May 2010

Saturday, May 8, 2010

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9. Academic Resources

Adolescence.

G. Stanley Hall.

Theories of Adolescence

Friday, May 7, 2010

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7. Educational Skills Development.

generic competition EDUCATION MEXICO TOP

self-determining and self-care

1.Se know and value themselves and addresses problems and challenges taking into account the objectives pursued.

faces the challenges presented to it and is aware of their values, strengths and weaknesses.

Identify your emotions, are handled in a constructive manner and recognizes the need to seek support in a situation that exceeds. Choose

alternatives and courses of action based on criteria and supported a project of life.

critically analyzes the factors that influence their decisions.

assumes the consequences of their behaviors and decisions. Manage

available resources taking into account the constraints to achieving their goals. 2.Es

sensitive to art and participates in the assessment and interpretation of their expressions in various genres. Rate

art as a manifestation of beauty and expression of ideas, feelings and emotions.

experience art as a shared historical fact that allows communication between individuals and cultures in time and space, while developing a sense of identity.

Participate in art-related practices.

3.Elige and practice healthy lifestyles.

recognizes exercise as a means of physical, mental and social.

makes decisions based on the assessment of the consequences of different consumption habits and risk behaviors.

Cultivate relationships that contribute to human development and that of those around him.

is expressed and communicated

4.Escucha, interprets and delivers relevant messages in different contexts through the use of media, appropriate codes and tools.

Expresses ideas and concepts through linguistic representations, math or graphs. Apply

different communication strategies according to those who are its partners, the context in which it is located and the aims.

Identifies key ideas in a text or oral discourse and infer conclusions from them.

Communicates in a second language in everyday situations.

Manages information technology and communication to obtain information and express ideas.

Think critically and thoughtfully.

5.Development innovations and proposes solutions to problems based on established methods.

Follow instructions and procedures in a thoughtful, understanding how each of its steps to help reach a goal.

Sort information according to categories, hierarchies and relationships.

identifies the systems and rules and core principles that underlie a variety of phenomena. Build

hypotheses and designing and implementing models to test its validity.

summarizes evidence obtained through experimentation to produce conclusions and formulate new questions.

use of information technologies and communication to process and interpret information.

6.Sustenta a personal position on issues of interest and relevance, considering other points of view critically and reflectively.

Choose the most relevant sources of information for a specific purpose and discriminate between them according to their relevance and reliability.

evaluate arguments and opinions and identify prejudices and fallacies.

Recognizes own biases, adjust their views to find new evidence, and integrate new knowledge and perspectives to the acquis in that account.

Structure ideas and arguments in a clear, coherent summary. Learn

independently. 7.Aprende

initiative and self-interest over the life.

Define goals and track their process of knowledge construction.

Identify the activities that are of lesser and greater interest and difficulty in recognizing and controlling their reactions to challenges and obstacles.

articulates knowledge from various fields and establishing relationships between them and their daily lives.

works collaboratively.

8.Participa and collaborates effectively in diverse teams.

proposes ways to solve problems or develop a team project, defining a course of action with specific steps.

brings with open views and consider those of others so reflexive.

assumes a constructive, consistent with the knowledge and skills with which account within different teams.

Participate responsibly in society.

9.Participa with a civic conscience and ethics in the life of their community, region, Mexico and the world. It places

dialogue as a mechanism for conflict resolution.

makes decisions in order to contribute to equity, welfare and democratic development of society.

know your rights and obligations as a Mexican and member of various communities and institutions, and recognizes the value of participation as a tool to exercise.

contributes to achieving a balance between individual interest and welfare and the general interest of society.

acts as a proposal in front of events society and was kept informed.

warns that the phenomena taking place at local, national and international levels occur within an interdependent global context.

10.Mantiene a respectful attitude towards multiculturalism and diversity of beliefs, values, ideas and practices.

recognizes that diversity takes place in a democratic space of equal dignity and rights of all people, and rejects all forms of discrimination.

dialogue and learn from people with different viewpoints and cultural traditions by placing their own circumstances in a broader context. Assume

respect for differences is the principle of integration and coexistence in local contexts, nationally and internationally.

