Discover the most effective and up-to-date teaching strategies to enhance your teaching in secondary education, based on evidence and with a practical approach"

Today's educational environment is constantly evolving, facing challenges that require highly trained teachers who are up to date in effective pedagogical strategies. Secondary education faces changes in curriculum, technological advances, student diversity and socio-emotional demands, among other challenges, which require teachers to adapt and excel in their educational work. 

In this context, the Advanced master’s degree in Didactics and Teaching Practice in Secondary Education Education is positioned as a solid and necessary response to address the current challenges of secondary education. This program has been designed with the demands of the educational environment in mind, providing teachers with the most up-to-date pedagogical tools and strategies to meet the challenges in the classroom. 

One of the main justifications for the programme lies in its practical and applied approach, providing teachers with the skills and knowledge they need to excel in their educational work. The program focuses on evidence-based didactics and teaching practice, offering proven and effective strategies that can be applied immediately in the classroom to improve the teaching-learning process. 

The program's teaching staff is another highlight, composed of education professionals with extensive experience in secondary education. These experts in didactics and teaching practice bring an up-to-date vision of the educational field, sharing their knowledge and experience with the participants of the program. 

In addition, the 100% online format offers flexibility and accessibility for teachers interested in expanding their skills and knowledge. The program is tailored to the needs of in-service teachers, allowing them to access study materials and participate in program activities from anywhere and at any time, facilitating their participation and professional enrichment. 

Meet the challenges of today's educational environment with tools and knowledge that will allow you to adapt and excel in the classroom, offering a high quality education to your students"

This Advanced master’s degree in Didactics and Teaching Practice in Secondary Education contains the most complete and up-to-date educational program on the market. The most important features include:  

• The development of case studies presented by education experts 
• The graphic, schematic, and practical contents with which they are created, provide scientific and practical information on the disciplines that are essential for professional practice
• Practical exercises where self-assessment can be used to improve learning
• Its special emphasis on innovative educational methodologies 
• Theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments 
• Content that is accessible from any fixed or portable device with an Internet connection 

Study in a 100% online format that adapts to your needs and schedule, allowing you to access the materials from anywhere and at any time"

Its teaching staff includes professionals from the field of education, who bring to this program the experience of their work, as well as recognized specialists from reference societies and prestigious universities.

The multimedia content, developed with the latest educational technology, will provide the professional with situated and contextual learning, i.e., a simulated environment that will provide an immersive learning experience designed to prepare for real-life situations.

This program is designed around Problem-Based Learning, whereby the student must try to solve the different professional practice situations that arise throughout the program. For this purpose, the professional will be assisted by an innovative interactive video system created by renowned and experienced experts.  

Enhance your pedagogical skills and knowledge, improve your teaching practices and make a difference in secondary education"

Acquire the knowledge and skills necessary to excel as a leader in teaching practice"

The Advanced master’s degree in Didactics and Teaching Practice in Secondary Education is structured in different modules that comprehensively address the main aspects of secondary education. Each module is carefully designed, with an up-to-date pedagogical approach based on best educational practices. In addition, the programme includes complementary readings and high quality multimedia material that enrich the teaching of the participants, offering resources and tools that allow them to deepen their learning and apply them in their teaching practice. 

Gain a holistic and up-to-date view of teaching in Secondary Education, having a reference guide that will remain useful even after the end of the programme"

Module 1. Education and Development

1.1. Language and the Brain

1.1.1. Brain and Language
1.1.2. Communicative Processes of the Brain
1.1.3. The Brain and Speech. Acquisition and Development of Language and Communication

1.2.  Psycholinguistics

1.2.1. Scientific Framework of Psycholinguistics
1.2.2. Objectives of Psycholinguistics
1.2.3. Language Processing System
1.2.4. Theories on the Development of Language Learning
1.2.5. The Information Processing System

1.2.5.1. Levels of Processing

1.2.6. Functional Architecture of the Language Processing System. Fodor's Modularist Position

1.3.  Language Development vs. Neural Development

1.3.1. Genetics and Language

1.3.1.1. FOXP2 (Forkhead Box P2)

1.3.2. Neurological Foundations of Language
1.3.3. Developmental Dyslexia
1.3.4. Specific Language Disorder (SLD)

1.4. Spoken Language and Written Language

1.4.1. Language
1.4.2. Comprehensive Language
1.4.3. Spoken Language
1.4.4. Reading Language
1.4.5. Dyslexia
1.4.6. Written Language
1.4.7. Dysgraphia

1.5.  Bilingual Brain

1.5.1. Concept of Bilingualism
1.5.2. Bilingual Brain
1.5.3. Critical and Sensitive Periods
1.5.4. Positive and Negative Effects of Bilingualism
1.5.5. Brain of the Early Bilingual vs. Late Bilingual
1.5.6. Changes in Neural Circuits in Bilingual Brains
1.5.7. Learning Factors in the Acquisition of One or More Languages

1.5.7.1. Window of Opportunity
1.5.7.2. Aptitude
1.5.7.3. Motivation
1.5.7.4. Strategy
1.5.7.5. Consistency
1.5.7.6. Opportunity and Support
1.5.7.7. Linguistic Relationship Between Languages
1.5.7.8. Siblings
1.5.7.9. Gender
1.5.7.10. Right or Left-Handedness

1.5.8. Bilingualism. Cognitive and Executive Functions

1.6.  Speech and Language Development Disorders

1.6.1. The Architecture of the Mind
1.6.2. Language

1.6.2.1. Language Development

1.6.3. Communication Disorders
1.6.4. Specific Speech and Language Development Disorders

1.6.4.1. Specific Language Development Disorder
1.6.4.2. Speech Development Disorders

1.7.  Childhood Language Development

1.7.1. Childhood Language Development

1.7.1.1. Language Components

1.7.2. Errors in Language Development

1.7.2.1. Errors in the Content or Semantic Component
1.7.2.2. Errors in the Form Component

1.7.3. Communicative Contexts
1.7.4. The Influence of Context and Interaction on Language Development
1.7.5. The Relationship Between Gestures and Language Development

1.8.  Adolescent Brain

1.8.1. Adolescent Brain Mechanisms of Maturing
1.8.2. Studies on the Adolescent Brain
1.8.3. Neurosciences and Adolescence

Module 2. The Reality of the Classroom

2.1. The Educational System as a social system

2.1.1. Educational System: definition and characteristics
2.1.2. Educational system: Components
2.1.3. Aims and principles of Education
2.1.4. Decentralization of Powers 
2.1.5. Structure of the Center: Organs
2.1.6. Structure of the Center: Documents
2.1.7. Tutorial
2.1.8. Center Coordination
2.1.9. Intersection between Family Environment and School Education
2.1.10. Parental Involvement

2.2. The Classroom as a Place of Learning

2.2.1. Natural Learning
2.2.2. Learning in the Classroom
2.2.3. Active Participants
2.2.4. Teaching Work
2.2.5. Learning Processes
2.2.6. Environmental Factors
2.2.7. Principles of Arrangement
2.2.8. Types of Grouping
2.2.9. Corner Work
2.2.10. Didactic Exploitation of the Corners

2.3. Building Learning

2.3.1. Building Learning through Interaction
2.3.2. Peer-to-peer Interactivity
2.3.3. Interactivity with Adults
2.3.4. Exploration and Research
2.3.5. Creativity
2.3.6. Play
2.3.7. Psychomotor Skills
2.3.8. Moving in Class
2.3.9. The Affective Dimension
2.3.10. Working with Emotions

2.4. The Facilitating Teacher

2.4.1. Teacher Profile
2.4.2. Types of Teachers
2.4.3. Functions of the Teacher Facilitator
2.4.4. Effective Teaching
2.4.5. Conceptual Competence: Knowing
2.4.6. Procedural Competence: Know-how
2.4.7. Attitudinal Competence: Knowing How To Be
2.4.8. Teaching Collaboration
2.4.9. Cases of Collaboration
2.4.10. Obstacles to Collaboration

2.5. The Teacher in the Classroom

2.5.1. Teaching Styles
2.5.2. Classification of StylesÇ
2.5.3. Teachers' Expectations
2.5.4. Communicating Expectations
2.5.5. Strategies for Action
2.5.6. Attention to Diversity
2.5.7. Types of Diversity
2.5.8. Inclusive Education Practices
2.5.9. Space Management
2.5.10. Time Mnagement

2.6. Learning to Learn

2.6.1. Learning Today
2.6.2. Intelligence vs. Intelligences
2.6.3. Typology of Intelligences
2.6.4. Implications of MI in the Classroom
2.6.5. Learning Styles: Definition
2.6.6. Learning Styles: Types
2.6.7. Implications of AEs in the Classroom
2.6.8. Learning Strategies
2.6.9. Teaching Learning Strategies
2.6.10. Self-regulated Learning

2.7. The Learner

2.7.1. Hierarchy of Needs
2.7.2. Security/Safety
2.7.3. Love, Belonging, and Recognition
2.7.4. Self-realization
2.7.5. Motivation
2.7.6. Measuring Motivation
2.7.7. Motivational Strategies in the Classroom
2.7.8. Special Educational Needs
2.7.9. Typology of Needs
2.7.10. Action Protocol

2.8. The Group

2.8.1. Considerations
2.8.2. What is a Group?
2.8.3. Characteristics of a Group
2.8.4. Group Dynamics
2.8.5. Cohesion
2.8.6. Rules and Objectives
2.8.7. Life Development
2.8.8. Good Practices
2.8.9. Cooperative Learning
2.8.10. Cooperative Activities

2.9. Classroom Management

2.9.1. The Three Pillars
2.9.2. Basic Premises
2.9.3. The First Days of Class in Infant School
2.9.4. The First Days of Class in Primary School
2.9.5. Initial Strategies
2.9.6. Learning Environment
2.9.7. Control Objectives
2.9.8. Authority Style
2.9.9. General Control Strategies
2.9.10. Control Tools

2.10. Performance and Behavioral Problems

2.10.1. Performance Problems: Identification and Management Strategies
2.10.2. Behavioral Problems: Identification and Management Strategies

Module 3. The Fundamentals of Teaching Language and Literature

3.1. Teaching Language and Literature

3.1.1. Introduction to the Concept of Teaching
3.1.2. Teaching Language
3.1.3. Teaching Literature
3.1.4. Teaching from a Cultural Perspective

3.2. The Language and Literature Syllabus

3.2.1. Definition of the Concept of a Syllabus
3.2.2. The Elements and Parts of the Syllabus
3.2.3. The Syllabus of Language and Literature in Primary Education. Primary
3.2.4. The Language and Literature Syllabus in High School Education

