Instructional planning resembles the process of creating a painting that the artist's work has certain similarities with the teacher: both create a sketch of what project to do, once sketched the idea decision follows on technical to explode. The painter looks at the range of colors in his palette and think which use decides combinations, nuances, the light management among other issues, and on the fly, also reconsiders the way makes the necessary adjustments, restates what has been done on the canvas and reorients his work. We do something similar educational planning is exciting because it is a creative space and well-founded where reveal other possible worlds to teach. In order to plan materializes teacher teaching as a subject, because its essence is in every act and thought time, transporting it to the knowledge of himself.
To do this we are certain challenges, and to the extent that the teacher to move into the territory where the meanings of their teaching are stored, will be able to embark on the road to educational reform.
The challenges of educational planning are problems that the teacher is discovering along their experience, but only through systematic and shared reflection of their teaching. Planning is the habitat of the teacher, recognized it and warn the difficulties, helps you establish improvement projects that make you feel more satisfied in their work.
CHALLENGE ONE. CONNECTING WITH SCHOOL LEARNING EVERYDAY LIFE. We continue setting up a school learning and for the school, which leaves sight a disconnect between school life and daily life and subtracts relevance to learning. We know that when a student seeks to appropriate school contents, carries a heavy dose of everyday knowledge impossible to be ignored by part of el.Ese know it is not reduced to the level of prior knowledge, whether it is a whole epistemology is a way of learning pragmatic and informal own daily life that resembles the structure and procedures of formal school learning. Hence the importance of this challenge that we must see that everyday knowledge and academic support to the point of merging into a hybrid by way of a mechanism of general knowledge.
CHALLENGE DOS. THE ERROR AS PART OF LEARNING PLANNING PROCESS.
The error is nothing but the reflection of a student's process, product adaptation of certain representations to a new situation in an approach to learning, you finally reach ta aa norma.Trabajar from error must be accompanied by a culture that does not add to student frustration or discouragement. That must be a constant teaching that represents the true teacher riddles that lead him to question the student does not learn and mobilize to seek alternative routes to achieve learning.
THREE CHALLENGE. NEW TEACHING CONTRACTS.
The sharing of educational contracts likely releases tensions in the learning environment, to raise what it's up to provide teacher and student in the teaching relationship. a rule of contract that can not miss is this: Explain the evaluation and build with students. Other as we have just seen would adopt the error as a resource for learning.
CHALLENGE FOUR TECHNICAL MANAGEMENT CURRICULUM. It is not just sticking religiously to the contents but assume our autonomy and informed decision-making as a professional field of education around the use of methods and activities, modifying product or learning activities, to the redefinition and complementarity of the contents; which privileges the subject form and manages to overcome the imperialism of the curriculum.
FIVE CHALLENGE. THINK THAT ALL IS WELL learned and taught us teachers in more than one occasion regardless of the subject, content or context group of students preserve some kind of pattern or scheme to develop the lesson. and we must understand that teaching is singular that need be designed taking into account that students are different, and therefore require consistent attention and helps their emotional needs or cognitivas.En this vein and following Onrubia (2007) Aid adjusted also needs to be planned; for this purpose it is necessary to also address the nature of the task, the student, the content and level of aid is justified at some point in the process.
CHALLENGE SIX. EVALUATION, TEACHING AND LEARNING PLANNING.
You can not redirect that is not subject to evaluation. Evaluation is responsible for giving validity to what is planned. An assessment that claims to be formative should move towards a differentiated pedagogy similar to medical scheme that provides diagnostics and treatments tailored to each patient.
CHALLENGE SEVEN TASKS OF ISOLATED AND EXERCISES TO PROBLEMS AND TRANSFER OF KNOWLEDGE. No learning that s ele intended relevant call may be limited to a single stereotyped situation, we need the subject is faced with unfamiliar situations that test what they have learned and even demystify the previously given to a certain knowledge use.
EIGHT CHALLENGE OWNERSHIP AND MANAGEMENT OF TEORÍA.La theory only comes to life when placed in a specific context of learning. The learner to study theories makes activating the implicit knowledge and experiences living in their didactic thinking. We need to stimulate research on teaching thinking itself, which begins, according ferrules (2010) with the willingness to learn and openness to explore.
NINE CHALLENGE TO KNOW FRAGMENTATION GLOBALIZATION AND INTEGRITY. Perrenoud told us this warning encapsulate the limiting learning content and one to one discipline and proposes that instead of lifting boundaries between subjects, concerned to find common ground. Comprehensiveness impels the search for points of intersection between neighboring disciplines or related fields.
CHALLENGE TEN. THE CONTENTS ARE NOT THE END BUT THE WAY OF KNOWING
THE REALIDAD.La trend that students learn from disjointed content and it does not take as its starting point the reality part, to some degree of normality built in the school system. They need to take as a starting point the reality, and place there learning that seeks to foster, based on this design a problem situation that encourages students to think, test procedures, to develop hypotheses, to speak, to err on the way, to discuss, to consult different materials, to continue learning paths that were not even envisaged by the curriculum or planning teacher, to see the problem from different angles, to accept the right to dissent, to find new questions, approach other possible ways of understanding reality, to put the content in specific contexts, to give meaning to what is learned through a tangible product of the learning process, to cooperate and learn together.
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