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PROGRAMMING IN THE TEACHING-LEARNING PROCESS

PROGRAMMING IN THE TEACHING-LEARNING PROCESS

1. INTRODUCTION.
In this issue we meet and study the concepts of design and programming training
to highlight the importance of carrying out this task
pre-training activity to be printed estimate, consistency, order, and of course,
as the act of forming.
educational programming is the process whereby
down and order the different factors that intervene in the process of teaching and learning.
is a process of reflection and decision making which should reflect in writing what and how you intend to teach
along a learning process. In this sense
all programming is a statement of intent, a trainer making
positions held before the educational activity that is responsible.
scheduling training activities is an essential aid in
teaching-learning process, as it allows us to anticipate and organize
's own teaching performance, the interaction of students and
that occurs between them to achieve the desired objectives.

2. CONCEPT OF EDUCATIONAL PROGRAMMING. Programming
The term derives from "program" which etymologically
want to say "preach by writing." There are many definitions of
programming, but to be clear what we refer to this term,
we will consider the following: Defining
Scheduling: "A process that provides guidelines for action teaching-learning project.
implies, therefore, a set of operations that the trainer or trainer,
individually or in teams, leading out to organize, arrange, implement and
regular teaching activities, located in a particular educational context. "
Therefore, scheduling is to give unity and meaning to each of the variables
contemplated in the training work: group, objectives, content, methodology,
time, resources and assessment.

3. WHY SET?
This is one of those aspects which often are seen as
an administrative procedure to be performed and is outside the training process.
This is a flawed assumption widespread. Programming is very important part of
teaching-learning process. A good programming
bring benefits to the various actors involved in this training activity: Administration,
teachers, students. Program (Libra, 1997).
the trainer or the trainer:
• It is a guide to prepare the material, organize the time
should take, prepare the materials you'll need, the organization of
groups, etc.
• A source of constant self-criticism, reflection and refinement of
faculty.
• Avoid feelings of distress, anxiety, uncertainty
day by day and instead achieves a sense of security and confidence in what must
do in the classroom.
• Promotes continual improvement, the pursuit of quality and self
of teachers, because the programming becomes a point of reference
to work and move, making constant improvements to
from the information we obtained.
• Allows reflect on own teaching performance, especially since those elements
behavioral and attitudinal
conducive to mutual respect and respect for diversity in the classroom group.
• Facilitates control of attitudinal elements that may appear in the
development process.
• Print rigor and quality teaching performance.
• Facilitates the task of teachers in case of replacements. This will
know where and how to reach students, since it has collected
programming.
• Allows evaluation of the training process
contrasting the adequacy of the results to the forecasts.
• Serves as support for upcoming courses, being able to check and adjust as needed
.
When students:
• Facilitates understanding of the proposed activities and the location
in the training process, ie, allows to know at what times of
course you are, what we have seen before and what remains to be addressed.
• Enhance students' self-organization, showing
course content, the distribution of these over time,
teaching resources available, etc..
· Promote learning processes based on learning autonomous
.
• Allows student self-assessment as to the extent that
know what is required, you can measure their own achievements.
• Facilitates the creation of a climate of confidence in the process itself. The institution
:
• Inform other professionals (providing leadership, direction, etc.) How will consist
our course. • Meets
administrative requirements, as in many training centers and government
programming is one of the first requirements
is made to the faculty.
• Evaluate the role of the teacher. It is increasingly common for teachers to select
a course in evidence prompted the implementation of a program or project
based training and it is evaluated.
really understand that for programming
meet all of these functions, it must be done by the trainer who should know thoroughly both
subject to teach, and how they will facilitate interactions with and among students
, activities and methodology that will, resources to use, how
evaluate, etc.

4. FEATURES OF THE PROGRAM.
All teaching program must possess the following characteristics (Libra
Program, 1997):
• Dynamics: programming is never completely finished, static
but is under constant review. Evolves according
information we obtain partial results on the course.
• Flexible: Allows you to make changes, additions and updates
content and activities provided, if necessary.
• Creative: as it own unique design requires creativity and originality
. Each program must have the personal touch of
trainer who does it.
• Plural: The schedule is designed to
training activities aimed at people of diverse nature, culture, gender, race, etc. and must be considered by
the characteristics of this diverse group.
• Foresight: programming is a forecast of
interaction that will occur in the classroom.
• Systematic: programming is a systematic process that gives coherence to the action
training, considering all the elements
involved in educational and analyzing their relationships.
• Integrative: Enables
items include technical skills with elements of personal skills of students.
• Functional: the programming must be based on the reality of occupation
to be taught and therefore must serve and be useful in actual practice these skills
.