3.3. Oral Language Teaching

3.3.1. Elements of Oral Proficiency
3.3.2. Characteristics of Oral Language
3.3.3. Teaching Oral Communication
3.3.4. Teaching Proposals

3.4. Teaching Written Language

3.4.1. Definition of the Concept of Written Language
3.4.2. Key Elements in Teaching Written Language
3.4.3. ICT in Teaching Language
3.4.4. Written Language Evaluation

3.5. Teaching Reading

3.5.1. Analysis of the Concept of Teaching Reading
3.5.2. Development and Characteristics of the Reading Process in Primary Education
3.5.3. The Promotion of Reading in the Educational Stage
3.5.4. Practical Applications of Teaching Reading

3.6. Literary Education

3.6.1. The Definition of Teaching Literature
3.6.2. Elements of Teaching Literature
3.6.3. Literature Teaching Methodologies
3.6.4. Evaluation of Literary Education

3.7. Practical Applications

3.7.1. The Definition of Educational Programming
3.7.2. Elements of Educational Programming
3.7.3. Development of a Program for Spanish Language and Literature

Module 4. Methodology: Teaching and Programming

4.1. The Curriculum

4.1.1. What Is It?
4.1.2. Functions
4.1.3. Syllabus Elements
4.1.4. Types of Syllabus
4.1.5. Features
4.1.6. Curricular Approaches
4.1.7. Curriculum Design
4.1.8. Levels of Concreteness
4.1.9. The Fourth Level
4.1.10. Syllabus Structure

4.2. Competencies

4.2.1. What are Competencies?
4.2.2. A New Perspective
4.2.3. Features
4.2.4. Key Competencies
4.2.5. Competencies in the Syllabus
4.2.6. Strategies for their Application
4.2.7. Competencies in the Classroom
4.2.8. Teaching Competencies
4.2.9. Communicative Competencies
4.2.10. Competency-based Assessment

4.3. Methodology

4.3.1. Introduction
4.3.2. Methodological Principles
4.3.3. Teaching Methods and Techniques
4.3.4. From Transmissive to Active Methods
4.3.5. Exercises vs. Activities
4.3.6. Methodological Strategies
4.3.7. Group Work vs. Cooperative Work
4.3.8. Cooperative Learning
4.3.9. Problem-Based Learning
4.3.10. Project Work

4.4. ICT in the Methodology

4.4.1. ICT Today
4.4.2. Digital Literacy
4.4.3. Educating in ICT
4.4.4. Consequences of the Change
4.4.5. ICT Competences in Education
4.4.6. Digital Competences
4.4.7. ICT in Class
4.4.8. ICT for Diversity
4.4.9. ICT Resources in the Classroom
4.4.10. ICT Resources in the Center

4.5. Assessment

4.5.1. The Classroom as an Evaluation Context
4.5.2. Types of evaluations
4.5.3. Traditional Assessments
4.5.4. Current Assessments
4.5.5. How to Assess it? Techniques and Instrumentation
4.5.6. Selection of Instruments and Techniques
4.5.7. What to Assess?
4.5.8. Evaluation Meetings
4.5.9. Program Evaluation
4.5.10. Evaluation Together with the Teaching Staff

4.6. Educational Programming I

4.6.1. Introduction
4.6.2. The Importance of Educational Programming
4.6.3. Components
4.6.4. Justification
4.6.5. Objectives: Types
4.6.6. Objectives: Sources
4.6.7. Objectives: Formulation
4.6.8. Content: Types
4.6.9. Content: Selection and Organization Criteria
4.6.10. Content: Sequencing Criteria

4.7. Educational Programming II

4.7.1. Key Competencies
4.7.2. Methodology: Methodological Principles
4.7.3. Methodology: Area
4.7.4. Methodology: Methodological Strategies
4.7.5. Attention to Diversity
4.7.6. Resources
4.7.7. Assessment
4.7.8. Timing
4.7.9. Other Elements
4.7.10. Relationship Between the Elements of the Syllabus in the Educational Planning

4.8. Teaching Units I

4.8.1. Introduction
4.8.2. Relevance
4.8.3. Characteristics and Elements
4.8.4. Identification
4.8.5. General and Teaching Objectives
4.8.6. Assessment Criteria
4.8.7. Assessable Learning Standards
4.8.8. Indicators of achievement
4.8.9. Key Competencies
4.8.10. Contents

4.9. Teaching Units II

4.9.1. Methodological Strategies: Methods and Techniques
4.9.2. Activities: Their Role in Teaching Units
4.9.3. Activities: Classification
4.9.4. Activities: Characteristics
4.9.5. Sequence of Activities
4.9.6. Attention to Diversity
4.9.7. Resources
4.9.8. Evaluation: Instrument Selection
4.9.9. Evaluation: Student Qualification
4.9.10. Evaluation of the Teaching Unit: Final Reflection

4.10. Design of Educational Programming for Language and Literature

4.10.1. Characterization of the Material
4.10.2. Contribution of the Subject to the Development of Key Competencies
4.10.3. Communicative Approach
4.10.4. Communication Projects
4.10.5. Selection and Prioritization of the Content
4.10.6. Oral Comprehension and Production
4.10.7. Interaction
4.10.8. Reading
4.10.9. Written production
4.10.10. Literary Education

Module 5. Teaching Literature

5.1. Teaching Literature and Literary Education

5.1.1. Literary Education
5.1.2. Encouragement to Read
5.1.3. Literary Competence
5.1.4. Literary Education Plan

5.2. Children and Young Adults Literature (CYL) and the Classics

5.2.1. What Is CYL?
5.2.2. CYL and the High School Reading Plan
5.2.3. The Place for the Classics
5.2.4. Adaptations
5.2.5. Proposals for Reading the Classics

5.3. Text Commentary

5.3.1. History and Evolution of Text Commentary
5.3.2. Comprehension and Interpretation of Texts
5.3.3. Guide for Writing a Literary Text Commentary

5.4. Creative Writing

5.4.1. Creative Writing in the Literature Classroom
5.4.2. Writing Workshop
5.4.3. Gianni Rodari and the Art of Inventing Stories
5.4.4. Other Activities for Creative Writing

5.5. School Library

5.5.1. Objectives of the School Library in High School
5.5.2. Book Clubs
5.5.3. The Bibliographic Collection
5.5.4. Encouragement to Read in the School Library
5.5.5. Library, Cultural Dynamization and Participation of the School Community

5.6. Literary Routes

5.6.1. Definition and Origin
5.6.2. Literary Routes in the School Environment
5.6.3. Objectives of Literary Routes
5.6.4. Organization of the Literary Route

5.7. ICT and Literature

5.7.1. What is a Blog?
5.7.2. Keys for Organizing and Designing a Blog
5.7.3. Blogs in the Literature Classroom
5.7.4. Booktubers and Literary Education
5.7.5. Transmedia Literature

5.8. Dialogic Interaction and Inquiry

5.8.1. The Sociocultural Perspective. Vygotsky
5.8.2. Interactions and Identity Building
5.8.3. Communicative Acts
5.8.4. Dialogic Inquiry

5.9. Dialogic Reading

5.9.1. Foundations of Dialogic Reading
5.9.2. Reading Godmothers and Godfathers
5.9.3. Accompanied Reading
5.9.4. Tutored Library

5.10. Dialogical Literary Discussion Groups

5.10.1. The Origin of Dialogic Literary Gatherings
5.10.2. Interactions That Speed Up Reading
5.10.3. The Classics in Pre-School and Primary School
5.10.4. The Functioning of the Discussion Group
5.10.5. Other Dialogical Discussion Groups

Module 6. Teaching Grammar

6.1. The Concept of Grammar

6.1.1. General Introduction
6.1.2. Definition of Grammar and Grammatical Competence
6.1.3. Different Types of Grammar
6.1.4. Definition of Grammar in the Syllabus
6.1.5. Grammatical Construction in High School Education
6.1.6. Metalinguistic Concepts

6.2. Theory and Practice of Grammar

6.2.1. Concept of Grammatical Theory
6.2.2. Concept of Grammatical Practice
6.2.3. The Connection Between Theory and Practice
6.2.4. The Role of Syntax

6.3. Application of Grammar in the Classroom

6.3.1. Reflection and Communication
6.3.2. Types of Exercises

6.4. Linguistic Text Commentary

6.4.1. Concept of Linguistic Commentaries
6.4.2. Importance and Difficulty of Text Commentary
6.4.3. Strategies for the Text Commentary
6.4.4. Tools for the Linguistic Commentary
6.4.5. Elements of the Commentary

Module 7. Teaching Lexicon and Semantics

7.1. Introduction to Lexical-Semantics

7.1.1. Historical Precedents
7.1.2. Significance
7.1.3. Signs and Symbols
7.1.4. Linguistic Communication. The Linguistic Sign

7.2. Basic Fundamentals

7.2.1. What is Semantics?
7.2.2. Semantics a Science?
7.2.3. Structural Semantics
7.2.4. Semantics and Society

7.3. Learning and Acquisition

7.3.1. Basic Principles
7.3.2. Pedagogical Methods
7.3.3. Evolutionary Development
7.3.4. Difficulties

7.4. Production and Creation

7.4.1. Spanish Lexicon
7.4.2. Classification of the Lexicon
7.4.3. Word Formation
7.4.4. Semantic Phenomena

7.5. Lexical-Semantic Application

7.5.1. The Need for Explicit Lexicon Teaching
7.5.2. Lexematic

7.6. Active Learning

7.6.1. What Is It?
7.6.2. Pedagogical Model
7.6.3. Importance of Active Learning
7.6.4. Tools in the Classroom

7.7. Dictionaries

7.7.1. Typology
7.7.2. The Selection Process
7.7.3. The Dictionary as a Pedagogical Resource
7.7.4. Learning Tool
7.7.5. Resources and Strategies

7.8. Dictionaries

7.8.1. Reasons and Other Theoretical Issues
7.8.2. Structure
7.8.3. Types of Dictionaries
7.8.4. Spanish Language Dictionary

Module 8. Foundations of the didactics of Spanish as a Second Language

8.1. The Foundations of Teaching and Learning Foreign Languages

8.1.1. Introduction
8.1.2. General Theories on Learning and Acquiring Foreign Languages
8.1.3. Variables in Teaching Foreign Languages

