IESP

“OCTAVIO MATTA
CONTRERAS”
TEACHER:
ELIZABETH CLEOFE OCHOA CASTRO
STUDENT:
PEACE MALUQUIS MARITA LIGHT
COURSE:
PLANNING BY COMPETENCES AND
EVALUATION FOR LEARNING

SPECIALTY:
INITIAL EDUCATION
CYCLE:
II

YEAR:
2021
 INDEX
PRESENTATION………………………………………………………………………………………………………………3

DEDICATION………………………………………………………………………………………………………………4

THANK YOU…………………………………………………………………………………………………….5

PERSONAL IDENTITY…………………………………………………………………………………………………….6

AUTOBIOGRAPHY…………………………………………………………………………………………………………..7

MISSION AND PERSONAL VISION…………………………………………………………………………………………..8

INSTITUTIONAL IDENTITY………………………………………………………………………………………….9

ANTHEM…………………………………………………………………………………………………………………………10

HISTORICAL REVIEW…………………………………………………………………………………………………….11

MISSION………………………………………………………………………………………………………………………….12

VISION…………………………………………………………………………………………………………………………….. 13

VALUES………………………………………………………………………………………………………………………….14

SYLLABUS………………………………………………………………………………………………………………………….

EVIDENCE OF LEARNING…………………………………………………………………………………………

FIRST UNIT………………………………………………………………………………………………………….

CLASS N°01………………………………………………………………………………………………………………

BASIC EDUCATION GRADUATION PROFILE……………………………………………………………….

COMPETENCIES APPROACH…………………………………………………………………………………….

PARADIGMS AND PEDAGOGICAL MODELS…………………………………………………………………….

PARADIGMS AND MODELS…………………………………………………………………………………………..

CURRICULUM CONCEPTS…………………………………………………………………………………

CURRICULAR DESIGN………………………………………………………………………………………………
 PRESENTATION
I present my portfolio with a lot of effort
and sacrifice since it helps me to know
and know your field of study, thanks to
this type of research, inquiries,
contributions from you as a teacher; I
can develop, learn, and grow my
knowledge every day in my life as a
student and become a good
professional.
 DEDICATION

First of all, I want to dedicate this

portfolio to God and my dear parents as
tokens of gratitude for their moral and
financial support to continue training me
day by day.
Then dedicate to you teacher for your
way of teaching, for your knowledge
that you share with us, for the
perseverance that encourages us and
the trust you give us, for your
professionalism that guides us for our
lives, for your concern that instills in us
values for our professional life.
 GRATITUDE

First of all, I thank God for having

guided me along the path of
happiness until now; Secondly, to
each one of those who are part of
our family, to my Father and my
Mother. for always giving me your
strength and unconditional
support that has helped me and
brought me to where I am now.
ERSONAL
DENTITY
 MY BIOGRAPHY

My name is: Luz Marita Paz Maluquis, I was born on

12/06/2000 in the El Verde Community, my parents are:

Idelfonso Paz Heredia and Maruja Maluquis Guevara

And I have six brothers, in total we are nine family

members, my EI studies perform at EI 10275 el Verde

from the age of 3 to 12, I did my primary studies in the

same Community and secondary studies at the IE

“CESAR VALLEJO-CHIPULUC” until second grade

then in the IE Our Lady of the Assumption in which I

finished at the age of 17, I am currently studying at the

IESP “OCTAVIO MATTA CONTRERAS” the Initial

Education Program. My goal is to finish my teaching

career and be a successful professional.

 CURRICULUM VITAE

I. PERSONAL DATA

 NAME : MARITA LIGHT

 SURNAMES : PEACE MALUQUIS.
 ADDRESS : THE GREEN-CUTERVO.
 BIRTHDATE : 06/12/2000
 AGE : 20 YEARS
 ID : 74169084
 CELL PHONE : 930553170
 PLACE OF BIRTH :EL VERDE COMMUNITY-
CUTERVO
 CIVIL STATUS : SINGLE WOMAN.

II. APPLIED STUDIES.

 PRIMARY LEVEL :IE N° 10275 THE GREEN

 SECONDARY :IES "CESAR VALLEJO" -
CHIPULUC.
 SUPERIOR : IESP “OMC” – Cutervo.
 SPECIALTY : INITIAL EDUCATION

III. WORK EXPERIENCE:

I am responsible in my studies, jobs, etc.

IV. PERSONAL TRAITS:

 FAVORITE ACTIVITY : Listen to music.

 MY FAVORITE PLACES : Saint Andrew Cutervo.
: Cajamarca (Baños del Inca).
 My life project
Approve all my areas

Actively participate in class.

Meet set objectives

Realize the proposed goals

Proactive person.

I am a person with values such as respect, punctuality. etc

Finish my cycle successfully HONESTY

Do not disapprove any area

End my career.

Look for a stable job HONESTY

Help my parents when they need it

Be a successful person.

PERSONAL VALUES SOLIDARITY

RESPONSIBILITY
 Mission

I am a student specializing in initial education II, I

want to be a good teacher and very competitive in
the workplace, I like education that is based on
the values and mutual respect of students and
teachers .

Vision

In 5 years I want to be a great early

education professional to develop
professionally in the educational field
and be a teacher who promotes learning
in all children.
 HYMN TO THE IESP
“OCTAVIO MATTA CONTRERAS”

CHORUS

Let's sing a hymn of glory

To the exemplary Peruvian teacher,
And his wake will be our guide
On the path of our educating
Octavio Matta Contreras,
Luminaire of the great Ilucán,
From Cutervo radiates culture,
Art, science, civics and truth
STANZA
Firm, serene and brave step
Of students who want to forge
An ideal country that cements
Peace, love, justice, freedom
Youth, study and sport
Alternate with your noble mission
Comprehensive training is your goal;
Intellect, body, heart.
 HISTORICAL REVIEW

PUBLIC PEDAGOGICAL HIGHER EDUCATION INSTITUTE

“OCTAVIO MATTA CONTRERAS”
RM CREATION RESOLUTION Nº1207 - 64 - ED.
In 1964, the "OCTAVIO MATTA CONTRERAS" URBAN MEN'S SCHOOL was
created, inaugurated on May 11 of the same year; its first Director being Professor
Nacor Ríos Montenegro.
In 1968, during the military government of Juan Velasco Alvarado, the Normal
School for Men was closed.

