CURRICULUM MANAGEMENT OR

DEVELOPMENT. LEARNING SCENARIOS

(SETTINGS). Convergence of educational
media

Dr. C. Uvaldo Recino, Ph. D.

HOMEWORK FROM PREVIOUS LESSON

With the help of the syllabus that you worked with in your teaching practice
last semester, prepare a lesson plan, using the format in the 2016 curriculum
Project for BGE.
Integrate the studied didactic categories with the lesson plan format to
create a virtual learning environment, understanding it as the space in the
web, conformed by a group of informatic tools or software sytems that
make the didactic interction possible.
Write a one page essay explaining the relationship between each of the
didactic categories and the elements of the lesson plan format that you
worked with.
Submit the two pages homework (1 page with the lesson plan and the
other one with the essay) individually in the next lesson.
Diactic Categories---Categories used
in the lesson plan
OJECTIVES--------------Academic year educational objective (aim), Lesson
educational objective (aim), Performance criteria skills/ Skills with
performance criteria, Learning outcomes.
CONTENTS-------------Theme (Topic):
METHODS-----------------Methodological strategies / Learning activities:
Anticipation, Construction and Consolidation:
TEACHING AIDS---------Resources or media
EVALUATION-----------Evaluation: Techniques, Instruments, Essential
evaluation indicators and Indicators of achievement
Group work activity

Get together in groups of 3 or 4 and socialize your

homework using the previous slide
Which are the general aspects of BGE?

Basic General Education (BGE) in Ecuador embarces from the first (1st) to
the tenth (10th) grade, through which the students acquire a set of
capacities and responsibilities derived from three fundamental values
that are part of the exit profile of the Ecuadorian highschool graduate:
justice, innovation and solidarity.
The students who complete this level will be able to continue their
highschool and particiate in social and political life, being conscious of
their historical role as Ecuadorian citizens.
The Basic General Education Level is
sub divided into four (4) sublevels

Preparatory level, which corresponds to 1st grade of BGE and it is

preferably offered to the 5 year old students.
Elementary Basic , which corresponds to 2nd, 3rd and 4th grades of Basic
General Education and it is preferably offered to 6-8 year old students.
Medium Basic, which corresponds to 5th, 6th and 7th grades of BGE and it
is preferably offered to 9-11 year old students; and,
Higher Basic, which corresponds to 8th, 9th and 10th grades of BGE and it is
preferably offered to 12-14 year old students.
What are the knowledge areas of BGE?

The Basic General Education National Curriculum is organized by areas of

knowledge, so it means that for the students to advance to the exit profile, they
have to develop learnings of the following areas:
Language and Literature, Mathematics, Natural Sciences, Social Sciences,
Foreign Language, Physical Education and Artistic and Cultural Education.
The areas of knowledge are developed
throught the following subjects

Knowledge areas Subjects for Basic General

Education
Language and Literature
Language and Literature
Foreign Language
English
Mathematics
Mathematics (Math)
Natural Sciences
Natural Sciences
Social Sciences
Social Sciences
Physical Education
Physical Education
Cultural and Artistic Education
Cultural and Artistic Education
Origen and evolution of the 2016
Ecuadorian Curriculum Project for Basic
General Educattion (BGE)
2007- The Curriculum National Board evaluated th 1996
Curriculum Reform.
The evaluation results were: outdating of the reform,
incongruence between the contents stated in the document
and the time assigned for its fulfillment, lack of curricular
articulation among the different years of Basic General
Education.
On the bases of these results, the Ministery of Education,
elaborated the Curricular Updating and Sterengthening of
Basic General Education, which was put into practice in
September 2010 in the Highlands, and since April in the Coast .
At present there are the curricula of First grade of BGE and
those for the subjects Social and Natural Environment, Natural
Sciences, Language and Literature, Mathematics, Social
Studies, Natural Sciences, Physical Education and English.
 CURRICULUM MANAGEMENT OR
DEVELOPMENT
STAGE
LEVEL CATEGORIES

Curriculum design OFFICIAL Study plan or Matrix

Academic programs
Curriculum development ACADEMIC or syllabi

General programming
Curriculum management PRACTICAL and didactic planning
 Curriculum process
Curriculum design Curriculum Curriculum evaluation
development/manage
ment

