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Procesos de Enseñanza-Aprendizaje > Topic 1 > Flashcards

Topic 1 Flashcards

1
Q

What are the general considerations of teachings?

A

Acquire
develop and consolidate
prepare them
train them

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2
Q

What is competence?

A

ability to incorporate in an integrated way those acquired knowledge and personality traits that allow to solve diverse
situations.

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3
Q

What is key competence?

A

set of cognitive and attitudinal through compulsory education to ensure social and personal development necessary for the adaptations

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4
Q

What does key competence LOMCE stand for?

A

-Linguistic communication
-Mathematical competence in science and technology
-Digital competence
-Learn to learn
-social and civic competences
-sense of initiative and entrenepuerla spirit
-Awareness’ and cultural expressions

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5
Q

What are the basic pillars of PE teaching

A

Body and Movement
Education of Body & Movement: Awareness, control, coordination

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6
Q

What are the main goals of PE?

A

Consolidation of healthy habits

Improvement of Physical Qualities, Motor Skills, Affective and Relationship Skills

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7
Q

Who is responsible for the first level of curricular concretion in secondary school

A

The Government, based on the Minimum Education Decree. This includes setting objectives, contents, and evaluation criteria

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8
Q

What are the second, levels of curricular concretion in secondary school

A

Second Level: Official Curriculum by Educational Administrations (Region/State

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9
Q

What are the third, and fourth levels of curricular concretion in secondary school?

A

Third Level: Center Educational Project by the Management Team and Teaching Departments

Fourth Level: Classroom Planning by the group teacher for a specific group

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10
Q

What are some key definitions of education?

A

Perfection (Good idea)
Way to reach the end of man
Ordination/Organization
Human influence

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11
Q

What other concepts are included in the definition of education?

A

Intentionality
Reference to human characteristics
Help/Aid for development
Individualization process
Socialization process

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12
Q
A
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13
Q

What is the general concept of education?

A

Education is a systematic, planned, and intentional process where older generations transmit emotional, cognitive, and affective faculties to newer generations for their correct development in society.

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14
Q

According to Olivera (1999), what is the goal of education?

A

To assist the individual in developing their full potential, teaching them to live and be human in critical harmony with the social context.

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15
Q

What are the first four characteristics of education?

A

Integral human process
Perfection
Educability
Intentionality

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16
Q

What are the remaining characteristics of education?

A

Human relationship
Gradation
Active process
Individual and social process
Unfinished process

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17
Q

What is the primary mission of a teacher?

A

The mission of a teacher is to help build individuals capable of living properly in society

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18
Q

What are the two key goals of a teacher for their students?

A

Ensure educational and school success in the present

Ensure professional success in the future

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19
Q

How does Cecchini (1996) define Physical Education (PE)

A

PE is the education of the human being who engages in a physical dialogue with the world. It involves human movement as an ontological dialogue through motor interaction.

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20
Q

What is the key distinction made by Cagigal (1983) regarding Physical Education?

A

Physical Education is not just body training; it is an educational action concerning the development and perfection of all human capabilities through physical and motor interaction with the environment.

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21
Q

What is the definition of teaching according to Klauer (1985)?

A

Teaching is the interpersonal activity directed towards the learning of one or more people.

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22
Q

How do Marcelo & Estebaranz (1999) define the process of teaching?

A

Teaching is intentional communication, formally organized to create a classroom environment for sharing knowledge, actions, and personal assessments.

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23
Q

What is the teacher’s perspective on teaching?

A

From the teacher’s point of view, teaching is their central professional task within the institutional framework of the school, where education is synonymous with teaching.

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24
Q

What are the key elements of teaching?

A

Teacher
Context
Balance

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25
Q

Why is balance important in teaching?

A

Balance ensures effective interaction between the teacher and context, facilitating optimal learning experiences for students

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26
Q

What are the four elements that determine teaching?

A

Student
Teacher
Subject
Context

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27
Q

What aspects are studied regarding the student in teaching?

A

How the student learns

Motivation towards Physical Education

Behavior in the classroom

Assimilation of different contents

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28
Q

What aspects are studied regarding the teacher in teaching?

A

Teacher intervention

Teacher thinking

Teacher’s ability to make decisions

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29
Q

What does the subject element involve in teaching?

A

Objectives, contents, evaluation criteria

What to evaluate

Distribution of contents

Attention to diversity

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30
Q

What factors are considered in the context element of teaching?

A

Infrastructures

Available materials

Track location

Noise interference in class

Space sharing

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31
Q

What are the key features of teaching activity?

A

Communication
Interpersonal
Intentional

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32
Q

How do teaching and education relate in the context of school?

A

In the school context, teaching and education can become synonymous due to their shared focus on communication and intentional interactions

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33
Q

What is the definition of didactics according to Medina (2002)?

A

Didactics is the discipline that studies and provides the foundation for teaching activity, fostering formative learning in diverse contexts.