8.2. Methodological Approaches for Teaching Spanish as a Second Language

8.2.1. Introduction
8.2.2. Traditional Methods
8.2.3. Transitioning to More Modern Methods
8.2.4. Modern Approaches
8.2.5. New Trends in Learning Languages

8.3. The Pedagogy of Grammar

8.3.1. Introduction
8.3.2. What is Grammar in Spanish as a Foreign Language?
8.3.3. Correct Selection of Linguistic or Grammatical Content
8.3.4. From Knowing to Using a Language
8.3.3. Explaining Grammar in a Spanish as a Foreign Language Class

8.4. Pedagogy of Lexis and Pragmatics

8.4.1. Introduction
8.4.2. Pedagogy of Lexis
8.4.3. Pedagogy of Pragmatics

8.5. Course Objectives, Programming and Evaluation, Teaching Units and Projects

8.5.1. Introduction
8.5.2. Didactic Programming
8.5.3. The Didactic Unit

8.6. Cultural Elements when Teaching Spanish

8.6.1. Introduction
8.6.2. What do we Understand as Culture?
8.6.3. On How to Teach Culture
8.6.4. Choosing Contents

8.7. Games, Theater and Other Resources to Teach Spanish as a Secondary Language

8.7.1. Introduction
8.7.2. Games in a Class of Spanish as a Secondary Language
8.7.3. Teaching How to do Theater

Module 9. Learning Mathematics in Secondary School

9.1. Defining Learning

9.1.1. The Role of Learning
9.1.2. Types of Learning

9.2. Learning Mathematics

9.2.1. Differential Learning of Mathematics
9.2.2. Features of Mathematics

9.3. Cognitive and Metacognitive Processes in Mathematics

9.3.1. Cognitive Processes in Mathematics
9.3.2. Metacognitive Processes in Mathematics

9.4. Attention and Mathematics

9.4.1. Focused Attention and Mathematics Learning
9.4.2. Sustained Attention and Mathematics Learning

9.5. Memory and Mathematics

9.5.1. Short-Term Memory and Mathematics Learning
9.5.2. Long-Term Memory and Mathematics Learning

9.6. Language and Mathematics

9.6.1. Language Development and Mathematics
9.6.2. Mathematical Language

9.7. Intelligence and Mathematics

9.7.1. Development of Intelligence and Mathematics
9.7.2. Relationship between High Abilities, Giftedness with Mathematics

9.8. Neural Bases of Mathematics Learning

9.8.1. Neural Foundations of Mathematics
9.8.2. Adjacent Neural Processes of Mathematics

9.9. Characteristics of Secondary School Students

9.9.1. Adolescent Emotional Development
9.9.2. Emotional Intelligence Applied to Adolescents

9.10. Adolescence and Mathematics

9.10.1. Adolescent Mathematical Development
9.10.2. Adolescent Mathematical Thinking

Module 10. Gamification in Mathematics

10.1. Play

10.1.1. Play
10.1.2. Play Since the Middle Ages

10.2. Games in Childhood

10.2.1. Areas Developed by Games

10.3. Games in Adolescence

10.3.1. Introduction

10.3.1.1. Elements which make Games are so Important for Adolescents
10.3.1.2. Adolescents and Video Games
10.3.1.3. Better Hand-Eye Coordination
10.3.1.4. Faster Thinking, Sharper Memory
10.3.1.5. Greater Creativity
10.3.1.6. Promote Learning

10.3.2. The Video Game as an Educational Tool

10.3.2.1. When to Act When is Video Gaming Detrimental?

10.4. Gamification

10.4.1. Motivation and “Continuous Feedback”

10.4.1.1. Personalized Education

10.4.2. Societal Change
10.4.3. Elements of Gamification

10.5. Gamification of Mathematics

10.5.1. Representation of all Types of Functions
10.5.2. Solving 1st and 2nd Degree Equations
10.5.3. Solving Systems of Equations

10.6. Application of Gamification in Mathematics Part I

10.6.1. How Gamification Works
10.6.2. Gamification Model
10.6.3. Purpose of Gamification
10.6.4. Padlocks
10.6.5. Analysis of Gamification Elements

10.7. Application of Gamification in Mathematics Part II

10.7.1. Introduction to Augmented Reality
10.7.2. Creating Auras
10.7.3. Mobile Configuration

Module 11. Problem-Based Learning (PBL) in Mathematics

11.1. What is a PBL?

11.1.1. Problem-Based Learning or Project-Based Learning?

11.1.1.1. Problem-Based Learning
11.1.1.2. Project-based Learning

11.2. Features of PBL in Mathematics

11.2.1. Features, Pros and Cons of Master Classes

11.2.1.1. Features
11.2.1.2. Positive Aspects
11.2.1.3. Negative Aspects

11.2.2. Features, Advantages and Disadvantages of PBL

11.2.2.1. Features
11.2.2.2. Positive Aspects
11.2.2.3. Negative Aspects

11.3. Planning PBL in Mathematics

11.3.1. What is a Problem?
11.3.2. Criteria for Developing PBL problems
11.3.3. Variants of PBL

11.3.3.1. PBL for 60 Students (Hong Kong)
11.3.3.2. PBL 4x4

11.3.4. Methodology

11.3.4.1. Group Formation
11.3.4.2. Planning and Design of PBL

11.3.5. Design of PBL in Mathematics

11.4. Development of PBL in Mathematics

11.4.1. Evolution of Group in the PBL
11.4.2. Steps to be Taken by Students in the Development of PBL

11.4.2.1. General Process for Students
11.4.2.2. Process Established by Morales and Landa (2004)
11.4.2.3. Process Established by Exley and Dennick (2007)

11.4.3. Use of Researched Information

11.5. Role of the Teacher and the Student

11.5.1. The Role Played by Teachers in PBL
11.5.2. Tutor's Manner of Guiding/Counselling
11.5.3. Use of Researched Information
11.5.4. The Role Played by Students in PBL
11.5.5. Student Roles in PBL

11.6. Assessment of PBL in Mathematics

11.6.1. Student Assessment
11.6.2. Teacher Evaluation
11.6.3. PBL Assessment (Process)
11.6.4. Assessment of Process Outcome
11.6.5. Assessment Techniques

11.7. Example of PBL Applied to Mathematics

11.7.1. Planning or Design of PBL

11.7.1.1. Phases of the PBL Design
11.7.1.2. Application Phases of PBL Design

11.7.2. Group Determination
11.7.3. Role of the Teacher
11.7.4. Work Process with Students
11.7.5. Evaluation of PBL

Module 12. Cooperative Learning in Mathematics

12.1. What is Cooperative Learning? How is it Applied to Mathematics.?

12.1.1. Differentiation between Cooperative and Collaborative Work

12.2. The Objectives of Cooperative Learning in Mathematics

12.2.1. The Objectives of Cooperative Learning
12.2.2. Benefits of this Learning Method
12.2.3. Objectives of Cooperative Learning in a Multicultural Context
12.2.4. Disadvantages of this Learning Method
12.2.5. In Mathematics

12.3. The Features of Cooperative Learning in Mathematics

12.3.1. Positive Interdependence
12.3.2. Mutual Support
12.3.3. Individual Responsibility
12.3.4. Social Skills
12.3.5. Self-Assessment of Group Performance

12.4. Types of Cooperative Learning in Mathematics

12.4.1. Puzzle or Jigsaws
12.4.2. Team Achievement Divisions
12.4.3. Research Groups
12.4.4. Co-op Co-op
12.4.5. Teams-Games-Tournaments

12.5. Planning and Guidance in Cooperative Work in Mathematics

12.5.1. Implementation Stages
12.5.2. Group Formation
12.5.3. Classroom Set-Up
12.5.4. Assignment of Student Roles
12.5.5. Explanation of the Task to be Performed
12.5.6. Teacher Intervention in Cooperative Groups

12.6. The Teacher’s  Role in Cooperative Work in Mathematics

12.6.1. Roles of the Teacher
12.6.2. The Role of the Teacher

12.7. The Assessment of Cooperative Learning in Mathematics

12.7.1. Assessment of the Individual Learning Process while Working Cooperatively in Mathematics
12.7.2. Evaluation of the of Group Learning Process while Working: Cooperatively in Mathematics
12.7.3. The Role of Observation for Assessment
12.7.4. Co-Evaluation of Cooperative Work in Mathematics
12.7.5. Self-evaluation of Cooperative Work in Mathematics

12.8. Examples of Cooperative Learning Applied to Mathematics

12.8.1. Review of Cooperative Project Planning
12.8.2. First Phase: Preliminary Decision-Making

12.8.2.1. Learning objectives
12.8.2.2. Cooperative Methodology to be Used
12.8.2.3. Group Size
12.8.2.4. Learning Materials
12.8.2.5. Assignment of Students to Groups
12.8.2.6. Preparation of the Physical Space
12.8.2.7. Role Distribution

12.8.3. Second Phase: Task Structuring: Positive Interdependence

12.8.3.1. Explanation of the Task
12.8.3.2. Explanation from of Success Criteria
12.8.3.3. Structuring Positive Interdependence
12.8.3.4. Structuring of Individual Responsibility
12.8.3.5. Interpersonal Skills and Social Skills

12.8.4. Third Phase: Execution and Control of the Process
12.8.5. Fourth Phase: Evaluation of the Learning Process and Group Interaction

12.8.5.1. Activity Closure
12.8.5.2. Assessment of Quantity and Quality of Learning
12.8.5.3. Evaluation of Group Performance

Module 13. Comprehension Projects in Mathematics

13.1. What are Comprehension Projects Applied to Mathematics?

13.1.1. Elements of the Mathematics Comprehension Project

13.2. Review the Multiple Intelligences Applied to Mathematics

13.2.1. Types of Multiple Intelligences
13.2.2. Biological Criteria
13.2.3. Developmental Psychology Criteria
13.2.4. Experimental Psychology Criteria
13.2.5. Psychometric Studies Criteria
13.2.6. Logical Analysis Criteria
13.2.7. The Role Played by the Teacher
13.2.8. Multiple Intelligences applied to Mathematics

13.3. Presentation of the Mathematics Comprehension Project

13.3.1. What can you Expect to Find in a Classroom Where you are Teaching for Understanding?
13.3.2. What is the Role of the Teacher in Classes Aimed at Comprehension?
13.3.3. What do Students do in Classes Aimed at Comprehension?
13.3.4. How to Motivate Students to Learn Science
13.3.5. Developing a Comprehension Project
13.3.6. Thinking about the Class from Back to Front
13.3.7. Relationship between the Elements of the Comprehension Project
13.3.8. Some Reflections on Working with the Teaching for Understanding Framework
13.3.9. Curricular Unit on the Concept of Probability