Official level Academic and Official, academic and

practical level practical
levels

Study plan or Matrix Study Program or Study Plan or Matrix,

syllabus and didactic study program or
unit plan (DUP) syllabus and didactic
unit planning (DUP)
Objectives of each stage:

Curriculum design: To identify and characterize the framework and to

design the professional competencies. (exit profile)
Curriculum development: To plan the didactics of the teaching learning
process.
Curriculum management:To define the specific didactics in the module
sequences, programming and evaluation of teaching and learning.
Didactic Unit Plan (DUP)
Curriculum evaluation: To assess the curriculum process (design,
development/management) for improvement.
 Curriculum levels of details
Ministry Agreements (0060-A 2016, 0168-A 2016)
1 level
st 2nd level 3 level
rd

Macro curriculum Meso curriculum Micro curriculum

Ministry of Education Educational Institutions Teachers

Institutional Curriculum Classroom Curriculum:

Compulsory National
Curriculum
Institutional Annual Didactic Unit plan/ skills
Curricular Curriculum
Project Plan with performance
criteria (SPC)

Classroom Planning
Curriculum Adaptations
(individual and group
adaptations)
Prescriptive Flexible Flexible
DIDACTIC UNIT PLAN

Informational data: teachers name, area, subject,

level, sub level, time, GBE/BGU years , Groups, etc.
Specific objectives of the unit:
Evaluation criteria:
Transversal thread that will be worked in the unit:
Development of the unit of planning: Skills with
performance critetia (SPC), methodology,
resources, Evaluation: achievement indicators,
evaluation instruments and techniques).
Curricular adaptation:
Description of the learning experience:

Describes clearly and concisely the aspects that will be

developed in the experience.
Curricular adaptations:
_______________________________________________________
_______________________________________________________
________________________________
Evaluation criteria: These include the complete criteria
or only the codes from the integrating curriculum
Learning and Skill with Methodologic Evluation Resources
development performance al strategies indicators
field criteria

The 7 fields They are They are the These Set of

stated in the selected set of indicators material
integrating from the activities that are chosen elements
curriculum integrating children from the indispensabl
crriclum should carry integrating e for the
according to out to curriculum implementati
the theme guarantee and it is on of
of the their stated in a activities.
learning development textual way
experienece and learning. or as a
A strategy refrence to
may integrate perform
several fields adjustments
or have a in the
greater indicator.
emphasis on
one of them.
 The Schematic Flow

Face-to-
C Face
Scenario
O
N M
Learning O Virtual
T Environment
Scenario
D
E E
X Scenario Blended
T
Learning settings or Scenarios

Develop the scene, creat the condtions for learning

Like in a theater play we have actors, actresses, lights
and roles things people do, in the teaching learning
process we have actors and actresses: the teacher, the
students, the group and things to do: design and write
the syllabus, plan lessons for face to face, virtual and
blended learning activities.
LEARNING SCENARIOS (SETTINGS)

Theoretical
Practical
Virtual
A learning scenario

consists of a description of a realistic situation (usually

fictional), accompanied by one or more questions that
challenge the learner to respond to some aspect of that
situation. At its simplest, a scenario could consist of a
single description followed by a single question, but it
could also develop in stages with one or more questions
at each stage. In the case of a branching scenario, the
information depicted at each stage will vary depending
on the answers the learner made at previous stages.
Learning scenarios (Ctnd=

The information that describes a scenario could be

presented using a wide range of media elements,
including text, images, animations, audio and video, in
various potential combinations. What is more important
than the media mix is that the situation described to the
learner seems relevant and authentic.
Scenario based learning

The Experiential Learning Center has created

presentations and sample scenarios to promote
Scenario-Based Learning (SBL) in community college
education.
The best way to learn about Scenario-Based learning is
to work through a scenario to add a scenario to a class
or lesson of your own.
Group work activity

Get together in the same teams that you formed at the

beginning of the lessos and elaborate a brief definition
of learning context, learning environment and learning
settings or scenarios.
Compare the three terms and explain how you would
integrate them to the curriculum development of your
teaching practice next week.
Prepare a brief power point presentation to present to
the whole group.