In 1982 the Mixed Normal School with the same name was reopened, through
RM No. 032 - 82 - ED. on January 25 with the specialty of Primary Education.

By DS Nº006 - 85 - ED. On January 31, the Normal School was adapted to

INSTITUTO SUPERIOR PEDAGÓGICO, with the same name and as an
Application Center in Primary Education to the Educational Center No. 10234
through RDZ No. 020. Subsequently, it was Z as Application Centers to the CEI
No. 328/Mx-P. and to CASM "Christ the King".

The name of the ISPP "Octavio Matta Contreras" is in honor of the first qualified
teacher in the city of Cutervo; who worked at School No. 1011 of this city.

Starting in October 1991, the Congregation of Dominican Sisters of the

Immaculate Conception took over the administration of this Institute.

Since June 2004, the administration of the Institution is directed by the Stable
Teachers of the ISPP. “Octavio Matta Contreras”, having as General Director
Professor Reinaldo Narcés Vílchez Fernández and currently Lic. Elisbán
Absalón Villalobos Alvarado. Since 2008, technical careers have been offered,
the first being Technical Nursing. (R. d. Nº 0089-2008-ED.), had courses:
Pharmacy Technician, Accounting and Computing and Informatics. With R. d.
No. 1627-2009-ED, and through R. M. Nº 023-2010-ED, the name was the
“Octavio Matta Contreras” Public Higher Institute of Education, since April 2011,
the General Director is Dr. Lenin Stalin
 MISSION
We are an Institution that trains professionals in
Initial Teacher Training and Continuing Training,
focusing on the comprehensive development of
our students, their professional competence and
their deontological commitment, so that they
achieve sustainable development, contextualized
to Cutervo, its region and the country. .
 VISION
By 2025, be a quality Public Pedagogical
Higher Education Institution, a leader in the
region and a national reference, both in Initial
Teacher Training and Continuing Training;
taking into account the development of critical,
reflective thinking, research – innovation and
the principles and values that allow our
students to face different realities.
 IESP VALUES
“OCTAVIO MATTA CONTRERAS”
RESPETO

RESPONSABILIDAD

HONRADEZ

JUSTICIA

SOLIDARIDAD

ESPIRITUALIDAD

CREATIVIDAD

HONESTIDAD

TRABAJO

VERDAD

ESTUDIO
 REGIONAL DIRECTORATE OF EDUCATION CAJAMARCA
PUBLIC PEDAGOGICAL HIGHER EDUCATION INSTITUTE
“OCTAVIO MATTA CONTRERAS”
CUTERVO

SYLLABUS PLANNING BY COMPETENCES AND EVALUATION FOR LEARNING I

I. INFORMATIVE DATA:

I.1. Syllabus : Initial education

I.2. Course : Planning by competencies and evaluation for learning
I.3. Curricular Component : Specific Training
I.4. Cycle : II
I.5. Credit : 05
I.6. Weekly hours : 06 (04 theoretical hours, 02 practical hours)
I.7. Cycle Hours : 96 hours
I.8. Graduate School : 2021-I
I.9. teacher : Elizabeth Cleofé Ochoa Castro
I.10. Email : [email protected]
I.11. Duration: From March 29 to July 30, 2021

II. SUMILLA:

The Peruvian State is assuming responsibility for maintaining public services within the framework of the health emergency as a result of Covid-19. Therefore, the IESPP “Octavio Matta
Contreras”, in the city of Cutervo, is adapting its organization and educational proposal to this new way of delivering its services, constituting the opportunity to assume a true transformation
in the face of a scenario that demands new models of provision of remote learning services, where the integration of new technologies and the use of communication media takes on special
importance. Consequently, the project to strengthen the capacities of students, teachers and workers of the IESPP “Octavio Matta Contreras” is being implemented.

The course focuses on understanding the function and meaning that a curriculum fulfills in the organization of the educational system at its different levels (national,
regional, institutional, classroom). Likewise, it understands the competency-based approach and its importance for education in today's world. In addition, it explains
the structure of the current curriculum and its importance in educational processes. This implies the identification of foundations (approaches, paradigms, pedagogical
 models) that support the competencies established in the current curriculum, as well as the teaching practices to develop them. From the competency-based approach,
opportunities are offered that allow the FID student to reflect on the meaning of planning and evaluation, which leads to organizing learning processes consistent with
curricular expectations, based on the needs, interests and characteristics of children. Opportunities are offered to the FID student to analyze various plans in a specific
context that allows them to understand the characteristics, the essential elements that compose it and the relationships between them, based on the analysis of the
structure of the current curriculum, its characteristics and other sources. theoretical. The course introduces the student to formative assessment and reverse planning,
developing an initial understanding of these and their repercussions on the educational system and children's learning.

III. LINKAGE WITH THE INTEGRATIVE PROJECT:

“PARTICIPATION OF MEMBERS OF THE EDUCATIONAL COMMUNITY IN PEDAGOGICAL PROCESSES”

The purpose of the project is for the student to integrate their learning achieved during the course of their training, which allows them to explain the interactions, experiences and knowledge that are
established between the members of the educational community of the associated practice center, recognizing the influence of the context. and the type of relationships that are established between
the different members of the educational community, to generate learning. The integrative project is exploratory in nature, the product of which will be reflected in a MONOGRAPH OF ANALYSIS OF
EXPERIENCES that the student will present as the final product. The following course will develop some activities that will collaborate with the development of the aforementioned product, especially
addressing content that allows the FID student to understand that there are positive and quality interactions, according to the sociocultural context.