13.4. The Generative Topic in the Comprehension Project applied to Mathematics

13.4.1. Generative Topics
13.4.2. Key Features of Generative Topics
13.4.3. How to Plan Generative Topics
13.4.4. How to Improve Brainstorming on Generative Topics
13.4.5. How to Teach with Generative Topics

13.5. Driving Threads in the Comprehension Project Applied to Mathematics

13.5.1. Key Features of Comprehension Goals

13.6. Comprehension Activities in the Mathematics Comprehension Project

13.6.1. Preliminary Activities in the Mathematics Comprehension Project
13.6.2. Research Activities for a Mathematics Comprehension Project
13.6.3. Synthesis Activities in the Mathematics Comprehension Project

13.7. Continuous Assessment in the Mathematics Comprehension Project

13.7.1. Continuous Diagnostic Assessment

13.8. Documentation Creation in the Mathematics Comprehension Project

13.8.1. Documentation for the Teacher's Own Use
13.8.2. Documentation to be Given to Students

Module 14. Metacognitive Learning and Mathematics

14.1. Learning and Mathematics

14.1.1. learning
14.1.2. Learning Styles
14.1.3. Factors from Learning
14.1.4. Teaching and Mathematics Learning

14.2. Learning Theories

14.2.1. Behaviorist Theory
14.2.2. Cognitivist Theory
14.2.3. Constructivist Theory
14.2.4. Sociocultural Theory

14.3. What is Metacognition in Mathematics?

14.3.1. What is Metacognition?
14.3.2. Metacognitive Knowledge
14.3.3. Strategies
14.3.4. Metacognitive Strategies in Mathematics

14.4. Teaching to Think in Mathematics

14.4.1. Teaching to Learn and Think
14.4.2. Keys to Teaching Learning and Thinking
14.4.3. Mental Strategies for Learning and Thinking
14.4.4. Methodology for Learning to Learn
14.4.5. Factors Influencing Study and Work
14.4.6. Study Planning
14.4.7. Intellectual Work Techniques

14.5. Learning Strategies in Mathematics: Problem Solving

14.5.1. Metacognition in Problem Solving
14.5.2. What is a Problem in Mathematics?
14.5.3. Types of Problems
14.5.4. Problem-Solving Models

14.5.4.1. Pólya’s Model
14.5.4.2. Mayer's Model
14.5.4.3. A. H. Schoenfeld's Model
14.5.4.4. Mason-Burton-Stacey's Model
14.5.4.5. Miguel de Guzmán's Model
14.5.4.6. Manoli Pifarré and Jaume Sanuy's Model

14.6. Example of Metacognitive Learning Applied to Mathematics

14.6.1. Learning Tools

14.6.1.1. Underlining
14.6.1.2. Drawing
14.6.1.3. Summary
14.6.1.4. The Scheme
14.6.1.5. Conceptual Maps
14.6.1.6. Mind Maps
14.6.1.7. Teaching to Learn
14.6.1.8. Brainstorming

14.6.2. Application of Metacognition in Problem Solving

Module 15. Designing a Mathematics Teaching Unit

15.1. What does the Design of a Mathematics Teaching Unit Entail?

15.1.1. Elements of a Teaching Unit

15.1.1.1. Description

15.1.2. Curriculum

15.1.2.1. General Objectives for the Stage
15.1.2.2. General Objectives for the Subject

15.1.2.2.1. Linguistic Communication Skills
15.1.2.2.2. Mathematical competence and basic competences in science and technology
15.1.2.2.3. Digital Competence
15.1.2.2.4. Learning to Learn
15.1.2.2.5. Social and Civic Competences
15.1.2.2.6. Sense of Initiative and Entrepreneurship
15.1.2.2.7. Cultural Awareness and Expressions

15.1.3. Contents

15.1.3.1. Minimum ContentsÇ
15.1.3.2. Cross-cutting Contents
15.1.3.3. Interdisciplinary Contents

15.1.4. Methodology

15.1.4.1. Sequence of Activities
15.1.4.2. Material Resources
15.1.4.3. Organization of Space and Timing
15.1.4.4. Attention to Diversity

15.1.5. Assessment

15.1.5.1. Assessment Criteria
15.1.5.2. Assessable Learning Standards
15.1.5.3. Teaching Methodology
15.1.5.4. Skills

15.2. Introduction of the Mathematics Teaching Unit

15.2.1. Early Childhood and
15.2.2. General Objectives for the Stage
15.2.3. General Objectives for the Subject
15.2.4. Key Competencies
15.2.5. Cross-cutting Elements

15.3. Recipients of the Mathematics Teaching Unit

15.3.1. Students with Special Educational Needs(SEN)

15.3.1.1.1.Definition of ELVIDs
15.3.1.2.Definition of ASDL

15.3.2. Students with High Abilities

15.3.2.1.The School
15.3.2.2.2.The role of the teacher in the classroom

15.3.3. Students with Attention Deficit Hyperactivity Disorder (ADHD)

15.3.3.1.1.At school
15.3.3.2.The role of the teacher in the classroom

15.3.4. Students with Autism Spectrum Disorder (ASD)

15.3.4.1.Características
15.3.4.2.The role of the teacher in the classroom

15.3.5. Students with Learning Difficulties

15.3.5.1.Dislexia
15.3.5.2.Disgrafía
15.3.5.3.Discalculia

15.4. Choice of the methodology for the implementation of the teaching unit

15.4.1. Gamification in Mathematics
15.4.2. The Portfolio Applied to Mathematics
15.4.3. The Learning Landscape Applied to Mathematics
15.4.4. Problem-Based Learning (PBL) in Mathematics
15.4.5. Cooperative Learning in Mathematics
15.4.6. Comprehension Projects Applied to Mathematics
15.4.7. Metacognitive Learning and Mathematics
15.4.8. Flipped Classroom applied to Mathematics
15.4.9. Conceptual Jigsaw Puzzles applied to Mathematics April 15, 2010) Digital Murals Applied to Mathematics

15.5. Selection of the Work Topic for the Mathematics Teaching Unit

15.5.1. Mathematics - High School Years 1 and 2

15.5.1.1. Mathematical Processes, Methods and Attitudes
15.5.1.2. Numbers and Algebra
15.5.1.3. Geometry
15.5.1.4. Functions
15.5.1.5. Statistics and Probability

15.5.2. Mathematics Aimed at Year: School Students 3 ESO

15.5.2.1. Mathematical Processes, Methods and Attitudes
15.5.2.2. Numbers and Algebra
15.5.2.3. Geometry
15.5.2.4. Functions
15.5.2.5. Statistics and Probability

15.5.3. Mathematics Aimed at Year: School Students 4 ESO

15.5.3.1. Mathematical Processes, Methods and Attitudes
15.5.3.2. Numbers and Algebra
15.5.3.3. Geometry
15.5.3.4. Functions
15.5.3.5. Statistics and Probability

15.5.4. Mathematics Aimed at Applied Teaching for Year: Students 3 ESO

15.5.4.1. Mathematical Processes, Methods and Attitudes
15.5.4.2. Numbers and Algebra
15.5.4.3. Geometry
15.5.4.4. Functions
15.5.4.5. Statistics and Probability

15.5.5. Mathematics Aimed at Applied Teaching for Year 4 High School Students

15.5.5.1. Mathematical Processes, Methods and Attitudes
15.5.5.2. Numbers and Algebra
15.5.5.3. Geometry
15.5.5.4. Functions
15.5.5.5. Statistics and Probability

15.5.6. Mathematics I Baccalaureate (High School)

15.5.6.1. Mathematical Processes, Methods and Attitudes
15.5.6.2. Numbers and Algebra
15.5.6.3. Analysis
15.5.6.4. Geometry
15.5.6.5. Statistics and Probability

15.5.7. Mathematics II Second Part of High School

15.5.7.1. Mathematical Processes, Methods and Attitudes
15.5.7.2. Numbers and Algebra
15.5.7.3. Analysis
15.5.7.4. Geometry
15.5.7.5. Statistics and Probability

15.5.8. Mathematics Applied to Social Sciences- Year: Baccalaureate (High School)

15.5.8.1. Mathematical Processes, Methods and Attitudes
15.5.8.2. Numbers and Algebra
15.5.8.3. Analysis
15.5.8.4. Statistics and Probability

15.5.9. Mathematics Applied to Social Sciences- Year: Second Part of High School

15.5.9.1. Mathematical Processes, Methods and Attitudes
15.5.9.2. Numbers and Algebra
15.5.9.3. Analysis
15.5.9.4. Statistics and Probability

15.6. Creation of the Mathematics Teaching Unit

15.6.1. Elements of a Teaching Unit

15.6.1.1. Description
15.6.1.2. Curriculum

15.6.1.2.1. General Objectives for the Stage
15.6.1.2.2. General Objectives for the Subject
15.6.1.2.3. Key Competencies

15.6.1.3. Contents
15.6.1.4. Methodology
15.6.1.5. Sequence of Activities
15.6.1.6. Material Resources
15.6.1.7. Organization of Space and Timing
15.6.1.8. Attention to Diversity
15.6.1.9. Assessment

15.7. Introduction of the Mathematics Teaching Unit

15.7.1. The Cover
15.7.2. The Index
15.7.3. Previous Knowledge
15.7.4. Themes

15.8. Classroom Application of the Mathematics Teaching Unit

15.8.1. Documentation Delivery
15.8.2. Creation of Cooperative Groups
15.8.3. Cooperative Theoretical Work
15.8.4. Synthesis activity: Digital Wall
15.8.5. Presentation of the Digital Mural