5. ELEMENTS OF PROGRAMMING.
Programming, as we saw, is conceived as a process of integrating and systematizing
, which involves structuring the training by coordinating
proper ends and means, content, objectives and methods.
When we handle the scheduling of a course we must ask some questions
:
• Which group of students targeted by the program: learning group.
• What is considered essential that students learn
the end of the course: objectives.
• What knowledge should be taught so that students achieve the objectives
: content. • Working
those contained in the classroom, what activities: methodology. •
have much time and how much is spent on each topic:
timing.
• What teaching aids are required to perform these activities:
teaching resources.
• How will we know learning has occurred: criteria for evaluation.

In the educational field there is no single programming model.
different authors make different proposals with different levels of complexity.
We do not believe that more complex models are most effective.
Also, if we consider that the program must meet a set of functions also for the students, it should not be so complex as to become a technical paper
difficult to understand for participants. With this in mind,
programming model we are going to raise is the following script:
1. Justification of the course.
2. Learning group.
3. Course Objectives:
• General Purpose • Specific Objectives

4. Course content.
5. Course methodology.
6. Timing of the course.
7. Facilities and teaching resources.
8 - Evaluation of the course.

Then, each module has to be developed as follows:
1. Module name.
2. Total length of the module.
3. Objectives of the module.
3. Contents of the module.
• Conceptual Content.
• procedural content.
• Attitudinal contents.
4.

module evaluation should be emphasized that all elements of programming
relate to each other, each influencing the others. The schedule is so far from
be a linear process and mechanical closed.

STONE JUAN LUIS MANUEL LOPEZ
CALVILLO Mazarr

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Decalogue to form a criminal

DECALOGUE to form a criminal

The popular juvenile judge of Granada, Emilio Calatayud, known for its educational and guiding decisions, has published a book 'Reflections of a judge Child '(Dauro) that inserts a' Decalogue to be a criminal. " It is very interesting. It reads:


1: Begin from infancy giving your child everything he wants. Thus a growing conviction that the world belongs to him.

2: Do not worry about ethics or spiritual education. Wait come of age so you can decide freely.

3: When you say bad words, ríaselas. This will encourage him to make things funny.

4: Do not scold him or tell him something is wrong he does. Could create guilt complexes.

5: Pick up everything he leaves lying books, shoes, clothing, toys. So get used to bear the responsibility on others.

6: Let them read everything that falls into their hands. Make sure that your dishes, cutlery and glasses are sterilized, but that his mind is full of garbage.

7: Tiff often with your spouse in the presence of the child and he did not hurt too much the day the family, perhaps for their own behavior, is shattered forever.

8: Give all the money you want to spend. Do not go to suspect that it is necessary to have the same work.

9: Satisfy all your wishes, desires, comforts and pleasures. The sacrifice and austerity could lead frustrations.

10: Put your hand in any dispute you have with your teachers and neighbors. Think they all have prejudices against his son and who really want to annoy.

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AREA OF A TRAINER OF ADULTS
1. INTRODUCTION.
In this issue we will list the different policy areas in which a professional can perform the task of adult education, but to do so, first of all, it is interesting that we define the concept of adult education in order to understand the scope the concept.
In July of 1997 was held in Hamburg (Germany) V International Conference on Adult Education organized by UNESCO (United Nations Educational, Scientific and Cultural Organization United Nations). In the Hamburg Declaration on Adult Education is defined adult education as follows: Definition

adult education

"Adult education denotes the entire process of learning, formal or otherwise, to people that society considers adults develop their abilities, enrich their knowledge and improve their technical or professional qualifications or to redirect meet their own needs and those of society. Adult education includes formal education and lifelong non-formal education and the full range of opportunities for informal and incidental learning available in a multicultural learning society, which recognizes the theoretical and practice-based. " (UNESCO, 1997).