11.Contribuye sustainable development in a critical, responsible actions.

assumes an attitude that favors the solution of environmental problems at local, national and international.

recognizes and understands the implications of biological, economic, political, social and environmental damage in an interdependent global context.

contributed to achieve a balance between the interests of short and long term in relation to the environment.

Thursday, May 6, 2010

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1. Welcome

Selected Topics Seminar in the History of Pedagogy and Education I

(2002 Edition, Updated 2010).

He gives strength to the weary and increases the power that has none. Even youths grow tired and weary, and young men stumble and fall, but those that wait upon the Lord shall renew their strength; soar on wings like eagles, they shall run and not grow weary, walk and not faint.

Isaiah 40: 29 - 30

Very significant

students, my best wishes and broader expectations are present in the beginning of this course, which I have put a particular effort not only to recognize the historical processes that have given Foreman and high school, and a core element is to understand our professional service as an entity forming consciousness thinking, acting and determinants in the occurrence of the subject himself and those around them.

This course is fundamental in shaping our conceptions as teachers, for the modeling of our teaching and particularly in the interpretation of consciousness social form in the minds of our students, we are the product of a culture of stress, coping and development, therefore with pride that we are called teachers, pedagogical I profess from our values \u200b\u200band culture of a progressive society, We believe teachers and sustain the tradition of normal Coahuila, but this is not a constraint, it is rather a strength that encourages us to renew, invent and reinvent ourselves in our learning, the training of our being in order to be able to do in our daily professional events, do not expect to be imparting information, the substantial task of teachers is to teach them to think if not, then the reason for the existence of the school would lose its raison d'etre. The contents are today, a good paradigm to transform ourselves.

I invite you to Dare to Be Different.

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evaluation rubric

Card Game Frustration 20

6. Distribution of readings

Distribution readings for collaborative team.

Team 1, Block 1 Reading 1
Team 1, Block 2 Reading 2
Team 1, Reading 1 block 4
Team 1, block 4 Reading 6

Team 2, Block 1 Reading 2

Team 2, Block 2 Reading 3
Team 2, Block 4 Reading 2

Team 3, Block 1 Reading 3

Team 3, Block 3 Reading 1
Team 3, Block 4 3
Reading
Team 4 , Block 1 Reading 4
Team 4, Block 3 Reading 2
Team 4, Block 4 Reading 4

Team 5, Block 2 reading 1
Team 5, Block 3 Reading 3
Team 5, Block 4 Reading 5

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3. Matter program

Program Selected Topics Seminar for the History of Education
and Education I, includes four areas of study.

The topic I "The study of adolescents and their development. The case of the work of G. Stanley Hall, discusses the educational contributions of Granville Stanley Hall, American psychologist who pioneered the study of the characteristics of the adolescent stage. The work of this thinker is a contribution important in shaping a systematic approach towards the study of school-age children and for the establishment of educational psychology from the late nineteenth and early twentieth centuries.

The study of the contributions of Stanley Hall has the purposes of the undergraduate students identify the work of one of modern thinkers in the process of forming the current idea of \u200b\u200badolescence and to reflect on the importance of intellectual work in a historical moment in which the United States began to consider as a strong nation. Research by Hall enable students to identify the methods used at the time for knowledge of children and adolescents, as well as the validity of the approach to do this thinker about "school fit the child", coinciding with conclusions of the Committee of Ten (which was studied in the first year seminar topics ...) in the sense of preparing students for life.