15.9. Assessment of a Mathematics Teaching Unit

15.9.1. Competency-Based Evaluation imperative

15.9.1.1. Assessment and Grade

15.9.2. Assessment of the Teaching Unit
15.9.3. Student Assessment
15.9.4. Assessment of the Teaching Unit
15.9.5. Grade

Module 16. Teaching Social Sciences

16.1. Transition from Expository to Interactive Education

16.1.1. Objectives
16.1.2. New Educational Trends
16.1.3. Teaching Methods in Social Sciences Social

16.2. Constructivism

16.2.1. Building Learning Using Web 2.0.
16.2.2. Constructivist Strategies to Teach Social

16.3. Teaching Documents

16.3.1. Introduction
16.3.2. E-learning
16.3.3. Learning Environments
16.3.4. Teaching Documents

16.4. Information Search and Organization

16.4.1. Search Tools
16.4.2. Other Google Information Search Tools
16.4.3. Content Management

16.5. Information Storage

16.5.1. The Cloud: Concept
16.5.2. An Example of Cloud Computing in Education

16.6. Content Creation

16.6.1. Virtual Media Libraries
16.6.2. YouTube: Audiovisual Content

16.7. Content Presentation

16.7.1. Introduction
16.7.2. Creating Presentations
16.7.3. Maps and Timelines

16.8. Content Publication

16.8.1. Creative Commons Licenses
16.8.2. Creative Commons
16.8.3. Educational Blogs
16.8.4. Social media

16.9. Communication and Collaborative Work

16.9.1. Wikis
16.9.2. Google Sites
16.9.3. Collaborative Writing

16.10. Gamification
16.11. Augmented Reality
16.12. What is Gamification?
16.13. Proposals to Gamify the Classroom

Module 17. Geography and History as Social Sciences

17.1. Concept of Social Science

17.1.1. Social Sciences
17.1.2. Concept of History
17.1.3. Concept of Geography

17.2. Concept of History in Antiquity and the Middle Ages

17.2.1. Myth and Its Written Record
17.2.2. Greek and Roman Historians
17.2.3. History in Medieval Christianity

17.3. Renaissance, Baroque and Enlightenment History

17.3.1. Renaissance and Baroque
17.3.2. The Enlightened Spirit
17.3.3. Illustrated Historiography

17.4. Academic Consecration of History (19th Century)

17.4.1. History as an Academic Discipline: Romanticism and Historicism
17.4.2. Positivism
17.4.3. National Histories
17.4.4. The Rankean Method
17.4.5. Langlois Seignobos
17.4.6. Historical Materialism

17.5. History in the 20th Century

17.5.1. Macroteoritic Models
17.5.2. The School of Annals
17.5.3. New Historiographical Proposals

17.6. Geography in Antiquity

17.6.1. Greece:
17.6.2. Rome
17.6.3. The Eastern World

17.7. Geography in the Middle Ages and Modernity

17.7.1. Medieval Geography: Different Sources
17.7.2. Modern Geography and Different Projections
17.7.3. The Importance of Geography and Cartography

17.8. Modern and Contemporary Geography

17.8.1. Modern Geography and Different Projections
17.8.2. Advances in Navigation
17.8.3. New Places and Routes

17.9. Historical Periodization

17.9.1. The First Periodizations
17.9.2. Cellarius and the Classical Division
17.9.3. Other Periodization Proposals

17.10. Categorization of Geography

17.10.1. Physical Geography
17.10.2. Human Geography
17.10.3. Regional Geography
17.10.4. Geopolitics

Module 18. The Importance of Teaching Geography and History

18.1. The Path of History in Education

18.1.1. History Emerges in Education
18.1.2. Its Place in the Humanities
18.1.3. Adapting History to Academic Life

18.2. The Path of Geography in Education

18.2.1. Geography in Education
18.2.2. Its Ambiguous Place between the Humanities and Other Sciences
18.2.3. Adapting Geography to Academic Life

18.3. Historians as Teachers

18.3.1. Academic Profile of Historians
18.3.2. Historians as Researchers and Teachers
18.3.3. The Importance of Knowing History

18.4. Geographer as Teachers

18.4.1. Academic Profile of Geographers
18.4.2. Geography and Spatial Planning Degree White Book
18.4.3. Professional Opportunities and the Importance of Geography Teachers

18.5. Art History as an Academic Discipline

18.5.1. Academic Profile of Art Historians
18.5.2. Fundamental Discipline to Know Our History and Environment
18.5.3. Career Opportunities and the Importance of Knowledge of Art and Heritage

18.6. Changes in the Didactic Conception of the Social Sciences

18.6.1. Links between History and Geography
18.6.2. From Memorization to More Didactic Teaching
18.6.3. Changes in Workbooks and Textbooks

18.7. Interdisciplinarity

18.7.1. Auxiliary Sciences of History
18.7.2. Auxiliary Sciences of Geography
18.7.3. The Need for Cooperation between Different Subjects

18.8. A Discipline of the Past, for the Present and the Future

18.8.1. Historical Sources and Art as a Source of Knowledge
18.8.2. The Importance of Art from an Early Age
18.8.3. The Need to Expand the Discipline in Educational Curricula

18.9. The Value of Humanistic Knowledge Today

18.9.1. Crisis of the Humanities
18.9.2. The Humanities and Their Work in Our Society
18.9.3. Conclusion and Reflection on the Role of the Humanities in the Western World

Module 19. Prehistory

19.1. The Importance of Anthropology and Archeology in the Study of Human Beings

19.1.1. Prehistory
19.1.2. Archeology
19.1.3. Summary

19.2. The Hominization Process

19.2.1. Objective
19.2.2. The Hominization Process

19.3. The Paleolithic

19.3.1. Objectives
19.3.2. The Paleolithic

19.4. The Neolithic and Its Expansion

19.4.1. Objectives
19.4.2. General Features of the Mesolithic
19.4.3. General Features of the Neolithic

19.5. The Metal Ages

19.5.1. Prehistoric Periods
19.5.2. The Iron Age

19.6. Prehistory in America. The First Settlers on the American Continent

19.6.1. Theories on First Settlements
19.6.2. Evolution of the Different American Peoples

19.7. 2.0. Tools Applied to Prehistory

19.7.1. Pinterest
19.7.2. Blogger

19.8. Evaluation Systems

19.8.1. Collaborative Learning. Peer Assessment. Co-Assessment
19.8.2. Roles within Cooperative Groups and Cooperative Structures

19.9. Activities

19.9.1. Assessment Tools
19.9.2. Cooperative Group Logbook

19.10. Evaluation Tests

19.10.1. Assessment Activities and Test

Module 20. Ancient History

20.1. Mesopotamia

20.1.1. Mesopotamia: The Origin of Civilization
20.1.2. Sumer and Akkadia
20.1.3. Babylon and Assyria

20.2. Ancient Egypt

20.2.1. Egypt: Geographical Environment and Historical Context
20.2.2. The Predynastic Period
20.2.3. The Protodynastic Period
20.2.4. The Archaic Period
20.2.5. Ancient Empires
20.2.6. The First Intermediate Period
20.2.7. Middle Empires
20.2.8. The Second Intermediate Period
20.2.9. New Empires
20.2.10 The Third Intermediate Period
20.2.11 The Late Period
20.2.12 Ptolemaic Egypt

20.3. Ancient Greece

20.3.1. Ancient Greece: Geographical Space
20.3.2. Aegean Civilizations in the Bronze Age
20.3.3. The Dark Ages
20.3.4. The Archaic Age
20.3.5. Classical Greece
20.3.6. Hellenistic Greece

20.4. Ancient Rome

20.4.1. Geographical Space in Ancient Rome
20.4.2. The Origins of Ancient Rome
20.4.3. The Monarchic Period
20.4.4. The Republican Period
20.4.5. The High Imperial Period
20.4.6. The Low Imperial Period

20.5. The Romanization Process

20.5.1. The Concept of Romanization
20.5.2. The Romanization Process
20.5.3. Factors and Consequences

20.6. American Ancient Cultures

20.6.1. Ancient America
20.6.2. The Maya Civilization
20.6.3. The Aztec Civilization
20.6.4. The Inca Civilization

20.7. 2.0.Tools Applied to Ancient History

20.7.1. 2.0.Tools in Education
20.7.2. Types of 2.0.Tools
20.7.3. 2.0.Tools Applied to Ancient History

20.8. Evaluation Systems

20.8.1. Using Assessments in Learning
20.8.2. The Cooperative Model and Assessments
20.8.3. Self-evaluation
20.8.4. Peer Assessment
20.8.5. Co-evaluation
20.8.6. Applying Cooperative Models to Ancient History Courses

20.9. Activities

20.9.1. Theoretical Approaches in Teaching Activities
20.9.2. Types of Activities
20.9.3. Using Activities in Teaching Ancient History

20.10. Evaluation Tests

20.10.1. Objectives
20.10.2. Practical Application of Assessments
20.10.3. Headings
20.10.4. Checklists
20.10.5. Range Scales
20.10.6. Portfolio/Notebook
20.10.7. Other Types

Module 21. Average Age

21.1. The Early Middle Ages I

21.1.1. The Fall of the Roman World
21.1.2. The Romano-Germanic Kingdoms

21.2. The Early Middle Ages II

21.2.1. The Byzantine Empire
21.2.2. Islam

21.3. The Early Middle Ages III

21.3.1. The Carolingian Era and the Birth of Europe
21.3.2. The Holy Roman Empire: Charlemagne

21.4. The High Middle Ages I

21.4.1. Romanesque Art in the Iberian Peninsula
21.4.2. Western Europe: Growth and Expansion

21.5. The High Middle Ages II

21.5.1. The Spread of Christianity. The Crusades and Other Expansionary Movements
21.5.2. Feudal Transformation. Society, Culture, Economy and Mentality

21.6. The High Middle Ages III

21.6.1. The Power Struggle between the Church and the Empire
21.6.2. The Christian Kingdoms and the Taifas in the Iberian Peninsula

21.7. The Late Middle Ages I

21.7.1. European Conflicts in the Late Middle Ages
21.7.2. The Great Asian Civilizations

21.8. The Late Middle Ages II

21.8.1. The End of the Byzantine Empire
21.8.2. The Ottoman Empire at the Gates of Europe

21.9. The Middle Ages beyond the Atlantic

21.9.1. The Inca Civilization
21.9.2. The Aztec Civilization

Module 22. Europe in the Modern Age

22.1. Modern States

22.1.1. Origin and Formation
22.1.2. Modern Monarchies and Political Forms in Europe
22.1.3. Renaissance Culture and Humanism

22.2. Geographical Discoveries

22.2.1. Discovery and European Colonization
22.2.2. The Discovery of America
22.2.3. Beginnings of Colonization
22.2.4. Imperial Colonization

22.3. 16th Century Europe

22.3.1. Introduction
22.3.2. The Rupture of Christianity. Reformation and Counter-Reformation

22.4. 17th Century Europe

22.4.1. Introduction
22.4.2. Pax Hispanica and the Thirty Years' War
22.4.3. The Imperialism of Louis XIV
22.4.4. The Baroque

22.5. Conquest and Colonization in Hispanic America

22.5.1. Colonization in the 16th and 17th Centuries
22.5.2. Hispanic American Societies and Economies
22.5.3. The Colonization of the Americas in the Spanish Black Legend

