| General description |
The concern for assessing and analysing human behaviour according to one or other variables has been a constant throughout the history of mankind, and has allowed diagnostic to be configured as a science linked to various fields of knowledge: medicine, psychology, education…
In education, Pedagogical Diagnosis stands as a discipline that studies the school-age child and his/her environment, by means of: (a) the identification and the assessment of their abilities, behaviours, attitudes, and personal attributes in the school context; (b) the search for an explanation of the causes, alternatives and factors that are involved in the situation experienced by the student; (c) the explanation of the consequences on him/her, through the syntaxis of the information gathered by various techniques; and (d) the specification, based on these results, of the singular resources required for the attention to his/her special educational needs (or, in general, specific educational support needs), planning, when necessary, an appropriate intervention to satisfactorily improve these actions, the child’s personality and maturity and, in short, to act on his/her school well-being, thus contributing to improve his/her individual quality of life.
For all these reasons, this subject aims to offer a theoretical-practical approach to the field of pedagogical diagnosis, through which students will acquire the basic competences that will enable them to understand the learning processes in the 6-12 year-old period inside and outside the classroom, the characteristics of the students and their motivational and social processes, as well as to identify the learning difficulties of their students, apply their knowledge to the problems presented by their future students at school, use appropriate techniques and instruments for exploration and diagnostic identification, and draw up reports that allow them to inform of the needs detected and collaborate in the assessment process and subsequent intervention, from their field of knowledge.
Important note:
This subject will be taught in bilingual mode. The teaching and learning process will be carried out in two vehicular languages, English and Spanish, ensuring at all times that students are able to follow the subject properly and have access to equivalent teaching materials in both languages.
The use of two vehicular languages in this subject is based on the pedagogical principle of scaffolding for English teaching methodologies of translanguaging or code switching. The teacher will be able to increase the use of English and reduce the use of Spanish progressively, depending on the students' ability to adequately follow the subject in a foreign language. In classroom interaction, students will be encouraged to use the foreign language to the best of their ability.
The students' linguistic competence in a foreign language will never be evaluated nor will it have an impact on the final grade achieved in the subject. In the evaluation, students may be evaluated in the language of their choice. |
| Contingency plan |
1. Modifications to the contents: no changes will be made.
2. Methodologies
*Teaching methodologies that are maintained: initial activities, keynote speech, supervised project, case study, guided discussion.
*Teaching methodologies that are modified:
- Simulation: instead of performing a representation of theoretical learning in the form of a hypothetical assumption in the classroom, groups will be paired with other groups to work on the assumptions among them and must produce a report with the results. There will be no oral presentation of the work, but only the report delivered on the date indicated by the teacher will be taken into account.
- Oral presentation: the oral presentation of the contents will be replaced by a presentation elaborated by the students through a PPT with audio, or a video elaborated with the resources that the University makes available to the students.
3. Mechanisms for personalized attention to students
- TEAMS: will be attended through this platform (virtual meetings, chat) only during class and tutoring hours. No questions will be answered outside these hours (with some exceptions).
- Outlook: student e-mails will be attended during tutoring hours. No e-mails sent outside these hours will be answered.
- Virtual Campus Forum: a space will be enabled in Virtual Campus for "general" doubts and for each content of the subject.
4. Modifications in the evaluation: no changes will be made.
*Evaluation observations: the compulsory nature of attendance in the case of confinement is annulled. However, students must complete all the activities scheduled at the beginning of the course on the scheduled dates.
5. Modifications to the bibliography or webgraphy: no changes will be made.
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Subjects