IV. TREATMENT OF CROSS-CUTTING APPROACHES AT THE INSTITUTIONAL AND COURSE LEVEL

APPROACHES DESCRIPTION OF THE APPROACH VERIFICATION CRITERIA EVIDENCES

Excellence means using one's faculties to the  They adapt to changes and modify  The teacher-trainer accompanies the
maximum and acquiring strategies for the their own behavior to achieve student in their learning process so that
success of one's goals on a personal and social common goals. they develop the maximum of their
level. Excellence includes the development of  They acquire new qualities to potential.
the capacity for change and adaptation, which improve their own performance.  The teacher trainer provides effective and
guarantees personal and social success, that  They use the knowledge acquired in timely feedback to the student about their
is, the acceptance of change aimed at the the hours of practice. progress and ways to improve.
improvement of the person: from social skills or  Formulates improvement proposals  The teacher trainer encourages the
effective communication to internalization. of taking into account your goals on a development of skills in the practical
personal and social level. hours of the course.
strategies that have facilitated success for other
 Participate in the educational  The FID teacher trainer and student
people. In this way, each individual builds their
community, always keeping effective demonstrate flexibility in the face of
 APPROACH TO reality and seeks to become better and better to communication in mind. change in order to qualitatively improve
THE SEARCH also contribute to their community. their performance.
FOR  The teacher trainer and the student use
EXCELLENCE effective communication strategies and
tools.
INTERCULTURAL In the context of Peruvian reality, characterized  They value diverse cultural identities  The teacher-trainer integrates family and
APPROACH by sociocultural and linguistic diversity, and relationships of belonging cultural knowledge in your
interculturality is understood as the dynamic of the students. planning.
and permanent process of interaction and  They welcome everyone with  The teacher trainer encourages
exchange between people of different cultures. respect, without belittling or collaborative work among all students
Interculturality is oriented towards a excluding anyone based on their without excluding anyone, considering
coexistence based on agreement and language, way of dressing, customs different cultural perspectives.
complementarity, as well as respect for one's or beliefs.  The teacher trainer provides opportunities
own identity and differences. This conception  They foster a continuous dialogue for all students, without exclusion, to
of interculturality is based on understanding between diverse cultural share their ideas, as valid interlocutors.
that in any society cultures are alive, they are perspectives.  The FID student values and integrates the
not static or isolated, and in their interrelation knowledge of the families of his basic
they generate changes that contribute naturally  They critically reflect on the education (BE) students into his planning
to their development, as long as their identity is foundations historical and proposals.
not undermined nor is there any pretense of social issues on which the  The FID student reflects on his linguistic
identity. hegemony or dominance by none. This intercultural dialogue model has career and that of his EB students.
approach will contribute to reversing been assumed.
discriminatory practices and asymmetric  They encourage the participation of
relationships that have historically occurred in all members of the educational
Peru and that particularly affect indigenous or community in decision-making.
native peoples.

V. LEARNING EVALUATION MATRIX

SPECIFIC TECHNIQUES
CRITERIA PRODUCT
COMPETENCE CAPABILITIES STANDARD PERFORMANC AND
EVALUATION OR
ES INSTRUMENTS
EVIDENCE

It understands learning as a Understands Sort Procedure

 Competition 1 It understands the complex phenomenon, in which Techniques:
individual, evolutionary and different cognitive, affective and
sociocultural sociocultural processes
characteristics of its intervene and which can be
Knows and  Performance
students and their interpreted from various
understands the  Performance
contexts, as well as the theories, with different
characteristics of information analysis
implications for pedagogical
all its students and way in which learning is about theories  Interrogation
practices. Describes the typical
their contexts, the developed. and interprets of human
development patterns of
disciplinary content various theories, development
children, young people and
it teaches, the paradigm
adults. It understands the central
approaches to
pedagogical concepts of different disciplines Instruments:
formative
approaches and involved in the current
planning and guide
processes, with the curriculum, and explains the
evaluation and
purpose of relationship between disciplinary
their importance  Checklist
promoting high- knowledge and the competency-
in educational  Estimation
level capabilities based approach.
processes and scale
It supports this approach as one
and their Understands the their Supports the  Rubric
of the foundations of the current
comprehensive disciplinary knowledge that implications. methodologica  Self-
curriculum, the way in which this
training. underlies the approach contributes to the l theories of assessment
competencies of the progressive development of child sheet
current curriculum and learning and how it responds to development  Co-evaluation
knows how to promote the demands of today's society. with sheet
their development. Know teaching and evaluation foundations  Written test
strategies that are consistent  Briefcase
with the focus of the areas.
Competition 2 Establishes learning It explains and substantiates Designs learning Justify how Worksheet
purposes and evaluation the importance of planning situations that interactions
Plan teaching focused on learning, that is, it
criteria that are aligned correspond with promote
accordingly is based on the expectations
with the learning the learning positive
expectations established in defined in the curriculum and purposes of the interrelationshi
collegiate, which
the curriculum, and that the learning needs of the current ps for the
guarantees students to propose
coherence respond to the learning curriculum child's
situations, strategies and
needs and characteristics
between the of the students, as well as learning resources. Likewise,
learning that it the demands of their it maintains that the greater
wants to achieve in sociocultural context. the coordination between the
its students, the planning annuals,
Designs annual plans, modules/projects and
use of available
annual plans, units/projects sessions contribute to a
resources and the
and sessions in an greater extent to the
evaluation in a
articulated manner, and progressive development of
curricular
ensures that students have learning. In coherence with
programming that the above, it proposes
sufficient time and
is constantly under learning situations that
opportunities to develop development.
review. respond to the learning
the necessary learning.
purposes.
Proposes situations,
strategies and learning and
evaluation resources that
are consistent with the
learning purposes, and that
have the potential to
challenge and motivate
students.
Competition 5 Continually involve Critically
students in the Explains that one of the main analyzes and
Evaluate assessment process. purposes of evaluation is to reflects on the Justify how
Permanently provide feedback and enhance the foundations of interactions
learning in Use a variety of teaching and learning process. In
accordance with assessment strategies coherence, it explains why teaching
formative promote
the institutional and tasks, according to and evaluation are closely linked. evaluation and positive Expository
objectives planned to the characteristics of Explain its close interrelationshi video
to make decisions the students, and that are and connection with ps for the
and substantiates the extent to which
relevant to collect curricular child's
any evaluation can be done
provide feedback evidence about learning. planning and its development.
from a
to their students formative perspective and implication on
and their understands the centrality of
Interprets learning children's
educational having explicit criteria to interpret
evidence using evaluation learning.
 community, taking criteria and makes evidence of learning and provide
into account decisions about teaching feedback to students; as well as the
individual relevance of building a positive
based on them.
differences and evaluation practice for students,
Provide timely, quality that is, one in which they feel safe,
diverse cultural
respected and in which errors and
contexts. feedback to students difficulties are conceived as
learning opportunities for
everyone. Know and apply
evaluation strategies and
instruments to collect evidence of
learning, depending on the
proposed purposes.

