or online methodology (due to COVID-19), we will work on the readings, videos, the explanations of the teacher and the students, the teamwork... that the subject requires for its development and for the work of the competitions, through eGela, where we will be available if the situation so requires.

• Continuous Assessment System
• Final Assessment System
• Tools and qualification percentages:
  • Written test to be taken (%): 30
  • Realization of Practical Work (exercises, cases or problems) (%): 25
  • Team projects (problem solving, project design)) (%): 30
  • La nota final de la asignatura será la suma de las notas obtenidas en cada forma de evaluación, con la condición de que en cada prueba se obtenga una nota mínima de un cinco. Las calificaciones obtenidas en la primera convocatoria (Mayo-Junio) se conservarán hasta la segunda (Julio) con el fin de realizar, una vez superadas todas las pruebas, el sumatorio de las mismas. Esto sólo se realizará durante el primer año de matriculación en la asignatura. (%): 15

- Continuous evaluation system

- Final evaluation system



TOOLS AND RATING PERCENTAGES

- Written test to develop 30%

- Carrying out practices (exercises, cases or problems) 25%

- Teamwork (problem solving, project design) 30%

ORDINARY CALL: GUIDELINES AND WAIVER OF ASSESSMENT SYSTEM FOR ON-SITE STUDENTS

Mixed evaluation system





- CONTINUOUS ASSESSMENT (FORMATIVE)

. Carrying out practicals in the classroom: 2.5 points on the final mark

. Group work: 3 points on the final grade

. Interdisciplinary module activity (AIM): 1.5 points on the final grade

. Final written defense: 3 points on the final note

It will be essential to pass each and every one of the elements evaluated to consider the subject approved, except the AIM.



Evaluation criteria

- Delivery of tasks within the designated period and follow-up of the requirements given in the realization and presentation of the same.

- Correct use of formal written language (absence of spelling mistakes; correct grammatical structure; use of terminology appropriate to the discipline). Adequate presentation of the bibliography, following the indications of the APA VII edition regulations.

- Give relevant information, justifying and reasoning the ideas expressed.

- Completion of all agreed tasks and participation in classroom activities.

- Use of ethical keys, gender perspective and social responsibility in the content of their work.

- Individual and group reflection on the process followed, the learning acquired, the difficulties encountered and the personal contribution to the final product, from a social education point of view.

formative assessment

- Feed-back by correcting the tasks.

- Tutorials.

- Self-evaluation and co-evaluation.



STUDENTS WHO ARE NOT GOING TO ATTEND CLASS AND WANT TO GIVE UP THE CONTINUOUS ASSESSMENT

Procedure: Students who are subject to continuous assessment and want to renounce it must notify the faculty in writing, before 9 weeks have elapsed, from the beginning of the semester.

Evaluation system

- Interdisciplinary module activity (AIM): 15% of the final grade

- Final test: 85% of the final mark Evaluation criteria

- The same evaluation criteria will be used as for face-to-face students.



STUDENTS WHO WANT TO WITHDRAW THE ORDINARY CALL

Procedure: It is enough with the non-presentation of the students



Article 12.2.- Waiver of the call

2.- In the case of continuous assessment, if the weight of the final test is greater than 40% of the grade for the subject, it will suffice to not take said final test so that the final grade for the subject is not presented or not. presented. Otherwise, if the weight of the final test is equal to or less than 40% of the grade for the subject, students may waive the - call within a period that, at least, will be up to one month before the date of end of the teaching period of the corresponding subject. This resignation must be submitted in writing to the teaching staff responsible for the subject.

EXTRAORDINARY CALL: GUIDELINES AND RESIGNATION OF STUDENTS WHO HAVE NOT PASSED THE CONTINUOUS ASSESSMENT

The note will be kept for students who have approved a section in the ordinary call and will only have to carry out those works that have been suspended or pending delivery.

STUDENTS WHO HAVE WITHDRAWN THE ORDINARY CALL

Evaluation system

- interdisciplinary module activity (AIM): 15% of the final mark

- Final test: 85% of the final mark

STUDENTS WHO WANT TO WITHDRAW THE EXTRAORDINARY CALL

Procedure: it is enough with the non-presentation of the students

See in the Moodle platform in the corresponding course

Basic bibliography

Ander-Egg, E. (1995). Introducción a la planificación.. Buenos Aires: Lumen

Apple, M. y Beane, J. (2005: 1997). Escuelas democráticas. Madrid: Morata

Aubert, A. Flecha, A. García, C. Flecha, R. Racionero, S. (2008) Aprendizaje dialógico en la sociedad de la información. Barcelona: Hipatía

Etxague, X. (Koord.) eta beste (2004). Didaktika Orokorra. Donostia: Erein.

Zabalza, M.A. (1987). Diseño y desarrollo curricular. Madrid: Narcea (Traducción en Euskera publicada por la UPV/EHU)

In-depth bibliography

Gimeno Sacristán, J. (Com). (2008). Educar por competencias, ¿qué hay de nuevo? Madrid: Morata
Hargreaves, A. (2003) Enseñar en la sociedad del conocimiento. Barcelona: Octaedro
Pérez Serrano, G. (2004). Pedagogía social-Educación social. Construcción científica e intervención práctica. Madrid: Narcea
Sevillano García, María Luisa (2005) Didáctica en el siglo XXI : ejes en el aprendizaje y enseñanza de calidad. Madrid: McGraw-Hill.
Stoll, Louise y Otros (2004): Sobre el aprender y el tiempo que requiere : implicaciones para la escuela. Barcelona:Octaedro.

Journals

Aula de innovación educativa
Cuadernos de Pedagogía
Hik Hasi
Revista iberoamericana de Educación
TANTAK

Web addresses

Educación Social www.eduso.net
Programa Educación en la Red: http://www.educared.net
Red académica y de investigación: http://www.rediris.es/recursos/
Revista de Educación INCE. www.revistaeducacion.mec.es/
Revista Educación Social http://www.peretarres.org/revistaeducacionsocial/