The study of issue II, "Reorganization of schools for adolescents. Secondary education in England in the interwar period, normal school students have the opportunity to learn the English proposal to offer high school to all young, emerging and developed with the momentum and the demand of society for the first half of the twentieth century all adolescents up to 14 or 15 years of age is required to study in schools that offer similar training opportunities. May also include how the national educational goal of training adolescent conjugated English social aspirations of the time, was influenced by the national and global political situation and required an active government intervention. The reorganization of secondary education led to discussions and proposals that, while seeking a new meaning for the preparation of young people would support the continuation of a process that spanned several decades. This proposal (educational policy line) responded to the educational concepts of social (which combined tradition and innovation, and democratic aspirations) and was achieved thanks to the value conferred on the English education of adolescents.

The theme is a space for comparison with secondary education development in our country and the value we place on education for adolescents. Also presented as an opportunity to reflect on social participation, who the various actors involved in achieving educational goals and what is the time required to perform steadily, achieving that aim.

From item III, "Criticism of the school. American radicalism in the 1960's, it is proposed the analysis of one of the most important currents of criticism of the school, that develops in the United States of America, which can be called "radical reform."

Unlike other critical trends of the time, the current analyzed here does not consider that the school is inherently harmful and destructive to human potential of their students, what that complaint are the distortions and loss of sense of liberation of knowledge. For that reason, despite his criticisms are often violent in their language and strict in its judgments, this stream leaves open the possibility to compare the decade analyzed with the present and opens the door for a thorough reform of the school.

IV With the theme "What education for young adolescents? The contemporary debate on secondary education, "concluded the seminar, so that through his study is expected to resume normal diverse knowledge they have acquired in this and other subjects of the degree for the operation of secondary schools, the history of creation and expansion and the aspects that characterize teenagers now. It is hoped also that analyze the issue based on the experience gained during the observation and teaching practice carried out in high school.

This topic is central purpose that the teachers to think broadly about education that we offer adolescents, who are participants in the global debate on school questions secondary, which is updated continuously in the debate and gain an understanding of what to do in high school and how to become teachers of adolescents in the current conditions.

Topic I. The study of adolescents and their development. The case of the work of G. Stanley Hall.

The study of this subject offers students the opportunity to go to one of the thinkers who contributed ideas at the time relevant to the conceptualization and recognition of what is now is widely known as adolescence. Hall was first described, with the thoroughness and detail of a man by nature and scientific observer, a variety of topics related to sexual development, social, intellectual and emotional development of adolescents.

Darwin's theory on the evolution of the species came to the United States of America as a seed in fertile soil. Hall adopted the notion of recapitulation made of naturalism and applied to the study of the mind. Argued that individual development of people repeating the development of the species and, specifically, made an analogy between the period of adolescence and leaving the stadium wild humanity as a step toward civilization, as a universal experience.

Stanley Hall's work as a whole, constitutes the beginning of educational psychology in the United States. The study of his contributions to psychology and education allow student teachers to understand the origin of a new way of looking at young people, to analyze the characteristics of this stage of life. The review of Hall's ideas about the "tension and conflict" faced by adolescents, allow prospective teachers to reflect on secondary education and the challenges of educating students who go through this period.

The depth of the social changes that accompanied the passage of the nineteenth and twentieth century United States were reflected in various aspects of social life. Stanley Hall was a restless and daring thinker who was able to consolidate, in a society that was emerging from a severe economic and social crisis, interest and confidence in the training of young people of the time.

The significance of his work is explained in so far as delving into the social conditions and difficulties that arose in America in the late nineteenth century. By 1890 most part of the U.S. population sank into poverty and unsanitary conditions that determined the quality of life in the big cities. Under these conditions is brewing a new nation and the age of progress began to appear, the country establishes its borders and there is a new way of life due to advances in science and discoveries.

the late nineteenth century began the expansion of secondary schools in the U.S. and there are great changes in them. The number of students enrolled begins to grow and this process continues in subsequent years. Specialization in work, the emergence of a more complex work resulting from industrialization and the training needs created the conditions to perceive and identify an intermediate stage of life between childhood and adulthood, which coincided with the physical and biological transformation of individuals in this age period.