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34
Q

What does didactics scientifically study?

A

Didactics scientifically studies the organization of learning situations that a student experiences to achieve cognitive, affective, or motor objectives.

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35
Q

How is the scientific study of didactics characterized?

A

It is organized so that it can be subjected to experimentation and verified through objective methods.

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36
Q

What are the two roles in the teaching-learning process as per didactics?

A

Teacher
Student

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37
Q

What does “organizing” mean in the context of didactics?

A

It means the teacher is responsible for planning, innovating, and creating necessary learning situations to achieve specified objectives adapted to students’ needs.

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38
Q

What role do students play in setting learning objectives?

A

Students, when reaching a level of functional autonomy, may set their own objectives with or without the teacher’s intervention.

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39
Q

What is the normative aspect of didactics?

A

Didactics provides teachers with guidelines to be used in teaching-learning (T-L) processes.

40
Q

What does didactics establish regarding teaching resources?

A

Didactics establishes criteria for the effective use of teaching resources.

41
Q

How does didactics support decision-making for teachers?

A

Didactics represents support for decision-making based on the underlying knowledge and principles it provides.

42
Q

What are the key elements of the didactic act?

A

Student/Athlete
Teacher/Coach
Objectives/Goals
Methods
Techniques
Activities
Resources

43
Q

What processes are involved in the didactic act

A

Planning
Program development
Didactic intervention
Evaluation

44
Q

What is the didactic concept of Physical Education according to Delgado (1993)?

A

It is a normative, practical, and decisional science that describes, analyzes, explains, and predicts teaching phenomena in Physical Education to achieve more efficient learning and teaching

45
Q

What are the reasons justifying the need for a specific didactics of Physical Education? (1-3)

A

The specialized knowledge required about the E-A process through body action.

The uniqueness of the contents of learning specific to Physical Education.

The nature of the activities that take place in Physical Education.

46
Q

What are additional reasons justifying the need for specific didactics of Physical Education? (4-7)

A

Greater interpersonal relationships.

The experimental and playful nature of activities.

The importance of motivation to engage in action.

The special characteristics of class organization.

47
Q

What are the key characteristics of teaching Physical Education and Sports?

A

Playful and experiential character.

Involves physical, cognitive, social, and emotional aspects.

Constant feedback on actions; students are frequently asked to participate.

Public results, leading to fear of failure in front of peers.

Clear support needed for less athletic students.

Student participation or reluctance is visible.
Immediate results and comparisons are possible.

48
Q

What are the main characteristics of teaching in the classroom?

A

Primarily focused on cognitive abilities.

Less emphasis on continuous feedback about actions.

Poor results are not immediately visible to others.

Students can appear to attend and work without genuine engagement.

Results take time to manifest and have less immediate impact on the learning process

49
Q

What are the key characteristics of the Traditional Model of teaching?

A

Focuses on direct instruction and teacher-centered methods.

Emphasizes rote memorization and standardized assessments.

Learning is often passive, with students receiving information.

50
Q

What defines the Spontaneist Model of teaching?

A

Encourages student-led learning and exploration.

Emphasizes creativity and the natural curiosity of students.

Less structured, allowing for organic development of knowledge.

51
Q

What are the key features of the Technological Model of teaching?

A

Integrates technology into the learning process.

Focuses on systematic planning and instructional design.

Uses data and analytics to inform teaching practices

52
Q

What characterizes the Alternative Model of teaching?

A

Prioritizes student engagement and critical thinking.

May include project-based learning, collaboration, and community involvement.

Flexible in approach, adapting to diverse learning needs and contexts.

53
Q

What are the key questions addressed in the Traditional Model of teaching?

A

Why teach?
What to teach?
How to teach?

54
Q

What is emphasized in the “What to teach?” aspect of the Traditional Model?

A

Provides fundamental information of current culture.

Focuses on a synthesis of disciplinary knowledge.

Obsessed with content and prevalence of conceptual information.

Student interests and ideas are generally not considered.

55
Q

How is the methodology structured in the Traditional Model?

A

Based on teacher transmission of knowledge.

Activities focus on the teacher’s presentation, using textbooks and review exercises.

Students are expected to listen, study, and reproduce content for exams.

56
Q

What roles do students and teachers play in the Traditional Model?

A

Student’s Role: Listening attentively, studying, and reproducing content in exams.

Teacher’s Role: Explaining issues and maintaining order in the classroom

57
Q

How is evaluation conducted in the Traditional Model of teaching?

A

Focused on “remembering” transmitted content.

Primarily assesses the product of learning.

Commonly uses exams and tests for evaluation.

58
Q

Why teach in the Technological Model?

A

Provides “modern” and “effective” training; Obsession for detailed objectives.

59
Q

What is taught in the Technological Model?

A

Updated disciplinary knowledge with some non-disciplinary content; content prepared by experts; focus on conceptual knowledge and skills.

