Universidad Dominico-Americano

Didáctica General

Presentada por:

Luis Abel Joaquín Martínez

2018-30-3-0042

Sección II

Facilitadora: Ana Maria Martijena Aceto (MA)

15 de Julio del 2019

Santo Domingo, D.N
Planning:
Planning is the act or process of making or carrying out plans specifically:
the establishment of goals.
What is to be planned regarding the curriculum?
Specific competences and core competencies, activities, content, strategies
and procedures.
Curriculum planning involves the implementation of different types of
instructional strategies and organizational methods that are focused on
achieving optimal student development and student learning outcomes.
Instructors might structure their curriculum around daily lesson plans, a
specific assignment, a chunk of coursework, certain units within a class, or
an entire educational program.
How is the teacher supposed to know what to plan? because it is on the
curriculum, everything you need to know, is on the curriculum, the way
how to apply it, it´s up to you as a teacher.
Define:
Curriculum:
The term curriculum refers to the lessons and academic content taught in a
school or in a specific course or program. In dictionaries, curriculum is
often defined as the courses offered by a school, but it is rarely used in such
a general sense in schools. Depending on how broadly educators define or
employ the term, curriculum typically refers to the knowledge and skills
students are expected to learn, which includes the learning standards or
learning objectives they are expected to meet; the units and lessons that
teachers teach; the assignments and projects given to students; the books,
materials, videos, presentations, and readings used in a course; and the
tests, assessments, and other methods used to evaluate student learning. An
individual teacher’s curriculum, for example, would be the specific
learning standards, lessons, assignments, and materials used to organize
and teach a course.
Curricular Organization:
The term refers to the management of the elements of a curriculum into a
substantive entity.
 Different types of curriculum:
Subject-centered curriculum design is not student-centered, and the
model is less concerned with individual learning styles compared to other
forms of curriculum design. This can lead to problems with student
engagement and motivation and may cause students who are not responsive
to this model to fall behind.
Learner-centered curriculum design, by contrast, revolves around
student needs, interests and goals. It acknowledges that students are not
uniform but individuals, and therefore should not, in all cases, be subject to
a standardized curriculum. This approach aims to empower learners to
shape their education through choices.
Problem-centered curriculum design teaches students how to look at a
problem and formulate a solution. Considered an authentic form of learning
because students are exposed to real-life issues, this model helps students
develop skills that are transferable to the real world. Problem-centered
curriculum design has been shown to increase the relevance of the
curriculum and encourages creativity, innovation and collaboration in the
classroom. The drawback to this format is that it does not always consider
individual learning styles.
The Common Core curriculum is an attempt to create a one-size-fits-all
education for the nation. But before concentrating on particulars
Parents and politicians alike have taken issue with specific points within
Common Core while often failing to look at the bigger picture. The idea of
a common core curriculum is not wrong. After all, for over a thousand
years in the history of Western civilization, there was a common core
curriculum—classical, Christian education. The problem with the new
Common Core curriculum is that the educational goals of the program are
flawed.
Humanistic Curriculum
The learner as human being has prime significance for the Humanistic
Curriculum which aims at development and realization of complete human
personality of the student. The humanistic curriculum does not take student
as subservient to society, history or philosophy but as a complete entity.
The humanistic curriculum experts suggest that if education succeeds in
development of needs, interests, and aptitudes of every individual, the
students will willingly and intelligently cooperate with one another for
common good. This will ensure a free and universal society with shared
interests rather than conflicting ones. Thus, humanists stress on individual
freedom and democratic rights to form global community based on
“common humanity of all people”.
The Humanistic Curriculum is based on the belief that the education that is
good for a person is also best for the wellbeing of the nation. Here, the
individual learner is not regarded as a passive or at least easily managed
recipient of input. S/he is the choosing or self-selecting organism. To
design the Humanistic Curriculum, we have to focus on the question “What
does the curriculum mean to the learner?” Self-understanding, self-
actualization, and fostering the emotional and physical wellbeing as well as
well as the intellectual skills necessary for independent judgment become
the immediate concern of the Humanistic Curriculum. To the humanists,
the goals of education are related to the ideals of personal growth, integrity,
and autonomy. Healthier attitudes towards self, peers, and learning are
among their expectations. The concept of confluent curriculum and
curriculum for consciousness are the important types of humanistic
curriculum. Socrates, Plato, Aristotle, Locke, Rousseaue, Kant, and
Pestalozzi are some of the great humanists of the world history.
Multicultural curriculum uses various models and practices. Multiple
intelligences speak to the various ways students learn. Critical and creative
thinking is critical to multicultural curriculum as students are asked to
analyze, evaluate, critique, and create. Another critical model used in
multicultural curriculum is James Banks’ Integration of Multicultural
Content Model that ensures that multiple perspectives are provided.
Content used in multicultural curriculum must be contextual and authentic
to be meaningful to students. multicultural curriculum is interdisciplinary
or integrates many subject areas. Multicultural lessons are concept-based
and often project based. There is attention given to the affect or feelings
and emotions. All multicultural lessons are differentiated for students
based upon readiness, learning styles, interest as well as language and
learning needs. As stated previously, multicultural curriculum looks at
ways to include family and community.
Bilingual education is a term that refers to the teaching of academic
content in two languages, in a native and second language. Varying
amounts of each language are used depending on the outcome goal of the
model.
In education, the term assessment refers to the wide variety of methods or
tools that educators use to evaluate, measure, and document the academic
readiness, learning progress, skill acquisition, or educational needs of stun
education, the term assessment refers to the wide variety of methods or
tools that educators use to evaluate, measure, and document the academic
readiness, learning progress, skill acquisition, or educational needs of
students. Dents.
Evaluation:
Making of a judgement about the amount, number, or value of something;
assessment. Is a broader term than the Measurement? It is more
comprehensive than mere in-clusive than the term Measurement. It goes
ahead of measurement which simply indicates the numerical value. It gives
the value judgement to the numerical value. It includes both tangible and
intangible qualities.
Assessment:
Is defined as a process of appraising something or someone, i.e. the act of
gauging the quality, value or importance. As against, evaluation focuses on
making a judgment about values, numbers or performance of someone or
something. Assessment is made to identify the level of performance of an
individual, whereas evaluation is performed to determine the degree to
which goals are attained.
Differences
Assessment Evaluation
Is ongoing Provides closure
Improves quality Judges quality
Individualized Applied against standards
Not graded Graded
Provides feedback Shows shortfalls
Process-oriented Product-oriented

