This subject will be taught in bilingual mode. The teaching and learning process will be carried out in two vehicular languages, English and Galician or Spanish, ensuring at all times that all 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 proposed with the pedagogical principle of scaffolding for teaching methodologies in English of translanguaging or code switching, i.e. code switching. The teacher will be able to expand the use of English and reduce the use of Spanish/Galician progressively, the second he/she sees the students' capacity to adequately follow the subject in the 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 the foreign language will never be evaluated nor will it have any impact on the final grade achieved in the subject. In the evaluation, students may be evaluated in the vehicular language of their choice.
We work collaboratively with games as a didactic resource for early childhood education, given their fundamental role in the lives of boys and girls, as well as working on emotions and using innovative resources.
Contingency plan
1. Modifications to the contents
No significant changes are made
2. Methodologies
*Teaching methodologies that are maintained
Expository lectures.
Supervised assignments.
Guided readings.
*Teaching methodologies that are modified.
Teaching through the Microsoft Teams platform will be incorporated.
Oral presentations by students may be made by telematic means.
Part of the tutored work foreseen to be done in teams will become individual.
Peer evaluation is included as a pedagogical resource.
The mixed test can be carried out by telematic means.
3. Mechanisms of personalized attention to students.
Corporate mail -->Daily.
UDC Moodle -->Twice a week.
Microsoft Teams -->At the time scheduled for face-to-face sessions.
4. Modifications in the evaluation
Tutored work 20 % Guided review of game theories (in team).
Mentored work 15 % Guided design of two games (individual)
Tutored work 15 % Guided didactic proposals (individual)
Tutored work 15 % Multimedia document on the elaboration of a game (individual)
Peer evaluation 5 % Guided evaluation of the previous documents (individual)
Supervised work 10 % Guided grading of games (individual)
Guided work 10 % Elaboration of dynamics in which emotional intelligence is related to mathematics (individual)
Guided reading 10 % Guided reading 10 % Guided reading
*Evaluation observations:
5. Modifications of the bibliography or webgraphyn It will be adjusted to relevant new developments as they arise.
(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.
Subjects