22.6. 18th Century Europe and America

22.6.1. Introduction
22.6.2. The Age of Enlightenment: The Enlightenment
22.6.3. The Enlightened Absolutism
22.6.4. 18th Century European Society and Economy
22.6.5. The Bourbon Reforms in America

22.7. Cooperative Work

22.7.1. Cooperative Work
22.7.2. Interdisciplinary Work

22.8. New Technologies Applied to Teaching Modern History

22.8.1. Platforms and Presentations
22.8.2. Information Search on the Internet and Social Networks
22.8.3. Timelines and Conceptual Maps
22.8.4. Blogs and Mobile Devices
22.8.5. Historical Re-enactment Video Games

22.9. Complementary Activities

22.9.1. Introduction
22.9.2. Text, Map, Image and Audiovisual Resource Analysis
22.9.3. Preparing Conceptual Maps and Timelines
22.9.4. Activities Outside the Classroom

22.10. Evaluation Tests

22.10.1. Essay Type Test: Extended Response
22.10.2. Essay Type Test: Restricted Response
22.10.3. Other Assessment Tests

Module 23. The Late Modern Period

23.1. The Foundations of the Contemporary World

23.1.1. 18th Century Europe
23.1.2. Illustration
23.1.3. Economic Liberalism
23.1.4. The Agrarian and Demographic Revolution
23.1.5. The Industrial Revolution
23.1.6. Foundations of the Western World Model
23.1.7. 18th Century Culture and Art
23.1.8. The Concepts of Contemporaneity

23.2. 18th Century Liberalism and Revolutions

23.2.1. 18th Century Liberalism and Revolutions
23.2.2. 19th Century Restoration and Revolutions
23.2.3. Nationalism

23.3. The Emergence of the New American States

23.3.1. Reception of Enlightenment Ideas
23.3.2. Economic Situation
23.3.3. From Emancipation to Independence
23.3.4. America after Independence

23.4. Labor Movements and Democratic Liberalism

23.4.1. Class Society
23.4.2. Labor Movements
23.4.3. Democratic Liberalism
23.4.4. Colonial Empires
23.4.5. International Relations

23.5. The First World War and the Russian Revolution

23.5.1. The First World War: Causes
23.5.2. The Russian Revolution

23.6. The Interwar Period and the Rise of Fascism

23.6.1. The New International Order
23.6.2. Measures to Overcome Recession
23.6.3. The Rise of Fascism

23.7. The Second World War

23.7.1. Causes
23.7.2. Axis Powers
23.7.3. Allied Powers
23.7.4. How the Conflict Unfolded

23.8. The Cold War

23.8.1. The End of the Alliance and the Origins of Bipolarity
23.8.2. Asian Decolonization and the Middle East Conflict
23.8.3. The Death of Stalin and the 20th Century Congress of the CPSU
23.8.4. Latin America
23.8.5. The Birth of the European Common Market
23.8.6. The Beginning of Détente in the 1960s
23.8.7. The Permanence of Conflict: Latin America and Vietnam
23.8.8. Africa and Independence
23.8.9. Conflict in the Middle East: From the Six Day War to Yom Kippur

23.9. From the Oil Crisis to the Year 2000

23.9.1. A Decade in Review
23.9.2. Social and Economic Consequences of the Oil Crisis
23.9.3. Europe and Latin America in the 1970s
23.9.4. U.S. Policy and East-West Relations in the Height of Détente
23.9.5. Meaning of "Thatcherism" and "Reaganism"
23.9.6. The End of Détente
23.9.7. The New Global Order
23.9.8. The European Union
23.9.9. Africa after the Cold War

23.10. Text Commentary

23.10.1. Steps to Follow in Text Commentary
23.10.2. Example of Text Commentary
23.10.3. Commentary

Module 24. Physical Geography

24.1. Planet Earth

24.1.1. The Shape of the Earth
24.1.2. Earth and the Solar System

24.2. Terrestrial Structure and Dynamics

24.2.1. Introduction
24.2.2. The Structure of Earth
24.2.3. Terrestrial Dynamics

24.3. Structural Terrain

24.3.1. Ocean Basins
24.3.2. Landmasses
24.3.3. Structural Terrain of Sedimentary Basins
24.3.4. Appalachian Terrain
24.3.5. Faulted Terrain
24.3.6. Volcanic Terrain

24.4. Lithological Morphologies

24.4.1. Granitic Terrain
24.4.2. Karst Geomorphology
24.4.3. Groundwater Circulation

24.5. Geomorphology due to External Forces I

24.5.1. External Forces
24.5.2. Weathering
24.5.3. Slope Dynamics
24.5.4. Erosion

24.6. Climatic Elements and Factors

24.6.1. Objectives
24.6.2. Introduction
24.6.3. The Atmosphere
24.6.4. Climate Factors

24.6.5. Climate Elements

24.7. The Oceans

24.7.1. Ocean Currents
24.7.2. Atmosphere and Ocean

24.8. Climate Classification

24.8.1. Introduction
24.8.2. Köppen Classification
24.8.3. Azonal Climates
24.8.4. Zonal Climates

24.9. Guidance for Practical Exercises on Physical Geography

24.9.1. Geographic Landscape Commentary
24.9.2. Commentary Models
24.9.3. The Main Charts in Physical Geography

24.10. Techniques and Guidelines to Study Geography

24.10.1. Natural Resources
24.10.2. Environmental Impact
24.10.3. Principal Environmental Problems
24.10.4. Positions on the Problems
24.10.5. Ecological Footprint
24.10.6. Natural Risks

Module 25. Human Geography

25.1. The Population

25.1.1. Distribution and Dynamism
25.1.2. Population growth
25.1.3. Demographic Transition Model
25.1.4. Population Movement
25.1.5. Population Structure

25.2. Rural Areas

25.2.1. The World and Rural Areas
25.2.2. Economic Activity
25.2.3. Problems in Rural Areas
25.2.4. Depopulation and Economic and Environmental Problems

25.3. Cities and Urban Areas

25.3.1. Introduction
25.3.2. Morfoligical
25.3.3. Globalization

25.4. Transportation Systems

25.4.1. Introduction
25.4.2. History, Classification and Economics
25.4.3. Configuration and Features of Transportation Networks
25.4.4. Transport System Flows and Problems

25.5. Economic Activity

25.5.1. Objective
25.5.2. Introduction
25.5.3. Economic Activity Location by Sector
25.5.4. Economic Problems
25.5.5. Economic Policies

25.6. State Organization

25.6.1. Territorial Distribution (Borders, Capital City, Political-Administrative Structure)
25.6.2. International Relations
25.6.3. Flipboard as a Classroom Asset

25.7. Society and Culture

25.7.1. Organized Civil Society
25.7.2. Citizen Participation: Associations
25.7.3. Cultural Landscapes: Dynamism and Transformation

25.8. Tourism

25.8.1. Economics and Tourism
25.8.2. Economics of Tourism
25.8.3. Types of Tourism
25.8.4. D.A.F.O. Analysis
25.8.5. The Current and Future Reality of Tourism

25.9. Tools to Study Geography

25.9.1. Tools, Outlines and Maps
25.9.2. Geographic Information Systems (GIS)
25.9.3. ICT Tools to Teach Geography

25.10. The Impact of Human Activity

25.10.1. Historical Development of Human Activity in the Environment
25.10.2. Vegetation Degradation
25.10.3. Soil Destruction
25.10.4. Overexploitation
25.10.5. Pollution

Module 26. Art History Within the Social Sciences

26.1. Concept of Social Science

26.1.1. Social Sciences
26.1.2. The Concept of Art
26.1.3. Art as a Subject of Study, Social Document and Heritage
26.1.4. Artistic Typologies

26.2. The Concept of Ancient, Medieval, Modern and Contemporary Art

26.2.1. Historical References
26.2.2. Location and Artistic Evolution

26.3. Ancient Art

26.3.1. Prehistoric
26.3.2. Middle East
26.3.3. Egyptian
26.3.4. Classical: Greece and Roma

26.4. Medieval Art

26.4.1. Byzantine
26.4.2. Islamic and Mudejar
26.4.3. Pre-Romanesque
26.4.4. Romanesque
26.4.5. Gothic

26.5. Modern Art

26.5.1. Renaissance
26.5.2. Baroque and Rococo

26.6. Contemporary Art

26.6.1. Neoclassicism and Romanticism
26.6.2. From Realism to Modernism
26.6.3. Vanguards
26.6.4. Art in the 20th Century

Module 27. The Importance of Teaching in Art History

27.1. Art History as an Academic Discipline

27.1.1. The Teaching of Historical Time
27.1.2. Its Place in the Humanities
27.1.3. Knowledge of Change, Continuity and Permanence

27.2. The Art Historian as a Teacher

27.2.1. Academic Profile of Art Historians
27.2.2. Art Historian as a Researcher and Teacher
27.2.3. Career Opportunities and the Importance of Knowledge of Art and Heritage

27.3. Changes in the Conception of the Teaching Approach to Social Sciences

27.3.1. From Memorization to More Didactic Teaching
27.3.2. Changes in Workbooks and Textbooks

27.4. Interdisciplinarity

27.4.1. Auxiliary Sciences of Art History
27.4.2. The Need for Cooperation between Different Subjects

27.5. A Discipline of the Past, for the Present and the Future

27.5.1. Historical Sources and Art as a Source of Knowledge
27.5.2. The Importance of Art from an Early Age
27.5.3. The Need to Expand the Discipline in Educational Curricula

27.6. The Value of Humanistic Knowledge Today

27.6.1. Crisis of the Humanities
27.6.2. The Humanities and Their Work in Our Society
27.6.3. Conclusion and Reflection on the Role of the Humanities in the Western World

Module 28. Music Didactics

28.1. Introduction

28.1.1. Introduction
28.1.2. Music in Ancient Greece
28.1.3. The Greek Ethos
28.1.4. Epic Poetry: Homer

28.1.4.1. The Iliad
28.1.4.2. The Odyssey

28.1.5. From Myth to Logos
28.1.6. Pythagoreanism
28.1.7. Music and Healing

28.2. Main Musical Methodologies

28.2.1. Dalcroze Method

28.2.1.1. Description of the Method
28.2.1.2. Main Features

28.2.2. Kodaly Method

28.2.2.1. Description of the Method
28.2.2.2. Main Features

28.2.3. Willems Method

28.2.3.1. Description of the Method
28.2.3.2. Main Features

28.2.4. Orff Method

28.2.4.1. Description of the Method
28.2.4.2. Main Features

28.2.5. Suzuki Method

28.2.5.1. Description of the Method
28.2.5.2. Main Features

28.3. Music and Corporal Expression

28.3.1. The Musical Experience through Movement
28.3.2. Rhythmic-Corporal Expression
28.3.3. Dance as a Teaching Resource
28.3.4. Relaxation Techniques and their Relation with Musical Learning