VI. ORGANIZATION OF LEARNING UNITS:

NAME OF THE
WEEKS CONTENTS SPECIFIC PERFORMANCES EVIDENCE OF LEARNING
LEARNING UNIT

Understands and interprets various

UNIT I theories, approaches and paradigms of PPT Summary
The curriculum in the Summary presentation on the virtual platform
No. 1 formative planning and evaluation and
Curricular educational organization of the educational Exposure
their importance in educational
policy. system- (National, regional, processes and their implications. Visual organizers
institutional)
No. 2 Designs learning situations that
correspond to the learning purposes of
No. 3 Competence-based approach the current curriculum.
and its importance for
No. 4 education in today's world Critically analyzes and reflects on the
No. 5 Identification of foundations foundations of formative evaluation and
(approaches, paradigms, its close connection with curricular
No. 6 pedagogical models) planning and its implication on children's
learning.
 No. 7 Theoretical sources of the
No. 8 curriculum

Unit product
Online exam
EVALUATION OF I UNIT SELF-REGULATION OF LEARNING (Self- Self appraisal
No. 9 Assess your learning through retrospective
assessment, hetero-assessment)
reflection.
Learning Portfolio
Organize evidence of training processes

No. 10 Analysis of the current

UNIT II curriculum

Curriculum analysis No. 11 Structure of the current

curriculum and its importance Designs learning situations that
No. 12 in the educational process correspond to the learning purposes of
the current curriculum
No. 13 PPT Summary
Profile of the initial education Summary presentation on the virtual platform
No. 14 graduate Exposure
Visual organizers
No. 15 Curriculum: Features Critically analyzes and reflects on the
foundations of formative evaluation and
No. 16
Planning and evaluation its close connection with curricular
planning and its implication on children's
No. 17
learning.

No. 18 EVALUATION OF II UNIT SELF-REGULATION OF LEARNING (Self- Unit product

assessment, co-assessment, hetero- Forum on the contribution of neuroscience
assessment) has an impact on theories of evolutionary
development (Early childhood).
Self appraisal
Assess your learnings through retrospective
reflection.
 Co-evaluation
Value achievements of your peers.
Learning Portfolio
Organize evidence of training processes.

Final product: Planned activities for the integrative project / Rubric

I. METHODOLOGICAL MODELS

- Problem-based learning
- Project Based Learning
- Case Study Based Learning
- Research Based Learning
- Ubiquitous Learning
II. MEDIA AND MATERIALS

Guide to learning, virtual learning platform, synchronous and asynchronous communication spaces, repository of readings: scientific, informative, miscellaneous and iconic, audiovisual
materials.

III. EVALUATION AND PROMOTION

The processes that make up the evaluation system are organized as follows:

to). Qualification of the training process: Obtained through average assessment (simple), considering,
 Evidence
 Questionnaire or other instrument
 Briefcase
b). Qualification of the final evidence of the course or module: Obtained through average assessment (weighted), considering,
 Self-assessment:20%
 Co-evaluation: 20%
 Heteroevaluation: 60%
 c). Final grade of the course or module: In this proposal, to verify the student's general performance in the course or module, the two grades are weighted according to the corresponding
weights:
 Process qualification (40%)
 Final evidence rating (60%)

IV. REFERENCES

National curriculum design.

Initial education program

___________________________
Br. Elizabeth Cleofé Ochoa Castro
Course Teacher

________________________________ _____________________________ _____________________________

Dr. Lenin Stalin Guevara Carhuajulca Dr. Manuel Jesús Llatas Cardozo Dr. Oscar Eduardo Peralta Arbaiza
Head of Academic Unit Academic Area Coordinator Academic Area Coordinator

PLANNING GUIDE BY COMPETENCES AND EVALUATION FOR LEARNING I

YO. GENERAL DATA
COURSE PLANNING BY COMPETENCES AND EVALUATION FOR LEARNING I
UNIT I CURRICULAR EDUCATIONAL POLICY
CYCLE II
DURATION From March 28 to May 28, 2021

HOURS OF STUDY 48 hours

ACTIVITY No presential
SPECIALTY Initial education
II. ORGANIZATION OF LEARNING

COMPETITION 1
Knows and understands the characteristics of all its students and their contexts, the disciplinary contents it teaches, the pedagogical approaches and processes, with the purpose of promoting
high-level capabilities and their comprehensive training.