Besides the differences, there are also some similarities between

assessment and evaluation. The both require criteria, use measures and are
evidence driven.
Types of Assessment There are three types of assessment: diagnostic,
formative, and summative. Although are three are generally referred to
simply as assessment, there are distinct differences between the three.
 Diagnostic Assessment Diagnostic assessment can help you identify
your students’ current knowledge of a subject, their skill sets and
 capabilities, and to clarify misconceptions before teaching takes
place (Just Science Now!, n.d.). Knowing students’ strengths and
weaknesses can help you better plan what to teach and how to teach
it.
Types of Diagnostic Assessments:
 Pre-tests (on content and abilities)
 Self-assessments (identifying skills and competencies)
 Discussion board responses (on content-specific prompts)
 Interviews (brief, private, 10-minute interview of each student)

 Formative Assessment Formative assessment provides feedback

and information during the instructional process, while learning is
taking place, and while learning is occurring. Formative assessment
measures student progress but it can also assess your own progress
as an instructor.
Types of Formative Assessment:
 Observations during in-class activities; of student’s non-verbal
feedback during lecture
 Homework exercises as review for exams and class discussions)
 Reflections journals that are reviewed periodically during the
semester
 Question and answer sessions, both formal—planned and informal—
spontaneous
 Conferences between the instructor and student at various points in
the semester
 In-class activities where students informally present their results
 Student feedback collected by periodically answering specific
question about the instruction and their self-evaluation of
performance and progress.

