Academic Year/course:
2022/23
63207 - Design of Learning Activities for Geography and History
Syllabus Information
Academic Year:
2022/23
Subject:
63207 - Design of Learning Activities for Geography and History
Faculty / School:
107 - Facultad de Educación
Degree:
584 -
590 -
ECTS:
8.0
Year:
1
Semester:
Second semester
Subject Type:
Optional
Module:
---
1.1. Aims of the course
The subject and its expected outcomes respond to the following objectives:
- To identify the specific difficulties in learning Geography, History and Art History.
- To know the structuring concepts of historical and geographical thinking in order to design didactic activities that contribute to their development.
- Be able to design didactic units that can be developed in an ESO or Baccalaureate classroom specialising in geography and history.
- Select and create teaching resources for subjects in the speciality of Geography and History from a critical perspective.
These approaches and objectives are aligned with the following Sustainable Development Goals (SDGs) of the United Nations 2030 Agenda (https://www.un.org/sustainabledevelopment/es/), so that the acquisition of the learning outcomes of the subject provides training and competence to contribute to some extent to their achievement: Goal 4: Quality education; Goal 5: Gender equality; Goal 11: Sustainable cities and communities; Goal 12: Responsible production and consumption; Goal 13: Climate action; Goal 16: Peace, justice and strong institutions and Goal 17: Partnerships to achieve the goals.
1.2. Context and importance of this course in the degree
The course continues the work developed in "Curricular and instructional design" by taking a further step in the educational planning process initiated with the didactic programming. The course, therefore, focuses on the final and most concrete phase of educational planning: the detailed design of didactic units and learning activities based on what is established in the didactic programme. To this end, the course explores the specific characteristics and difficulties of learning Geography, History and Art History, the keys and procedures for the design of didactic units and learning activities and the most appropriate types of activities, methodologies, technologies and resources to address the teaching and learning of these subjects. Throughout the course, students will learn about a wide range of activities and resources commonly used in the teaching and learning of Geography, History and History of Art, which will serve as a basis for the design of their own didactic units and activities.
1.3. Recommendations to take this course
It is strongly recommended that this subject be taken in the same year as the course on Educational Innovation and Research in the speciality and Practicum II.
Given the practical nature of the course and the group work involved, regular class attendance is recommended.
The course syllabus and recommended bibliography will be detailed at the beginning of the course. In the ADD will also publish the support material for the course.
2.1. Competences
On passing the course, in addition to their contribution to the basic competences, students will be more competent to...
1. Plan, design, organise and develop the programme and the learning and assessment activities in the specialities and subjects of their and subjects of their competence.
2. Develop, learn and practise formative methodological strategies that allow for the introduction of student participation in classes.
3. Develop and support active and collaborative learning strategies, using the collaborative work of the group of students as a measure of educational support for learning. Know how to create the conditions for this to happen. Provide evaluation techniques for group work.
4. Develop strategies favouring attention to equity, emotional education and education in values, equal rights and opportunities between men and women, citizenship training and respect for human rights that facilitate life in society.
2.2. Learning goals
In order to pass this subject, the student must demonstrate the following results:
1. Explain the specific characteristics and difficulties of learning History, Geography and Art History, associating them to the predominant use of certain types of activities, methodologies, processes and learning resources.
2. Describe and critically comment on a wide repertoire of activities for learning History, Geography and History of Art related to different types of objectives, methodologies and learning styles.
3. Design complete didactic units on different subjects of Geography, History and Art History, describing their objectives and contents and their sequence of activities. Design precisely the learning activities of these units, detailing their specific objectives, work process, associated contents, organisation and assessment and preparing the learning environment appropriate to the process described with the necessary resources, representations, tools, technologies and forms of student support and guidance.
2.3. Importance of learning goals
These learning outcomes are necessary within the framework of the specific competences, strategies and activities required in teaching practice.
3. Assessment (1st and 2nd call)
3.1. Assessment tasks (description of tasks, marking system and assessment criteria)
The student must demonstrate that he/she has achieved the expected learning outcomes by means of an overall assessment consisting of the two exercises described below:
1. Teaching unit. Complete design of a didactic unit made up of various teaching-learning activities of Social Science contents. This test assesses learning outcome 3.
In the elaboration of the didactic unit, the learning objectives to be pursued with it, its contents, the teaching and learning activities to be carried out in the classroom, its assessment procedures and the measures to be developed for students with specific educational support needs must be specified. Likewise, in the case of teaching units in Compulsory Secondary Education, the objectives and assessment criteria will be related to the degree of acquisition of the key competences and the assessable learning standards.
After the Practicum II period, the didactic unit will be defended orally, and its public defence is essential.
This didactic unit design will be applied, as far as possible, in the classroom during the Practicum II and will necessarily belong to one of the subjects taught by the school tutor in the courses assigned to him/her.
This test will have a weight of 70% of the student's final grade in the subject.
2. Practical portfolio. Three practical teaching-learning activities in geography, history and art history will be presented (one from each discipline) or a joint didactic proposal for the same course that integrates activities from the three disciplines of geography, history and art history in the same course (example: didactic itinerary). The compendium of activities must demonstrate that the student has developed competences in the design of didactic activities in the different areas of the speciality, as well as the knowledge and application of different teaching-learning methodologies and strategies, with a diversity of curricular materials and didactic resources, explaining the structuring principles being worked on. This test assesses learning outcomes 2 and 3.
This test will have a weight of 30% on the student's final grade in the subject.
Important:
Fraud or total or partial plagiarism in any of the assessment tests will result in failure of the subject with the minimum grade, in addition to disciplinary sanctions minimum mark, in addition to the disciplinary sanctions that the guarantee committee adopts for these cases. For a more detailed information on plagiarism and its consequences, please consult:
https://biblioteca.unizar.es/propiedad-intelectual/propiedad-intelectual-plagio#Que
4. Methodology, learning tasks, syllabus and resources
4.1. Methodological overview
The learning process combines the specific theoretical knowledge of social sciences didactics for secondary education with the knowledge (and implementation) of the typological variety of teaching-learning activities and contents of the speciality of geography and history in secondary education, articulated in didactic units.
The approach, methodology and evaluation of this guide is prepared to be the same in any teaching scenario. They will be adjusted to the socio-sanitary conditions of each moment, as well as to the indications given by the competent authorities.
4.2. Learning tasks
1. Explain the specific characteristics and difficulties of learning the corresponding subjects, establishing their relationship with the characteristics of the content to be taught and with the teaching processes followed.
2. Describe and critically comment on a wide repertoire of activities and resources for learning the relevant subjects, related to different types of objectives, methodologies and learning styles.
3. Describe the main assessment tools and procedures and critically comment on them in terms of their suitability for different types of educational objectives.
4. Design teaching proposals for the corresponding subjects, following the principles and criteria previously established in the theoretical framework of the corresponding specific didactics. Depending on the organisation of the subject and the destination, these outings may take place at times other than the usual ones, in which case they cannot be assessed. The organisation of conferences or seminars with guest speakers to facilitate the acquisition of the subject's competences is also envisaged.
4.3. Syllabus
1. Key concepts and questions in History Education.
2. Key concepts and questions in Art History and Heritage Education.
3. Key concepts and questions in Geography Education.
4. Didactic units and development of activities to Geography and History learning.
4.4. Course planning and calendar
In the first week of the course, the teacher will communicate in writing or on Moodle the breakdown of the tasks included in the assessment and the timetable for their delivery.