COMPETITION 2
Plans teaching in a collegial manner, which guarantees coherence between the learning that it wants to achieve in its students, the use of available resources and the evaluation in a curricular
programming that is constantly under review.
COMPETITION 5
It permanently evaluates learning in accordance with the institutional objectives planned to make decisions and provide feedback to its students and the educational community, taking into
account individual differences and diverse cultural contexts.

Expected Digital connectivity

Ability Study activities Evaluation activities
performances materials/tools
It understands the individual, evolutionary and Describes the . Theoretical  Use of social ˗ Answer questions
sociocultural characteristics of its students and theoretical and perspectives of human networks.
˗ Dialogue using
development.  Voice or written
their contexts, as well as the way in which learning methodological technologies
message by
is developed. foundations related to WhatsApp ˗ Describe cases and facts
 Telephony and/or
child development Importance of moments ˗ Analyze facts and data
and child care. voice message
Understands the disciplinary knowledge that that support quality  Email ˗ Argue ideas, facts,
underlies the competencies of the current interactions.  Google classroom consequences, results.
Situations to provide
 Interactive work
curriculum and knows how to promote their respectful body care. ˗ Explains the procedure
 Virtual consultations
assumed to resolve
development.  Zoom class: Video-
problematic situations.
conferences
Feeding.
˗ Consult texts
˗ Use texts from virtual
The dream. libraries
˗ Briefcase
Establishes learning purposes and evaluation Describes the The reflections. Unit product presentation:
criteria that are aligned with the learning theoretical and May 24

expectations established in the curriculum, and methodological

Sphincter control.
that respond to the learning needs and foundations related to
characteristics of the students, as well as the child development
demands of their sociocultural context. that support quality
interactions.
Designs annual plans, annual plans, units/projects
and sessions in an articulated manner, and
ensures that students have sufficient time and
opportunities to develop the necessary learning.

Proposes situations, strategies and learning and

evaluation resources that are consistent with the
learning purposes, and that have the potential to
challenge and motivate students.
 Continually involve students in the Critically analyzes
assessment process. and reflects on the
Use a variety of evaluation strategies and foundations of
tasks, according to the characteristics of the formative evaluation
students, and that are relevant to collect
evidence about learning. and its close
connection with
curricular planning
and its implication on
children's learning.

Creates conditions to actively involve families in the learning process.

Advise or guide the execution of activities. Evaluation and reinforcement: Until May 28.
Evaluate the activities using the attached rubric.
Schedule feedback to strengthen learning not achieved.

III. STUDY AND EVALUATION ACTIVITIES

1) Read the texts reflecting on the studied content of annexes and others from the virtual library.
2) Perform or solve tasks through collaborative work.
3) Ask and answer questions by WhatsApp, phone, Facebook, internet, text message, etc.
4) Collect information of interest using the strategy that the student deems based on their experience or with the support of some printed or digital resource.
5) Know and apply the attached rubric.

3.1. ACTIVITY EVALUATION RUBRIC

Criterion Achieved (4 points) In process (2 points) At the beginning (1 point) Score
Content The document or text is prepared The document or text is prepared The document or text is prepared incorrectly
correctly and clearly; adheres to the correctly, but unclear. Adheres, in part, and confusingly.
 instructions in the working text. to the instructions of the task. Does not follow homework instructions.
Use and cite other sources correctly, Use and cite other sources correctly, Does not use other sources of consultation.
in accordance with APA 6th and 7th respecting some APA 6th and 7th
It does not comply with APA 6th and 7th
edition standards. edition standards.
edition standards.
Work Respect the structure of the requested Partially respect the structure of the It does not follow the recommended
organization report requested report. sequence for the requested report.
Authenticity The documents prepared are Less than 20% of the document is a More than 25% of the document is a copy of
unpublished or original. Show copy of other documents or files. Little other documents or files. There is no
creativity. creativity. creativity.
Bibliography Cite the consulted authors Cite the authors consulted with some It does not use APA 6th and 7th edition
appropriately, following APA 6th and errors in the application of APA standards. to cite the texts and authors.
7th edition standards. standards 6th and 7th edition.
Grammar The writing is correct both The writing is grammatically correct but The writing is not correct both grammatically
writing grammatically and semantically: good not semantically: good cohesion and and semantically: poor cohesion and
cohesion and message. It has no unclear message. It has 8 spelling confusing message. It has more than 9
spelling errors. errors. spelling errors

3.2. METHODOLOGICAL SUGGESTIONS:

 Use the collaborative work strategy.
 Use virtual chats and virtual collaborative work.
 Update your virtual portfolio constantly with the works received and sent.
 Attend online meetings.
 Participate in virtual chats.
 Send the report by WhatsApp or internet respecting the presentation date.
 Ask your peers and tutor your doubts and concerns.
 Solve the activities following the steps established by the structure in each task.
 Meet the deadlines established for each activity.
 Register the names of the work team.
 Archive tasks in the portfolio.
 REGIONAL DIRECTORATE OF EDUCATION CAJAMARCA
PEDAGOGICAL HIGHER EDUCATION INSTITUTE
“OCTAVIO MATTA CONTRERAS”
CUTERVO

GUIDE TO QUALITY INTERACTION AND EARLY CHILDHOOD DEVELOPMENT II

YO. GENERAL DATA
COURSE HEALTH AND WELL-BEING FOR CHILDREN
UNIT I DEVELOPMENT IN THE STAGE OF EARLY CHILDHOOD
CYCLE II
DURATION From April 28 to May 26, 2021

HOURS OF STUDY 48 hours

ACTIVITY No presential
SPECIALTY Initial education

II. ORGANIZATION OF LEARNING

COMPETITION 1
Knows and understands the characteristics of all its students and their contexts, the disciplinary contents it teaches, the pedagogical approaches and processes, with the purpose of promoting
high-level capabilities and their comprehensive training.