The study of adolescence as a phenomenon and as a scientific concept, is established only in 1904, Stanley Hall, an American born in 1846 in western Massachusetts, who played a role fundamental in the study of child development and psychology adolescents.

science techniques, which consisted of laboratory experimental work and the use of surveys to collect statistical data, were extended to the "science education" of United States, thanks to the enthusiasm and leadership of Stanley Hall. Systematic research conducted with school-age children, led him to raise the need to use the results of its ideas to improve education, ie for schools to better teach children and youth.

The ideas of Rousseau, Darwin and Freud influenced Hall and allowed him to study how the child, the developmental stages of the mind, irrational and hereditary aspects of behavior, and took him raised the need for natural education. Developed also a method of analyzing "the nature and needs of the developing child" through questionnaires.

Stanley Hall extended his research on the adolescent and in 1904 published his monumental work, Adolescence, in two volumes, which begins the interest in the study of this period both among psychologists as among educators. Hall defined adolescence as a stage identified by storms and tensions that characterized the conflict by passing individuals in search of role they will assume in society to become adults, compared with the Sturm und Drang1 characteristic of German literature the second half of the eighteenth century. The development of adolescents, from their perspective, is given by leaps and less gradual in relation to children. His hopes for the teenager was taken to make some pedagogical ideas about the direction schools should take for students who pass through this stage of life.

The difficulties entailed in the study of adolescents, researchers later forced Hall to clarify their investigative techniques to explain this stage of human life. This advance in the methodology resulted in the contrasting ideas of Hall with new findings about young people, mostly from anthropology, who questioned some of the features offered by him on the stage of adolescence.

The great legacy of Stanley Hall, which is seen in the analysis of his work, explains the strength of his contributions as the source of the systematic study of adolescents and the need to revise the guidance that schools should take to address them , knowing fully their needs. Over the years his ideas were losing interest to other researchers and currently is not mentioned as a central figure in the education of young people or development of educational psychology. However, as a pioneer of the scientific study of children and youth and their organizational skills and practice in the promotion of psychology, recognizing their place and value of the attempt to establish the education of children and adolescents in the systematic understanding of the characteristics of their development.

Wednesday, May 5, 2010

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2. Full Course

Full Course.

The Maestro. Francisco José Guerra Chiw, DAE diracademicoosuna@gmail.com

Presentation: http://prezi.com/ur9bgnlazidc/

OBJECTIVE:
this course students will learn and develop a critical analysis of the historical conditions that have led to the formation of secondary education, and specifically the reality of Mexico in the historical moment covered in this course.

PURPOSE:
The student-teacher, assess and identify the cultural background of the model and the educational level at which it develops, interpreting and reflecting the importance of their role in the evolution and consolidation of the economic model, political and social context in which they are immersed.

ICT MANAGEMENT'S APPLIED TO EDUCATION:
Through course development, student-teacher, know, use and develop the use of ICTs as a tool in teaching work, understanding that new technologies are a necessary and important in the formation of its students in the context of emerging global trends, with the aim of education to teach students to think and therefore the objective of the school.

MANUFACTURE OF LEARNING:
Any activity to develop in the context of class, is being evaluated, developing new approaches to knowledge, to support this on constructivism and constructionism. Therefore the analysis understanding, reflection and skills development are the backbone of the collaborative work that will develop in the classroom.

Any product of learning should receive adequate treatment in terms of educational blog, whose focal point the use of ICTs.

ATTENDANCE:
on attending the course, this class will be made for hours, where the factor is desirable to obtain a 100% attendance, with the student-teacher, right 15% of non-attendance at classes given to qualify for assessment in terms of institutional regulation. Unsubstantiated absences are sufficient condition for loss of grade point average. Total

working sessions 33. Total
66 hours
Percentage 15% = 10 absences.