28.4. Playing with Music as a Learning Activity

28.4.1. What is Playing?
28.4.2. Game Features
28.4.3. Benefits of Playing
28.4.4. Playing with Music

28.4.4.1. Resources for Playing with Music

28.5. Main Differences between Music Education for Children and Music Education for Adults

28.5.1. Music Education in Children
28.5.2. Music Education for Adults
28.5.3. Comparative Study

28.6. Educational Resources for Music Education for Children: Musicograms and Musical Stories

28.6.1. Musicograms
28.6.2. Musical Stories

28.6.2.1. The Elaboration of Texts in Musical Stories
28.6.2.2. Musical Adaptation of the Texts

28.7. Educational Resources for Music Education for Adults

28.7.1. Introduction
28.7.2. Main Educational Resources for Adults

Module 29. Material Resources for Music Education

29.1. Introduction

29.1.1. The Change From Analogue to Digital
29.1.2. Open Educational Resources as a Basis for Student Equity
29.1.3. Education for All and its Relation to the New Technologies
29.1.4. Some Educational Models based on OER

29.1.4.1. Open Learn (United Kingdom)
29.1.4.2. The OpenCourseWare Worldwide Consortium (OCW)
29.1.4.3. Digital Educational Platforms
29.1.4.4. Open Materials for the Training of University Staff in E-Learning and Learning Object Repositories
29.1.4.5. Open E-Learning Content Observatory Services

29.1.5. Materials and Resources for Music Learning

29.2. Music Learning Materials

29.2.1. Characteristics of the Music Learning Materials
29.2.2. Types of Material

29.3. Non-Musical Material Resources

29.3.1. Main Non-Musical Material Resources
29.3.2. The Use of New Technologies in the Learning of Music

29.3.2.1. Some Technological Resources

29.3.2.1.1. Digital Tablets
29.3.2.1.2. Computers
29.3.2.1.3. Web Applications and Resources

29.4. Musical Teaching Resources

29.4.1. Main Teaching Resources
29.4.2. Musical Instruments in the Classroom
29.4.3. Musicograms in Pre-School and Primary Education

29.4.3.1. Characteristics of the Musicogram

29.4.4. The Songbooks

29.4.4.1. Main Characteristics of Songbooks
29.4.4.2. Popular Songs
29.4.4.3. Importance of the Culture in Musical Learning

29.5. Resources for Dance Learning

29.5.1. Importance of Dance in Music Learning
29.5.2. Main Resources

29.5.2.1. Adaptation of the Classroom to Dance Learning

29.6. Musical Instruments and other Sonorous Elements for Music Learning

29.6.1. The Body as an Musical Instrument
29.6.2. Percussion Instruments in the Classroom

29.6.2.1. Characteristics of the Percussion Instruments
29.6.2.2. Percussion Instruments Most Commonly Used in the Classroom
29.6.2.3. Music Education through Percussion Instruments

29.6.3. Reed Instruments and their Importance in Musical Learning

29.6.3.1. Xylophones and Marimbas
29.6.3.2. Characteristics of Reed Instruments
29.6.3.3. Music Education through Reeds

29.6.4. Wind Instruments: the Recorder Flute

29.6.4.1. Characteristics of the Recorder Flute
29.6.4.2. Music Education through the Recorder Flute

29.7. Importance of the Audio-Visual Material for Musical Learning

29.7.1. Digital Blackboards as a Tool for Musical Learning
29.7.2. Audiovisual Material Resources

Module 30. Instrumentation for Music Education

30.1. Introduction

30.1.1. Concept of Musical Instruments

30.1.1.1. Definition
30.1.1.2. Types of Musical Instruments

30.1.2. Instrumentation throughout History

30.1.2.1. Historical Review
30.1.2.2. The Instrument as an Artistic Object

30.1.3. Instrumentation in the Classroom Context

30.1.3.1. The Acquisition of Competences
30.1.3.2. The Development of Skills

30.2. What is Musical Instrumentation?

30.2.1. Up to J.S. Bach

30.2.1.1. Treatises on Instrumentation

30.2.2. From J.S. Bach

30.2.2.1. Treatises on Instrumentation

30.3. Aspects of Instrumentation

30.3.1. Pitch and Musical Timbre

30.3.1.1. Tessitura of the Instruments

30.3.2. Chords

30.3.2.1. Construction
30.3.2.2. Tonal Functions

30.4. Orff Instruments. Technical Knowledge of the Instruments in the Music Classroom

30.4.1. Reed Instruments

30.4.1.1. Family. Features

30.4.2. Small Percussion

30.4.2.1. Membranophones
30.4.2.2. Idiophones
30.4.2.3. Shaken Instruments

30.5. Musical Instrumentation in Stringed Instruments

30.5.1. Plucked String

30.5.1.1. The Guitar

30.5.2. The Plucked String

30.5.2.1. The Piano

30.6. Musical Instrumentation for Recorder Flute

30.6.1. Types of Recorder Flutes

30.6.1.1. Flutes in Folklore
30.6.1.2. Recorder

30.7. Percussion Instruments in the Classroom

30.7.1. The Orff Family

30.7.1.1. Uses
30.7.1.2. Correct Positions of Instrumental Execution

30.7.2. Small Percussion

30.7.2.1. Execution Techniques

30.8. Instrumentation for Reeds

30.8.1. Types of Drumsticks

30.8.1.1. Uses
30.8.1.2. Sonorities

30.8.2. Use of Chords

30.8.2.1. With 2 Sticks
30.8.2.2. With 3 Sticks

30.8.3. Melodic Function

30.8.3.1. Introductory Exercises
30.8.3.2. Attack Techniques and Expressiveness

30.9. Review of the Contents Covered

30.9.1. Adaptation of Classroom Instruments
30.9.2. Important Factors in Classroom Didactics

Module 31. History of Musical Learning

31.1. Introduction: the Importance of Music in History

31.1.1. Baroque

31.1.1.1. Characteristics of the Period

31.1.2. Classicism

31.1.2.1. Characteristics of the Period

31.1.3. Romanticism

31.1.3.1. Characteristics of the Period

31.1.4. Modern or Contemporary Music

31.1.4.1. Characteristics of the Period

31.2. Music Education in History

31.2.1. The Music Teacher in the Different Historical Periods

31.2.1.1. The Role of the Teacher in the Baroque Period
31.2.1.2. The Role of the Teacher in the Classical Period
31.2.1.3. The Music Teacher in the Romanticism Period
31.2.1.4. The Music Teacher in the Present Day

31.2.2. The Emergence of the Conservatory

31.2.2.1. The Beginnings and Origins
31.2.2.2. The Conservatory as a Place of Intervention for Children at Risk of Social Exclusion
31.2.2.3. The Conservatory Today
31.2.2.4. New Spaces for Musical Learning

31.3. Music Education in the 20th Century

31.3.1. Introduction
31.3.2. A Traditional Model Based on Imposition
31.3.3. A Change of Perspective: Towards Participatory, Non-Imposing Methodologies

31.4. Current Educational Paradigms applied to Music Education

31.4.1. Introduction
31.4.2. New Methodologies applied to Music Education

31.4.2.1. Cooperative Learning and Music Learning

31.4.2.1.1. What is Cooperative Learning?
31.4.2.1.2. The Characteristics of Cooperative Learning

31.4.2.2. PBL: Project-Based Learning

31.4.2.2.1. What Is PBL?
31.4.2.2.2. Characteristics of Project-Based Learning

31.4.2.3. Gamification in the Music Classroom

31.4.2.3.1. What is Gamification?
31.4.2.3.2. Characteristics of Gamification

Module 32. Evaluation of Music Students

32.1. Introduction

32.1.1. General Aspects
32.1.2. References

32.2. What is to Evaluate?

32.2.1. Preliminary Considerations
32.2.2. Main Definitions of the Evaluation Process
32.2.3. Features of the evaluation
32.2.4. The Role of Evaluation in the Teaching-Learning Process

32.3. What Should Be Evaluated in the Musical Area?

32.3.1. Knowledge
32.3.2. Skills
32.3.3. Skills

32.4. Pre-Evaluation Guidelines and Criteria

32.4.1. Evaluation Functions
32.4.2. Educational Programming

32.4.2.1. What is Educational Programming

32.4.3. Why Pre-Programming?

32.5. Evaluation Tools and Instruments

32.5.1. Observation as an Evaluation Tool

32.5.1.1. Participant Observation
32.5.1.2. Indirect Observation

32.5.2. Portfolio

32.5.2.1. What is a Portfolio?
32.5.2.2. Characteristics of the Portfolio

32.5.3. The class diary

32.5.3.1. What is a Class Journal?
32.5.3.2. Parts of a Class Journal

32.5.4. The Debate

32.5.4.1. What is Debating?
32.5.4.2. Importance of the Debate in the Educational Process
32.5.4.3. Considerations Prior to the Debate

32.5.5. Conceptual Maps

32.5.5.1. What is a Concept Map?
32.5.5.2. Main Elements of the Concept Map
32.5.5.3. ICT Tools for the Elaboration of Concept Maps

32.5.6. The Objective Evaluation Tests

32.5.6.1. Completion or Simple Recall Tests
32.5.6.2. Matching
32.5.6.3. Ordering Tests
32.5.6.4. Exercises of Answers with Alternatives
32.5.6.5. Multiple Solution

32.6. Musical Evaluation Applied to the New Technologies

32.6.1. Kahoot and Other Virtual Evaluation Resources

Module 33. Current Methods

33.1. Difficulties of Teaching Art History

33.1.1. Social and Political Vision
33.1.2. Nature as a Social Science
33.1.3. Student Body Interest

33.2. Teaching Methodology

33.2.1. Definition of Teaching Methodology
33.2.2. Methodology Efficacy
33.2.3. Traditional and Modern Methodologies

33.3. Teaching-Learning Models

33.3.1. Dimensions of Psychoeducational Knowledge
33.3.2. Models of the Teaching-Learning Process
33.3.3. Instructional Design