COMPETITION 2
Plans teaching in a collegial manner, which guarantees coherence between the learning that it wants to achieve in its students, the use of available resources and the evaluation in a curricular
programming that is constantly under review.
COMPETITION 5
It permanently evaluates learning in accordance with the institutional objectives planned to make decisions and provide feedback to its students and the educational community, taking into
account individual differences and diverse cultural contexts.

Expected Digital connectivity

Ability Study activities Evaluation activities
performances materials/tools
It understands the individual, evolutionary and Describes the . Stages of the first steps:  Use of social ˗ Answer questions
sociocultural characteristics of its students and theoretical and physical, psychomotor networks.
˗ Dialogue using
and socio-emotional  Voice or written
their contexts, as well as the way in which learning methodological technologies
development message by
is developed. foundations related to WhatsApp ˗ Describe cases and facts
.
 Telephony and/or
child development ˗ Analyze facts and data
Understands the disciplinary knowledge that Stages of the first steps: voice message
that support quality linguistic,  Email
underlies the competencies of the current ˗ Argue ideas, facts,
interactions. cognitive/intellectual  Google classroom consequences, results.
curriculum and knows how to promote their development.  Interactive work
development.  Virtual consultations ˗ Explains the procedure
The tantrum has an  Zoom class: Video- assumed to resolve
effect conferences problematic situations.
˗ Consult texts
Learning spaces. ˗ Use texts from virtual
libraries

Educational materials ˗ Briefcase

Establishes learning purposes and evaluation Describes the Child abuse Unit product presentation:
criteria that are aligned with the learning theoretical and July 24
Childhood learning
expectations established in the curriculum, and methodological disorders
that respond to the learning needs and foundations related to
characteristics of the students, as well as the child development
demands of their sociocultural context. that support quality
interactions.
Designs annual plans, annual plans, units/projects
and sessions in an articulated manner, and
ensures that students have sufficient time and
opportunities to develop the necessary learning.

Proposes situations, strategies and learning and

evaluation resources that are consistent with the
learning purposes, and that have the potential to
challenge and motivate students.

Continually involve students in the Critically analyzes

assessment process. and reflects on the
Use a variety of evaluation strategies and foundations of
tasks, according to the characteristics of the formative evaluation
students, and that are relevant to collect and its close

evidence about learning. connection with

curricular planning
and its implication on
children's learning.

Creates conditions to actively involve families in the learning process.

Advise or guide the execution of activities. Evaluation and reinforcement: Until July 30.
Evaluate the activities using the attached rubric.
Schedule feedback to strengthen learning not achieved.
III. STUDY AND EVALUATION ACTIVITIES
1) Read the texts reflecting on the studied content of annexes and others from the virtual library.
2) Perform or solve tasks through collaborative work.
3) Ask and answer questions by WhatsApp, phone, Facebook, internet, text message, etc.
4) Collect information of interest using the strategy that the student deems based on their experience or with the support of some printed or digital resource.
5) Know and apply the attached rubric.

3.1. ACTIVITY EVALUATION RUBRIC

Criterion Achieved (4 points) In process (2 points) At the beginning (1 point) Score
The document or text is prepared The document or text is prepared in a The document or text is not prepared correctly
correctly and clearly and is based on disorganized and unclear manner and or clearly, nor does it comply with the
the instructions of the activity. complies with part of the instructions of the instructions of the activity.
Content
Know and rigorously apply the activity. Does not know the contents covered in the
contents covered in the area Know and apply 1/3 of the content covered in area
the area
Respect the structure of the It does not respect two aspects of the structure Does not respect the structure of the
Work organization requested report of the requested report. requested report.

The documents prepared are Less than 20% of the document is a copy of More than 25% of the document is a copy of
Authenticity unpublished and original to the other documents or groups. other documents or groups.
group.
You cite the consulted authors Cite the authors consulted with 2 errors in the It does not use APA standards to cite the texts
Bibliography appropriately, following APA application of APA standards and authors consulted.
standards.
The writing is correct because it has The writing is regular because it has cohesion The wording is incorrect. It lacks grammatical
good cohesion and grammatical and and little grammatical and semantic and semantic cohesion and agreement. It has
Grammar writing
semantic agreement. No spelling agreement. It has 5 spelling errors. more than 6 spelling errors.
errors.
 3.2. METHODOLOGICAL SUGGESTIONS:
 Use the collaborative work strategy.
 Use virtual chats and virtual collaborative work.
 Update your virtual portfolio constantly with the works received and sent.
 Attend online meetings.
 Participate in virtual chats.
 Send the report by WhatsApp or internet respecting the presentation date.
 Ask your peers and tutor your doubts and concerns.
 Solve the activities following the steps established by the structure in each task.
 Meet the deadlines established for each activity.
 Register the names of the work team.
Archive tasks in the portfolio
EVIDE
NCE
OF
LEAR
NING
FIRST UNIT
ACTIVITY
N°01
 The student practices an
The student recognizes himself active and healthy life for his
as a valuable person and The student fosters life in well-being, takes care of his
identifies with his culture in democracy based on the body and interacts
different contexts. recognition of his rights. respectfully in the practice of
different physical activities,

The student appreciates The student investigates and

artistic-cultural understands the natural and
manifestations to artificial world using scientific
understand the knowledge in dialogue with
contribution of art to local knowledge to improve
culture and society the quality of life and
sustainable development.

The student interprets reality Graduation profile

and makes decisions based on The Student uses ICT
mathematical knowledge that Basic education responsibly.
contributes to his or her
context.

