Categories
Primary Education

Evaluation

The evaluation consists of the collection of information by the teacher both during the learning  process and the results obtained. It is present in all school life. It must be carried out with an  inclusive, continuous and constructive effect, to favor correct decision-making linked to  improvement. In addition, it should not only serve to assess the students, but also the teachers  themselves, to modify errors and continue with what works. This can also be applied to the  activities and spaces used for educational practice. 

All this corresponds to the formative evaluation for which we bet, since it focuses more on the adjustments that occur throughout the entire course with the intention of promoting learning by  improving it. Although, it can also be complemented with summative evaluation, which  assesses the final results of the process. All this is carried out through activities, projects,  rubrics …

References 

Ginés, N., & Piqué Simón, B. (2007). Evaluación para la inclusión: siete propuestas en forma de tesis. Aula de Innovación Educativa, 2007, num. 163-164, p. 7-11.

Authorship

Ángela López, Lucía Palacio, María Toyos y Ángela Ramos, 2020.

Categories
Primary Education

Hidden curriculum II

The hidden curriculum can be defined as the set of rules, customs, beliefs, languages and symbols that are manifested in the structure and operation of an institution (Acevedo, 2010), which are produced in parallel with the intentions of the explicit, manifest or written curriculum, and precisely through the practices with which it is developed. It refers to learning that is acquired by students although these aspects are not included in the official curriculum.

Any environment, including social, recreational and traditional activities, can lead to unintentional learning, since learning is not only connected to schools, but also to the experiences that a person has. In this case, it is at the pre-school or higher education level. It is everything that can be seen and heard, but transmitted and received unconsciously, at least without any recognised intentionality. 

According to Parcerisa (1999), the hidden curriculum transmits, above all, values and attitudes through a process of analysis and reflection, on many other occasions through what Bandura calls “vicarious learning” produced by teachers in their way of acting and through their intervention. 

References 

Acevedo Huerta, J. E. (2010, noviembre). El currículo oculto en las enseñanzas formales. Aspectos menos visibles a tener en cuenta para una educación no sexista. Temas para la educación. Recuperado de: https://www.feandalucia.ccoo.es/docu/p5sd7590.pdf 

Parcerisa, A. (1999). ¿Qué es el currículum oculto?

Authorship

Paula López Peña, Marcos Ruiz Vadillo, Lidia San Emeterio Uslé y Sandra Viso Sotorrío, 2020.

Categories
Primary Education

Silenced cultures

Culture is understood as the set of knowledge, customs, ideas that characterize a  group. In the same society several cultures can coexist, but there is always one  dominant, called “popular culture” that is the most represented and causes the  marginalization of the rest. In this way, a monocultural model develops, in which other  cultures are silenced and represented from the global idea that society has about  them. In the school environment we cannot see represented minority cultures such as  gypsies, transsexuals, Amish and poverty (their way of life, customs, work or jobs,  their history…) since silenced cultures are not mentioned in the curricular materials  because they do not fall within the ideals of the power groups.

One way to change this is to encompass education across cultures. It is important, the  evolution of each culture in contact and exchange with the others. In this way, we will  achieve an enrichment of silenced cultures and, in turn, of popular cultures. (Enguita,  2001). In addition, the coexistence of different cultures can help and improve the  acceptance of new ideas, customs, habits, etc. 

References 

Fernández Enguita, M. (2001). La ciudadanía en la era de la globalización. En M.  Fernández Enguita, Educar en tiempos inciertos (pp. 44-60). Madrid: Morata. 

Torres Santomé, J (2015). Diversidad cultural y contenidos escolares. Revista de  Educación, 345. (pp. 83-110). Departamento de pedagogía, Universidad de A  Coruña

Authorship

Lidia López, Paula Sengáriz, Cecilia Toca y Cristina Urrutia, 2020.

Categories
Primary Education

Hidden curriculum I

The hidden curriculum is transmitted, without an explicit intention, by the faculty. That  is, it is what is transmitted without being aware of it. This make reference to the not  write curriculum. This does not always coincide with what we, as teachers, expect to  teach and even we can find ourselves in situations in which we are unconscious  transmitters of guidelines and values contrary to what we really want to transmit. It is  important to say that always exist an hidden curriculum, because the teachers  can’t´stop make influence on their student body in multiple ways, many of them  unaware. The learning of this type of curriculum occurs, on many occasions, through  what Bandura calls “vicarious learning”. That is, it is learning by imitating the way of  acting of a model figure, such as, for example, the teacher. We have to be clear about  the transcendence of this curriculum, considera all the elements in a doublé  perspective: that of the explicit curriculum and that of the implicit one, to make the  hidden curriculum visible. In addition, we must be clear that neutral education is a myth  since we are always influencing.

