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Teaching GuideTerm Faculty of Educational Studies |
| Grao en Educación Primaria |
 Subjects |
| Attention to Diversity: Pedagogic and Management Aspects |
| Assessment |
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| Identifying Data | 2023/24 | |||||||||||||
| Subject | Attention to Diversity: Pedagogic and Management Aspects | Code | 652G02038 | |||||||||||
| Study programme |
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| Descriptors | Cycle | Period | Year | Type | Credits | |||||||||
| Graduate | 2nd four-month period |
Fourth | Optional | 4.5 | ||||||||||
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| Methodologies | Competencies | Description | Qualification |
| Case study | A3 A4 A20 B16 B17 B22 | Each individual student or group of students will select a real situation that they will have to describe, analyze and interpret, and finally will obtain guidelines and guidelines to promote an inclusive education for all. The work will have a maximum length of 5000 words. The valuation criteria are: -Description and identification of the information needed to carry out a complete and appropriate student report for each situation. -Hypotheses that can help explain and better understand what may be happening in the classroom to generate this situation. -Guidelines to implement this peaceful context of ordinary classes to promote an inclusive school for everyone and all -Empty of inclusive bibliography -A cross-sectional integration will positively value the inclusion of analysis and intervention from an ecosystemic perspective that integrates a gender, sustainability and linguistic perspective, which will be explained in detail in the class. -Use of inclusive language. |
20 |
| Supervised projects | A3 A4 A6 A11 A20 B16 | The tutored work will be carried out for the most part within the academic timetable of the assignment. It will form part of the ongoing evaluation. Each team will plant 4 tasks during the quarter. The work will consist of: design of an accessible ordinary classroom for mobility and access to knowledge, creating the profile of EP students who could be in the classroom (some of the classes could be the same as the ones in the research project). Finally, the team will design a proposal or intervention guidelines oriented to the selection of objectives, contents, methodology, intervention strategies, resources and materials, evaluation, etc. that respond to the different needs of all students in the class. Evaluation criteria: 1. Formulation of objective chords with class characteristics in which it is intended to respond to diversity from an inclusive perspective. (10%) 2. Selection and justification of the methodology, resources and materials, evaluation and all the necessary measures to address the diversity of this specific class. (10%) 3. Proposals and guidelines to be adopted in the classroom to overcome situations of discrimination, exclusion and to facilitate cohesion and coexistence in the classroom. (10%) 4. Use of inclusive bibliography (10%) 5. Oral presentation (10%) |
40 |
| Collaborative learning | A4 A11 B16 B17 B23 C4 | Collaborative learning will be the constant of the assignment. The supervised work and the practical test will be carried out by teams and, whoever considers it, can also carry out the case study. The teams will give an internal assessment of their level of functioning and involvement in the follow-up of the topic. | 10 |
| Practical test: | A6 A4 B22 B16 C4 | This activity is carried out en equipo. The students are offered a practical case of the proposals made by them and themselves, which will tend to analyze the possible hypotheses of what happens in that situation, what obstacles are detected and what obstacles make it difficult for each student to share a demanding learning experience for all the people who make up the classroom. The team's capacity to detect what is going on will be analyzed, as well as the strategies and proposals they carry out to overcome the problems that characterize this situation. | 30 |
| Assessment comments | |||
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The evaluation method will be the same for all students and for the two calls (May and Xuño). P Students with official recognition of part-time admission and academic exemption from attendance must ask a supervisor to schedule the interactive and expositive sessions in which they cannot participate in order to plan their work. The non-assistant student (who does not attend 80% of the classes for justified reasons) will carry out the same work as the assistant, but adapting to supervised work and practical tests. This student will be able to work in a team (in this case, she will also have the possibility of being evaluated in the collaborative learning option). The practical test can be done as a team or individually. In the case of not working as a team, 10% of the evaluation will be applied to the practical test, which will become 40% of the qualification. The works will be presented in digital format on the virtual campus in the task designed for this purpose. "The fraudulent performance of tests or evaluation activities, once verified, will directly imply the qualification of suspension in the call in which it is committed: the student will be classified as "suspended" (numerical grade 0) in the corresponding call of the academic year. , whether the commission of the offense occurs on the first opportunity or on the second, for which it will proceed to modify its qualification in the minutes of the first opportunity, if necessary." In the case of being able to implement APs, both activities can be carried out within this framework. |
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