Following the Declaration of Hamburg, education becomes education throughout life and is, therefore, more than a right is a key twenty-first century. It is at the same time, a consequence of active citizenship and a condition for full participation in society. It is a powerful concept for promoting ecologically sustainable development, to promote democracy, justice and equality
women and men and the scientific, economic and social as well as to build a world in which violent conflict is replaced by dialogue and a culture of peace based on justice. Adult learning can shape identity and give meaning to life. Learning throughout life implies a rethinking of education content to reflect such factors as age, gender equality, disability, language, culture and economic disparities.
From all this, it follows the broad scope that may develop a person who is dedicated to educating adults and that we describe.

2. AREA OF A TRAINER OF ADULTS.
The trainer of adults can play its occupation in many areas of education, culture and science. All these people the catalog with the same label even though its subject matter is radically different, but the task of training is common to all.
Next we list the different areas of activity of the trainer of adults:
scope of adult literacy. One area of \u200b\u200bwork of a trainer is adult literacy. Literacy is regarded as knowledge and basic skills needed by all people in a world that is rapidly evolving and that go beyond simple read, write and count, since it includes in addition, provide an integral personal growth and preparation for participation in exercise socio-economic, cultural and independent of the environment where he lives. For the socio-political and cultural in which they live, many people have no access to education in his childhood and adolescence and adulthood is when they finally get access to the educational system to become literate.
scope of integration and empowerment of women. Women are entitled to equal opportunities; in turn, society depends on their full contribution in all fields of work and all aspects of life. Therefore, education, integration and equal opportunities for women became another field of action for the trainer of adults, given the clear disadvantage in access to education compared with men. Scope
culture of peace and education for citizenship and democracy. One of the greatest challenges of our time is to eliminate the culture of violence and building a culture of peace based on justice and tolerance
in which dialogue and negotiation will replace violence in the home and community, within a nation and across countries. The trainer can carry out their duties to work in this area.
scope of diversity and equality. Adult education should reflect the richness of cultural diversity and respect traditional knowledge and indigenous systems of learning, it should be respected and the right to learn in their mother tongue. One of the most difficult tasks to be fulfilled adult education is that of preserving and documenting the oral wisdom of minority groups, indigenous peoples and nomadic peoples. In turn, intercultural education should encourage learning between and about different cultures in support of peace, human rights and fundamental freedoms, democracy, justice, freedom, coexistence and diversity.
scope of health education. Health is a basic human right. Investments in education are investments in health. Education throughout life can contribute significantly to health promotion and disease prevention. Adult education offers significant opportunities to provide appropriate access, equitable and sustainable access to health knowledge.
Scope of environmental sustainability. Education for a sustainable environment must be a process that lasts a lifetime and to enable learning that ecological problems exist within a socio-economic, political and cultural. Can not think of a sustainable future without addressing the relationship between environmental issues and current development paradigms. Educating adults about the environment can play an important role in sensitizing and mobilizing communities and policy makers towards sustained environmental action.
scope of occupational training. Globalization, changes in production patterns, rising unemployment and difficulties for the upkeep require more active labor market policies and more investment to develop skills for women and men to participate in the labor market and in-generating activities income. The trainer dedicated to the skills of workers becomes an important role today.
Field of Information Technologies and Communication. Access to information. The expansion of new information technologies and communication brings with it new dangers of social exclusion and Boral
for groups of individuals and even businesses which are unable to adapt to this context. Therefore, one of the functions of adult education in the future should be to limit these risks of exclusion, so the information society does not lose sight of the human dimension. Scope of collective
older. Today in the world more elderly population than ever before, and the proportion is growing. These older adults can contribute greatly to the development of society. Therefore, it is important to have the opportunity to learn on an equal basis and in appropriate ways. Their skills and abilities must be recognized, valued and used. Scope
group of people with disabilities. According to the Declaration of Salamanca, it should promote the integration and access for people living with disabilities. These people are entitled to equitable learning opportunities that recognize and respond to their needs and goals of education, and which meets their needs Special teaching techniques appropriate learning.
As we can see, there are many areas in which an instructor can play their occupation, all depends on where you frame your work, the productive sector in which it is immersed and the interests and skills they possess the same trainer. But regardless of their background knowledge, the place to develop its training and programming content of its own teaching, the task of training has a common set of guidelines apply to all professionals involved in adult education. Throughout this chapter, we will continue examining their qualifications, job skills and abilities their own professional work.

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