 Summative Assessment Summative assessment takes place after the

learning has been completed and provides information and feedback
that sums up the teaching and learning process. Typically, no more
formal learning is taking place at this stage, other than incidental
learning which might take place through the completion of projects
 and assignments. Rubrics, often developed around a set of standards
or expectations, can be used for summative assessment.
Types of Summative Assessment:
 Examinations (major, high-stakes exams)
 Final examination (a truly summative assessment)
 Term papers (drafts submitted throughout the semester would be a
formative assessment)
 Projects (project phases submitted at various completion points could
be formatively assessed)
 Portfolios (could also be assessed during its development as a
formative assessment) Performances
 Student evaluation of the course (teaching effectiveness)
 Instructor self-evaluation.

 Formative: Evaluates a program during development in order to

make early improvements Helps to refine or improve a program Uses
When starting a new program to assist in the early phases of program
development.
Examples: How well is the program being delivered? What strategies can
we use to improve this program?
 Summative: Provides information on program effectiveness Is
conducted after the completion of the program design, Uses To help
decide whether to continue, end, or expand a program.
Examples: Should funding continue for this program? Should service
expand to other after-school programs in the community?
 Process: Focuses on program implementation Determines whether
specific program strategies were implemented as planned, Uses To
determine why an established program has changed over time to
address inefficiencies in program delivery to accurately portray
program operations to outside parties (e.g., for replication elsewhere)
Examples: Did your program meet its goals for participant recruitment?
Did participants receive the specified number of service hours?
 Outcomes: Focuses on the changes in comprehension, attitudes,
behaviors, and practices that result from program activities Can
include both short- and long-term results Uses To decide whether an
 activity affected participants’ outcomes to establish and measure
clear benefits of the program
Examples: Did your participants report the expected changes after
completing a program cycle? What are the short- or long-term results
observed among (or reported by) participants?
 Impact: Focuses on long-term, sustained changes as a result of
program activities, both positive and negative and intended and
unintended Uses To influence policy to see impact in longitudinal
studies with comparison groups
Examples: What changes in your program participants’ behaviors are
attributable to your program? What effects would program participants
miss out on without this program?

A standardized test is any form of test that (1) requires all test takers to
answer the same questions, or a selection of questions from common bank
of questions, in the same way, and that (2) is scored in a “standard” or
consistent manner, which makes it possible to compare the relative
performance of individual students or groups of students. While different
types of tests and assessments may be “standardized” in this way, the term
is primarily associated with large-scale tests administered to large
populations of students, such as a multiple-choice test given to all the
eighth-grade public-school students in a particular state, for example.

 Achievement tests are designed to measure the knowledge and skills

students learned in school or to determine the academic progress
they have made over a period of time. The tests may also be used to
evaluate the effectiveness of a schools and teachers or identify the
appropriate academic placement for a student—i.e., what courses or
programs may be deemed most suitable, or what forms of academic
support they may need. Achievement tests are “backward-looking”
in that they measure how well students have learned what they were
expected to learn.

 Aptitude tests attempt to predict a student’s ability to succeed in an

intellectual or physical endeavor by, for example, evaluating
mathematical ability, language proficiency, abstract reasoning, motor
coordination, or musical talent. Aptitude tests are “forward-looking”
in that they typically attempt to forecast or predict how well students
will do in a future educational or career setting. Aptitude tests are
 often a source of debate, since many questions their predictive
accuracy and value.

 College-admissions tests are used in the process of deciding which

students will be admitted to a collegiate program. While there is a
great deal of debate about the accuracy and utility of college-
admissions tests, and many institutions of higher education no longer
require applicants to take them, the tests are used as indicators of
intellectual and academic potential, and some may consider them
predictive of how well an applicant will do in postsecondary
program.

 International-comparison tests are administered periodically to

representative samples of students in several countries, including the
United States, for the purposes of monitoring achievement trends in
individual countries and comparing educational performance across
countries. A few widely used examples of international-comparison
tests include the Programmed for International Student Assessment
(PISA), the Progress in International Reading Literacy Study
(PIRLS), and the Trends in International Mathematics and Science
Study (TIMSS).

Psychological tests, including IQ tests, are used to measure a person’s

cognitive abilities and mental, emotional, developmental, and social
characteristics. Trained professionals, such as school psychologists,
typically administer the tests, which may require students to perform a
series of tasks or solve a set of problems. Psychological tests are often used
to identify students with learning disabilities or other special needs that
would qualify them for specialized services.