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Methodologies |
Description |
| Introductory activities |
Activity that will be developed at the beginning of the classes to know the previous competencies, interests and motivations of the students about the subject and, thus, be able to articulate the teaching to promote effective and meaningful learning. |
| Guest lecture / keynote speech |
This methodology will be used in the expositive sessions in a flippled classroom format. Thus, the contents that make up the theoretical framework of the course will be presented through presentations and audio-visual media, that will be uploaded to the Virtual Campus. These will be short videos for students to visualize them outside the classroom. This material will be uploaded to the platform one week in advance so that the students can manage their time to view them and work in class on the theoretical content addressed in them, in a practical way. In the classroom, methodologies such as guided discussion or case study will be used to introduce questions for the students, with the aim of transmitting knowledge and facilitating learning.
In addition, students will be offered bibliography and additional documentation to deepen their knowledge on each topic. |
| Supervised projects |
Students will carry out, throught the term, several works whose purpose is that students know, understand, and apply to their daily life the basic principples that support the current pedagogial diagnosis. This ability must be materialized in a final document, which may be presented in a variety of format such as video, image, drawing, blog.... using the technological means avaliable to them, and which will be presented to the rest of their classmates. |
| Simulation |
A representation of theoretical learning will be carried out in the form of a hypothetical case (simulation) related to the use of a diagnostic test, in which students will have to test their behavior in specific situations, the knowledge acquired so far, their ability to analyze alternatives and their consequences.
It will be carried out in person, supported by ICTs and, preferably, in small groups (number of participants to be determined, second to student enrollment) so that they work together in the resolution of the tasks, in order to optimize their learning and get feedback from the joint work. |
| Case study |
Activity in which students will be presented with a specific problematic situation that they might encounter in their future professional life. Students must be able to understand, analyze, evaluate and solve the problem, taking as a frame of reference the learning acquired in the lectures, as well as other complementary materials provided by the teacher or available in the basic bibliography of the subject.
It will be carried out in groups (participants to be determined, depending on the number of students) and the group will analyze, debate and evaluate the case presented, and discuss the facts and possible solutions to reach a reasoned decision through a process of discussion. |
| Oral presentation |
The students will present their final project in front of the teacher and the other classmates, and may be asked to present any other activity carried out as a case study, simulation... The presentations of the activities will be done as a group and the participation of all the members of the group will be required.
They should be presented in the form of an oral presentation, using innovative resources and media. In addition to the quality and clarity of the presentation, the ability to adjust to time, the adequacy to the audience and place of the presentation and, above all, creativity and innovation will be valued. |
| Directed discussion |
There will propose dynamics in which topics will be addressed that will invite students to reflect on contents related to diagnosis in the educational field. The aim is to favor the construction of a critical vision when interpreting the educational reality.
Resources such as readings or videos will be used to contextualize the discussions, for which students will be required to read/critically review them beforehand (autonomous work). |
| Mixed objective/subjective test |
Written test for the continuous evaluation of learning. This test will be subdivided into several parts/moments, which correspond to the different parts of the syllabus. Thus, the students will be able to demonstrate their degree of understanding of the contents and their progression in learning. It may include objective questions: true/false, multiple choice, order, short answer, discrimination, completion and/or association. |
Subjects