The student communicates in

his or her native language, in
Spanish as a second language,
The Student manages and in English as a foreign
economic or social language in an assertive and
responsible manner to
entrepreneurship projects interact with other people in
in an ethical manner. various contexts and for
different purposes.

The student understands and

The student develops appreciates the spiritual and
autonomous learning processes religious dimension in the lives of
people and society.
ACTIVITY
N°02
 COMPETENCIES APPROACHES

A capability is a set of knowledge, abilities and

attitudes that are used to solve problems.

A COMPETITION IS: CHARACTERISTICS OF

COMPETENCES

Socializing and  Holistic and

Knowing how to  Ethics
mobilizing a integrated
act in a dimension.
diversity of character.
particular
resources.
context in a
relevant
manner.

 Contextual ˗ Evolutionary
character. character.

With a view to a
Satisfying
purpose.
certain action 1) Creative nature
1) Reflective
criteria of the transfer .
character
considered
.
essential.
ACTIVITY
N°03
  According to Thomas Kunh, the paradigm
consists of a basic scheme for interpreting
reality. They facilitate the construction of
science.
PARADIGM
 The emergence of a paradigm influences the
structure of a group that operates in a specific
scientific field.
P
a
r  TRADITIONAL PEDAGOGY: Achieving
a knowledge through the transmission of
d information.
i
Pedagogical models  ACTIVE PEDAGOGY: Priority is given to
g action, manipulation and direct contact
m with objects.
s
 COGNOSCITIVE PEDAGOGIES: They are
based on the postulates of genetic
A psychology and propose the
N development of thinking and creativity

M
o Behavioral paradigm: facilitates learning. Teaching is
d oriented to achieve a good learning product.
e MAIN PARADIGMS THAT Cognitive paradigm: set of basic intellectual processes
l INFLUENCE THE that go through the teacher's mind when he or she
s TEACHING – LEARNING organizes, directs and develops his or her proactive
PROCESS behavior.
p Contextual ecological paradigm: Contextual and shared
e learning is one of its main manifestations.
d
a
g
o
g
i
c  ASSESSMENT
a  PURPOSES
l COMPONENTS OF  CONTENTS
PEDAGOGICAL MODELS  SEQUENCING
 METHOD
 RESOURCES
ACTIVITY
N°04
 Curriculam concepts according to the authors!!!

Franklin
Arrieta Ralph Tyler Hilda Taba
Bobbitt

(1918)

He defined the
curriculum in two
ways
That series of
things that children
They are all He stated that all
as the total range of and young people
learning resumes are
experiences, directed or must do and
experiences composed of certain
undirected, engaged in experience in
planned and elements, usually
developing the individual's order to develop
directed by the containing a
abilities skills that enable
school to achieve statement of specific
them to decide
its educational goals and
matters of adult
goals. objectives.
life.

as the series of consciously

directed training experiences
that schools employ to
complete and perfect that
development.

Dewey Glatthorn Stenhouse

Robert Gagne

He emphasized that
a sequence of units of it was a means of
content arranged in The curriculum
systematic is a global,
such a way that the transmission of the
learning of each unit The curriculum is integrated and
cultural experience flexible project
can be accomplished as of the race, others the plan made to
a single act. guide learning in that shows
valued its high
utilitarianism. schools.
susceptibility.
 Glazman and Curriculum.
Ibarrola

Curriculum as a dynamic process of adaptation to

Figueroa and social change, in general, and to the educational
Díaz-Barriga system in particular (cited in Fuentes, 1997).

He defined the term as a plan that explicitly

regulates and directs a concrete and determining
Arnaz
teaching-learning process that takes place in an
educational institution.

He pointed out that the curriculum is a synthesis of

Alicia de Alba cultural elements, which make up a political-
educational proposal designed and promoted by
various groups and social sectors.

A program of a specific subject during a complete

Ochs-Lewy cycle of study or the total program.

The curriculum constitutes a systematized training

Otmara Gonzalez project and a realization process through a
structured and ordered series of contents and
learning experiences.

The curriculum is a comprehensive educational

Fatima Addine project with a process character, which expresses
interdependent relationships in a historical-social
context.
ACTIVITY
N°05
 Curricular design

has made reference to and

The field of curricular design is
recognized the diversity of ideas
consolidated by seeking to make
and conceptions that circulate in
education the cornerstone that
relation to the curriculum, and
would contribute to economic
this is reflected in the Curricular
and industrial development.
Design

Various Currents

behavioral educational Programmed The systems

psychology technology teaching approach

psychometrics The curriculum

theory

Processes

The first process

Curriculum management: The Second process: includes The third process:

Institutional structuring, control institutional control and planning According to Guarro
mechanisms, interaction mechanisms on contexts of social and (2002), the curriculum
contexts and productive technological interaction. is presented with a set of
functions are seen as elements. elements that include
In an organic structure that
It is understood as institutional determines the distribution of content and learning
control and planning mechanisms responsibilities, roles and experiences.
over contexts of social and functions
technological interaction.
 CURRICULAR DESIGN MODELS

These do not have a single way

to guide their development
because there are different
theories and curricular models.