References 

Artur Parcerisa Aran. (1999). Eufonía. [Versión electrònica]. Revista Eufonía 17.

Authorship

Margot Fernández y Andrea Ekai, 2020.

Categories
Primary Education

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Categories
Primary Education

Separate subjects

Separate subjects are extracts or selections from the different disciplines of knowledge,  that are given in isolation. This selection represents the ideals and the pattern of the  dominant culture, reflecting a single reality. 

In them, knowledge is decontextualised from social issues, because it does not connect  learnings to such situations. This makes it impossible for children to adapt properly to  the society. Moreover, this produces a lack of significance, since it is impossible a  connection between acquiered and previous knowledge. 

Separate subjects are the knowledge, which students must achieve, being a unique and  closed answer, not giving place to exploration and creativity. 

From this perspective, there is a great concern for the amount of content, so there is a  confrontation between learning and teaching. In addition, there is a hierarchy of  subjects, and because of that, some subjects become more important than others. Finally, what we want to reflect with the video is that the existing frontiers between the  different disciplines should be blurred.

References 

Beane, J. A. (2005). La integración del currículum y las disciplinas del conocimiento.  En J. A. Beane, La integración del currículum, pp. 61-71. Madrid: Morata.

Authorship

Yarina Alonso Mediavilla, Alicia Castanedo Cubas y Sara Gestera Aramburu, 2020.

Categories
Primary Education

Infantilization

Infantilization refers to the attitude that adults have towards children, based on the contempt  and undervaluation of their abilities, since they consider that they are not capable and treat them  as something unintelligent.

There are two infantilizing strategies.

On the one hand, we can fall  into waltdisneization, in which children are kept in a fantasy world, away from social  inequalities and injustices. Reality is presented to them with unreal or fantasy characters,  accompanied by cartoonish descriptions, and this makes children not know how to distinguish  between reality and fiction.

On the other hand, with the tourist curriculum, we bring children  closer to different cultures in a banal, superficial way, with stereotypes. For this, drawings are  used, which make those cultures ridiculed and devalued; and although children know that the  drawings are simply drawings, a vision of these situations as something unreal is promoted and  it contributes to the preservation of dominant stereotypes. 

Authorship

Mirella Barcenilla Vegara, Izan Cadavieco Miguélez,  Adriana Gutiérrez Lavín y Nerea Gutiérrez Suárez, 2020.

Categories
Primary Education

Cooperative learning

Cooperative learning was defined in the Modern School as a principle of companionship and mutual support.

It is an educational practice, that has had multitude of investigations regarding to the great academic impact and affective, social and cognitive development of students.

This learning is about working together to achieve common objectives. They are small heterogeneous groups, so they can cooperate with each other in an effective and collaborative way.

The elements that make up this learning are: mutual positive interdependence (they are unable to achieve success unless all the members of the group achieve it) simultaneous interaction, both group and individual responsibility, group self-assessment and self-regulation, and interpersonal skills (social, communicative or cooperative) in addition to participation with equal opportunities.

References 

http://www.scielo.org.mx/scielo.php?pid=S0185-26982018000300181&script=sci_arttext

https://edicionescalasancias.org/wp-content/uploads/2019/10/Cuaderno-11.pdf

Authorship

Mar Carrasco López, 2020.

Categories
Primary Education

Curriculum as content

https://youtu.be/3mgZnaLnt5o

In an educational environment, this is the more relevant or used  form of defining the Curriculum word. The curriculum is defined as a series of units of  contents in order to carry out an easy learning, supporting the previous units which pupils  already control. The problem of curriculum as content is that it drives out any mention of  the educative process and omits the issues of cultural selection. This meaning of  curriculum could be understood as a tool of spreading the knowledge in a reproductive  way. It is a script that must be followed strictly, ignoring all of the aspects out of the  scholar field.

Authorship

Andrea Castillo García, Celia Barbadillo y Elena Barquín, 2020.

Categories
Primary Education

Psychologization

The psychologization of social, sexist and racial problems is a way of explaining situations of marginality by focusing on the individual without taking into account the social structures of power, which are the cause of such situations of marginality.

For example, in this period of confinement, there were families that had problems in providing technological resources so that their children could follow online education; in that situation, some media blamed families for the scarcity of these resources, instead of seeing the existing responsibility in society.

Authorship

Alejandra Díaz Heredia, Marina Calleja de la Fuente, Rocío García Rasines y Ana Fanjul Cobo, 2020.