60
Q

How are students’ ideas treated in the Technological Model?

A

Students’ ideas are often ignored or seen as mistakes to be corrected.

61
Q

How to teach in the Technological Model?

A

Methodology linked to discipline methods; directed discovery activities; teacher directs, student systematically completes tasks; detailed measurement of learning.

62
Q

Why teach in the Practical Theory of Teaching?

A

To educate students in relation to their immediate reality; emphasis on the ideological factor.

63
Q

What is taught in the Spontaneity model Teaching?

A

Contents relevant to immediate reality; focus on skills and attitudes.

64
Q

How are students’ ideas and interests treated in the Spontaneity model?

A

Immediate interests of students are considered, but their ideas are not.

65
Q
A
66
Q

How to teach in the Spontaneity model?

A

Student-led, spontaneous discovery; open, flexible group activities; teacher as a coordinator and social-emotional leader.

66
Q

How is evaluation conducted in the Spontaneity model?

A

Focus on skills and attitudes; informal observation and analysis of student work, especially in groups.

67
Q

Why teach in the Alternative Model of Teaching?

A

To progressively enrich student knowledge for complex world understanding and action; emphasizes the importance of the educational approach.

68
Q

What is taught in the Alterantive Model of Teaching?

A

School knowledge that integrates disciplinary, social, environmental, and metadisciplinary issues; approached through a general hypothesis of knowledge progression.

69
Q

How are students’ ideas and interests treated in the Alternative Model of Teaching?

A

Students’ ideas and interests are considered in both the knowledge proposed and the construction of that knowledge.

70
Q

How to teach in the Alterantive Model of Teaching?

A

Student-led inquiry through problem-based learning; teacher acts as a coordinator and classroom researcher.

71
Q

How is evaluation conducted in the Alterantive Model of Teaching?

A

Focuses on tracking knowledge evolution, teacher performance, and project development using various monitoring tools; includes systematic process reformulation.

72
Q

What is a Teaching Model?

A

A plan or framework to guide student learning, different from a teaching style.

73
Q

Teacher-Centered Approach

A

Teacher makes all decisions; students follow instructions

74
Q

Student-Centered Approach

A

Students actively participate; teacher facilitates learning.

75
Q

What is Sport Education?

A

A teaching model where students have authentic sport experiences, using cooperative and constructivist pedagogy.

76
Q

Main Objectives of Sport Education?

A

To make students knowledgeable, competent, and excited about sports.

77
Q

Key Features of Sport Education

A

Students join a team, compete regularly, and take on roles like coach or referee. The season ends with a festive event.

78
Q

What is the Season in Sport Education?

A

A combination of learning and competition phases, usually lasting 15-20 sessions. Students apply skills in a real-game setting.

79
Q

What is Affiliation in Sport Education?

A

Students stay in stable groups throughout the unit to promote unity and responsibility, with each member playing a role.

80
Q

What is Formal Competition in Sport Education?

A

Students go through a training and competition phase, improving physically, technically, socially, and emotionally.

81
Q

What is the Final Event in Sport Education?

A

A phase where top teams compete, celebrating achievements like fair play, with all teams recognized and awarded.

82
Q

Key Principles of TGfU

A

Tactics, decision-making, and problem-solving are prioritized in a real sporting context.

83
Q

TGfU Learning Method

A

Encourages tactical exploration and technical skill development through contextualized learning and teacher-student questioning.

84
Q

What is TGfU?

A

A teaching model focused on learning tactical aspects of sports through modified games before developing technique.

85
Q

What are Intentional Body Activities in Attitudinal Style?

A

Activities designed to develop attitudes through body movement and interaction.

86
Q

What is Sequential Organization towards Attitudes?

A

Activities are organized to promote individual and group improvement, ending with a final product like a performance or project.

87
Q

How are groups formed in Attitudinal Style?

A

Students start in pairs or trios by affinity, gradually merging into larger groups without teacher imposition.

88
Q

What is TPSR?

A

A model by Hellison promoting values like responsibility, respect, teamwork, and self-discipline through Physical Education.

89
Q

Key Values Promoted by TPSR

A

Effort, autonomy, empathy, leadership, cooperation, self-control, and healthy habits.

90
Q

What are the Four Convictions of TPSR?

A

Integration, knowledge transfer, empowerment, and teacher-student relationship.

91
Q

Integration in TPSR

A

Values and life skills must be integrated into physical activities.

92
Q

Knowledge Transfer in TPSR

A

Teaching should allow skills and values to transfer to other life areas.

93
Q

Empowerment in TPSR

A

Gradually transfer responsibility from the teacher to the participants.

94
Q

Teacher-Student Relationship in TPSR

A

Teachers must recognize and respect each participant’s individuality and decision-making capacity.

95
Q
A

Procesos de Enseñanza-Aprendizaje (3 decks)

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