THE CURRICULUM AS AN THE CURRICULUM AS A PLAN OF

EPISTEMOLOGICAL
ORGANIZED STRUCTURE OF INSTRUCTION:
DIMENSION : It has
KNOWLEDGE:
knowledge related to It affects the rational field of
education, nature, and theory Here emphasis is placed on the didactic intervention in all
of each of the disciplines. transmitting and formative function dimensions, since it encompasses a
of the school, aimed at developing curricular theory as well as an
modes of thought and reflection instructional theory.
about nature and the experience of
man.
SOCIAL DIMENSION: Social,
cultural, political, economic
contexts that influence the THE CURRICULUM AS A SET OF
educational context. LEARNING EXPERIENCES.
THE CURRICULUM AS A
TECHNOLOGICAL PRODUCTION It is known as a set of
SYSTEM: educational experiences
It is prepared from the technological provided by the teacher and the
PSYCHOEDUCATIONAL
conception of education. As actors in institution
DIMENSION: Addresses
learning, instruction, this approach we have:
motivation, questioning POPHAM AND BACKER: structured
pedagogical models and statement of objectives.
good teacher training
THE CURRICULUM AS A
MAGER: Provides the behavior.
RECONSTRUCTION OF
GACNÉ: Advocates a set of contents KNOWLEDGE AND
that can be acquired through learning. PROPOSALS FOR ACTION:
TECHNICAL DIMENSION: They
are applicable in matters of It achieves an integrated and
curricular design. Heuristic coherent proposal that does
approach. (Open, flexible, not specify more than general
adaptable) principles to guide school
practice as a solution to
problems.
 Methodologies and phases for
curriculum construction.

METHODOLOGICAL CURRICULAR METHODOLOGIES

PROPOSALS: FROM A TECHNOLOGICAL AND
SYSTEMIC APPROACH

They constitute cornerstones in

the field of curricular design, Proposal by Raquel
CLASSIC
definitively influencing the Glazman and María De Curriculum proposal by Víctor
CURRICULAR
conceptions and regulations of Ibarrola. 1978 : The model Arredondo (1979): Previous
METHODOLOGIE
Educational Institutions. they propose can be analysis: here an evaluation of
S
divided into four stages: the current curriculum is
carried out.
1.Determination of the
Curriculum design tries to general objectives of the  Detection of
RALPH TYLER
answer the following study plan. national needs in
CURRICULAR
questions: What goals does relation to
PROPOSAL 2.Operationalization of
the school want to achieve? professional
1979 the objectives: the
Of all the educational practice
specific objectives (they
experiences that can be
constitute the study plan)  Delimitation of the
provided.
and grouping of the professional profile
specific objectives into of the psychologist.
HILDA TABA It constitutes a guide to
sets (they constitute the
CURRICULAR determine the objectives of  Labor market of the
courses).
PROPOSAL education graduated
1962 3. Structuring of professional.
intermediate objectives
CURRICULAR The selection process must (Determination of gradual  Institutional
PROPOSAL BY be carried out with a prior training goals). Resources.
MAURITZ delimitation of criteria,
4. Evaluation of the
JOHNSON
study plan. Includes as
sub stages:

 Evaluation of the
 Curriculum design
methodologies from a
critical and
sociopolitical
approach

They are highly flexible and unfinished proposals, which

are reconstructed situationally, for each school in
particular.

MODULAR
RECONSEPTUALIST CURRICULAR
Proposal by
APPROACH PROPOSAL FOR
Lawrence TRANSFORMATION
Stenhouse (1975) OBJECTS

In this approach there is a real

absence of fixed and structured
Considers that a curricular design. They oppose curricular
rational curricular design by subjects, they
design is possible, This line of thought, related to advocate curricular design
based on the the hermeneutic paradigm and modeled by objects of
specification of ethnographic and naturalistic transformation. Which
contents and methodology, considers the consists of the integration
procedural problems that define the design of content away from a
principles. and development of the problem of reality.
curriculum to be practical and
not theoretical in nature.

CURRICULAR DESIGN
METHODOLOGIES
FROM A
CONSTRUCTUVIST
APPROACH.

Instilled in psychological constructivism. This

conception postulates that knowledge is produced
through a prolonged process of construction,
elaboration of schemes, theoretical models that induce
learning, their contrast and rethinking.
 Educational processes are anticipated
actions and planning, which considers
DIAZ (1993). a series of phases that ensure the
coherence and integration of all
elements in educational actions.

Acuña (1979, cited

by Díaz, 1993

Canton and Pine

Phase 1. Study of
social and The
Phase 3. Preparation consideration of
educational
of a curriculum as a educational,
reality.
possibility of solving learning and
Phase 2. The diagnosis of
the detected needs. curriculum
Establishment of a problems, needs,
theories, as well
diagnosis and Phase 4. Internal and expectations and
as the
prognosis external evaluation aspirations of the
educational and
regarding social of the proposal. recipients,
curricular
needs . society, families,
policies of the
parents and
educational
students
administration.
 CURRICULAR FLEXIBILITY

 It is considered as a methodological tool to resize

curricula and give a different meaning to curricular
processes.
 It is a category imported particularly from the
economic environment that underpins the current
production model, called Fordist mass and online
production.

The Curriculum in various senses that it has in the university

environment

CURRICULAR ACADEMIC OR
ADMINISTRATIVE PEDAGOGICAL
FLEXIBILITY FLEXIBILIZATION
FLEXIBILITY

It aims at a process of It refers to the possibility

opening and resizing the It fundamentally refers to of developing various
interaction between the the generation of forms for the
various forms of horizontal, open, dynamic appropriation,
knowledge or learning and interactive socialization,
objects that constitute organizational processes. reconstruction and
the curriculum. production of knowledge.
 It has become widespread
In the curricular processes it as an organizational
seems to have uneven behavior both in the field
developments in the of economic production
university environment, and in other fields and
since there are institutions
this fact greatly favors the
that have maintained the
processes of relevance
disciplinary model of the
curriculum. between universities in
the social environment.

CONCLUSION OF THE NATIONAL

WORKSHOP
 FLEXIBILIZATION

The most important thing to highlight as a result of

this national workshop and the study on curricular
flexibility in four of the most important universities in
the country: National University of Colombia,
University of the Andes, University of Valle and
University of Rosario, is that flexibility makes part
not only of the documents of Fr. I, but of curricular,
pedagogical and academic practice.