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
"Hate hate Love the game .." 
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