33.4. Lectures and Teacher Role

33.4.1. Positive Aspects of Lectures
33.4.2. Negative Aspects of Lectures
33.4.3. Lectures Today

33.5. Behavioral Learning Theories and Educational Applications

33.5.1. Classical conditioning
33.5.2. Operant Conditioning
33.5.3. Vicarious Conditioning/Observational Learning

33.6. Cognitive Theories and Constructivist Theories

33.6.1. Classical Theories of School Learning
33.6.2. Cognitive Theories of Information Processing
33.6.3. Constructivism

33.7. Methodologies for Developing Competencies

33.7.1. Problem-based Learning
33.7.2. Case Studies
33.7.3. Project-Based Learning
33.7.4. Cooperative Learning

33.8. Teaching Methodology Applied to Social Sciences

33.8.1. Teachers as a Key Methodological Element
33.8.2. Expository Strategies
33.8.3. Inquiry Strategies

Module 34. Student Motivation

34.1. Motivation and Its importance to Learners

34.1.1. The Reason to Seek Motivation
34.1.2. The Promotion of Curiosity in Social Sciences
34.1.3. Positive Reinforcement and Autonomy Reinforcement

34.2. Teacher Role in the Motivational Task

34.2.1. What to Do as Teachers to Become a Motivational Instrument?
34.2.2. Proposal of Activities or Projects of Interest
34.2.3. Recourse to Current Events: Example

34.3. Cognitive Theories

34.3.1. Conceptual and Procedural Knowledge
34.3.2. Intellectual Abilities and General Strategies
34.3.3. Rosenshine and Stevens

34.4. Cognitive Theories II

34.4.1. Different Opinions
34.4.2. Activity Examples
34.4.3. Situated Learning and Learner Engagement

34.5. Learning and Self-Learning

34.5.1. Research Work for the Students
34.5.2. Students as Their Own Teachers
34.5.3. Transversal Projects

34.6. Motivation in Adolescence

34.6.1. Understanding Adolescents
34.6.2. Assessing the Classroom Situation
34.6.3. Conflict Mediators

34.7. New Technologies as a Key Element in Academic Motivation

34.7.1. Using Social Media
34.7.2. Understanding Students’ Social Reality and Their Motivations
34.7.3. Evolution of the Youth

34.8. Attributional Programs

34.8.1. What does it consist of?
34.8.2. Real Applications
34.8.3. Advantages in Adolescence

34.9. Self-Regulated Learning Theory

34.9.1. What does it consist of?
34.9.2. Real Applications
34.9.3. Project-Based Education and Motivation

Module 35. Adapting to Different Classroom Situations and Multiple Intelligences

35.1. Adolescence and High School Education

35.1.1. Most Problematic Years
35.1.2. Adolescents at Risk of Social Exclusion
35.1.3. Teachers, but Also Educators

35.2. Dysfunctions in Adolescence

35.2.1. Different Problems
35.2.2. Potential Solutions as Teachers and Educators
35.2.3. Real Examples and Solutions

35.3. School Maladjustment

35.3.1. School Absenteeism and Causes
35.3.2. School Failure
35.3.3. Situation in Spain

35.4. High Capacity Students

35.4.1. Additional Material
35.4.2. Motivation and New Challenges
35.4.3. On How to Avoid Exclusion

35.5. Multiple Intelligences and Education

35.5.1. Theory of Multiple Intelligences
35.5.2. Types of Intelligence
35.5.3. Project Zero

35.6. Education Based on Multiple Teachings

35.6.1. Galton
35.6.2. Cattell
35.6.3. Wechler

35.7. Strategies, Guidelines and Activities

35.7.1. According to Piaget
35.7.2. Establish Student Abilities and Skills
35.7.3. Skill Reinforcement

35.8. Social Sciences and Multiple Intelligences

35.8.1. Linguistic Intelligence and Reasoning in Learning History
35.8.2. Spatial Intelligence and Logic in Learning Geography
35.8.3. Plastic and Artistic Intelligence

35.9. Problems in a More Personalized Approach to Education

35.9.1. Lack of Resources
35.9.2. The Need for Greater Investment
35.9.3. Required Resources

Module 36. ICT

36.1. What are ICTs? Use in Education

36.1.1. Definition of ICT
36.1.2. Advantages
36.1.3. Digital Competencies in Educational Settings

36.2. ICT Use in High School

36.2.1. Digital Tools
36.2.2. Web-Based Tools
36.2.3. Mobile Devices

36.3. Social media

36.3.1. Definition of Social Networks
36.3.2. Main Social Media Outlets
36.3.3. Using Social Networks in Education

36.4. Geographic Information System (GIS) and Its Importance in the Geography

36.4.1. GIS: What Are They?
36.4.2. GIS Organisation and Structures
36.4.3. GIS in Education

36.5. ICT in Teaching-- Learning History and Geography

36.5.1. Web Resources of Historical and Geographical Interest
36.5.2. Interactive Websites
36.5.3. Gamification

36.6. Introduction to Devoloping Digital Teaching Material

36.6.1. Creating and Editing Videos
36.6.2. Creating Presentations
36.6.3. Creating Educational Games (Gamification)
36.6.4. Creating 3D Models
36.6.5. Google Tools

36.7. Use and publication of Digital Teaching Materials

36.7.1. Means of Publishing Audiovisual Resources
36.7.2. Means of Publishing Interactive Resources
36.7.3. Augmented Reality in the Classroom

36.8. Critical Spirit in the Use of Web Resources

36.8.1. Student Education in the Use of New Technologies
36.8.2. The Problem of Privacy Online
36.8.3. Treating Information on the Internet Critically

36.9. ICT Teaching Materials in Teaching History and Geography

36.9.1. First Cycle of Secondary Education (Middle School)
36.9.2. Second Cycle of Secondary Education (High School)
36.9.3. Baccalaureate (High School)

Module 37. Educational Programming

37.1. What Does Programming Consist of?

37.1.1. Different Meanings
37.1.2. Programming as a Teacher Guide
37.1.3. Different Types of Programs according to Academic Year

37.2. Educational Programming and Its Different Sections

37.2.1. Objectives
37.2.2. Contents
37.2.3. Learning Standards

37.3. Teaching Units and Sections

37.3.1. Contents
37.3.2. Objectives
37.3.3. Sample Activities and Suggested Tasks
37.3.4. Attention to Diversity Spaces and Resources. Assessment Procedures. Assessment Tools

37.4. Different Educational Curricula according to Autonomous Communities

37.4.1. Comparison between Communities
37.4.2. Common Elements in Curricula
37.4.3. Differences between ESO and Bachillerato

37.5. Useful Bibliography for Educational Programming

37.5.1. Ausubel
37.5.2. Piaget
37.5.3. Combas Project

37.6. Possible Strategies when Defending an Educational Program or Unit

37.6.1. On How to Face the Presentation
37.6.2. Defense Models
37.6.3. Annexes and Materials that Can Be Enclosed

37.7. Examinations, Possible Approaches

37.7.1. Multiple-Choice Tests
37.7.2. Examinations of Medium or Long Development
37.7.3. Advantages and Disadvantages of Each and Elaborating Mixed Examinations

37.8. Headings

37.8.1. Examples and Templates
37.8.2. Uses
37.8.3. Templates or Rubrics as Tools for Improvement

37.9. Activities, Exercises, Tasks and the Different Levels of Complexity

37.9.1. Differences and Examples
37.9.2. Self-study
37.9.3. Self-Assessment Exercise Plans

37.10. Importance of the 2nd year in Baccalaureate

37.10.1. A Decisive Year and What It Means for Students
37.10.2. On How to Guide Students
37.10.3. Features

Module 38. Assessment

38.1. Assessment Objectives

38.1.1. Search for Problems or Deficiencies
38.1.2. Establish Solutions
38.1.3. Improve Teaching-Learning Process

38.2. Criteria to be Followed

38.2.1. Preliminary Assessment
38.2.2. Establishing the Most Adequate System
38.2.3. Extraordinary Tests

38.3. Different Assessment Models

38.3.1. Final Assessment
38.3.2. Continuous
38.3.3. Tests and Exams

38.4. Cases and Practical Examples

38.4.1. Different Exam Models
38.4.2. Different Headings
38.4.3. Cumulative or Percentage Grading

38.5. The Importance of the Assessment System

38.5.1. Different Systems according to the Features of the Student Body
38.5.2. Function of Assessment Criteria
38.5.3. List and Features of Assessment Techniques and Tools

38.6. LOMCE y evaluación

38.6.1. Assessment Criteria
38.6.2. Standards
38.6.3. Differences between Assessment in ESO and Baccalaureate

38.7. Different Authors, Different Visions

38.7.1. Zabalza
38.7.2. Weiss
38.7.3. Our Own Assessment Project

38.8. Different Realities, Different Assessment Systems

38.8.1. Preparing an initial assessment: examples and templates
38.8.2. Establishing Teaching Plans
38.8.3. Checking Learning by Means of Tests

38.9. Self-Assessment as Teachers

38.9.1. Questions to Ask Ourselves
38.9.2. Analyzing Our Own Results
38.9.3. Improving for the Next Academic Year

Module 39. Teaching Outside the Classroom

39.1. History and Archaeology Museums

39.1.1. History in Museums
39.1.2. Archaeology Museums
39.1.3. History Museums

39.2. Museums and Art Galleries

39.2.1. Art in Museums
39.2.2. Art Museums
39.2.3. Art Galleries

39.3. Museum Accessibility

39.3.1. The Concept of Accessibility
39.3.2. Eliminating Physical Barriers
39.3.3. Visual and Cognitive Integration of Art and Heritage

39.4. Archaeological Heritage

39.4.1. Archaeological Objects
39.4.2. Archaeological Sites
39.4.3. The Value of Archaeological Heritage

39.5. Artistic Heritage

39.5.1. The Concept of Work of Art
39.5.2. Movable Works of Art
39.5.3. Historic-Artistic Monuments

39.6. Historical and Ethnological Heritage

39.6.1. Ethnological Heritage
39.6.2. Historical Ensembles

39.6.3. Historic Sites and Historic Gardens

39.7. Museology, Museography and Teaching

39.7.1. Concept of Museology
39.7.2. Concept of Museography
39.7.3. Museums and Teaching

39.8. The School in the Museum

39.8.1. School Visits to Museums
39.8.2. Museums at School
39.8.3. Coordination and Communication between School and Museum

39.9. Heritage and School

39.9.1. Heritage Outside the Museum
39.9.2. Adapting Visits
39.9.3. Combination of Activities

39.10. Teaching in Museums through New Technologies

39.10.1. New Technologies in Museums
39.10.2. Augmented Reality
39.10.3. Virtual reality

 

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