WORKING ON THE MECHANICS:
Students, teachers, developed in academic learning products set out in the entry named "Setting the Course" will generate a consistent performance of collaborative work, not so cooperative. The study documents the course of the program are basic, but not limited to student-teachers to consult other sources to enrich and substantiate the comments, giving greater value and approaches that support, guide, guidance and support a broad world view of the discussion points, this is valid, provided it is done in reliable sources and cite the source, both bibliographic and electronic newspaper archives. In the presentation of exhibitions, will prevent the repetition of content, that is, when a team starts the exposure of a subject, the subsequent can comment, support or knowingly discuss some or any of the above elements, provided when making a constructive and purposeful, essentially with the relevant bibliography.

All construction of learning products, should be uploaded to the academic blog team, that's the obvious reference of the work.

EVALUATION:
Any activity, defined as a product of learning, participation, exhibitions, management of ICT, as well as google apps and Academic Blog are subject to assessment items. It is essential to remember to comply with the rules of attendance. First

online assessment, June 20.
Assessment Stage 1, July 17.
Assessment Stage 2 August 7.

USE OF ICT'S:
Throughout this course will use a special use of ICTs as tools for learning under the vision of constructivism, which will provide the student @ desirably a vision that will provide new teaching skills that can creatively adapt to their work context. We should note that one of the factors that are gaining ground in schools is the use of ls technologies, children and adolescents today are native to them, while adults, we now have the privilege of educating, we migrated to this new context, if our primary task is to teach them to think, then take as a valid excuse curriculum, develop their minds and make each school more attractive, educated in the XXI century, for the century in which our students live. Is substantial for the school to close the generation gap in terms of culture, science and technology, to be directed towards the development of greater social empathy.

BLOG, MAIL AND APPS.
The course will start with a education blog of the subject matter, which will be an official means of communication between students and teachers, from the start of the course, the formation of collaborative teams, will develop its educational blog, which will be uploaded to the "cloud" learning products, which will be discussed, discussed and evaluated, with this means the portfolio of evidence of work in class.

The use of powerful tools such as google applications (apps) are available for users of Google, so it is necessary that each student create an email account in gmail called google mail, it is necessary to use the following syntax purposes of organization:

ense.mat + surname + nombre@gmail.com

google.com.mx access and to click into gmail, then proceeds to create the account.

Electronic communication with the owner of the material to the account will diracademicoosuna@gmail.com

CLOSING COMMENTS:
input is that you can feel a heavy workload, but in reality, the use of these tools technology, are not intended to increase student obligations, or work in question to my students or to myself; The ultimate goal in implementing ICT is to give my students a new and better opportunities that generating skills that can translate into a significant intellectual capital. We

us the opportunity to be different ...

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5. Line of each block elements

http://prezi.com/zwfqzhvntvmt/% 20

Elements to be considered as main analysis.

Topic I. The study of adolescents and their development. The case of the work of G. Stanley Hall.

1. In the long historical period prior to industrialization, there is a field of valuable knowledge, related to society's productive activities that are susceptible to transmission. The teacher has this knowledge and the time families wish their children to acquire the specialized knowledge, as well as to learn good manners and the concept of service:

• How is it that the education of young people during a period of several centuries, consisting of transmission specialized knowledge of a trade and good manners?

2. The way it carries out the transmission of knowledge in pre-industrial society differs from the modern concept of high school. Educating young people is by practice, they were involved in the production and learning through work:

What's behind the dual purposes of work and learning process?

What conclusions can be drawn from the relationship between work and learning about the conception of teaching and training of new knowledge?

3. The role of family in the upbringing of children was guided by the conceptions and expectations of the time about young people. Parents with instructions intended to secure a job for their children:

• What were the conditions that established the learning agreement between the family and the teacher and what role the youth played in this agreement?

4. The relationship between master and apprentice was regulated by the corporation. It decided who could work in the trade, product quality, relations between the teacher and his subordinates, the number of participants in a workshop, the final assessment of the training:

• What did it mean for education of young people that education was governed by such rules set out in the workshop? 5.The

this historical process was a slow incorporation of women to training in a trade. Women were only educated to learn the chores, then were allowed to participate in family workshops and only later did it in larger shops:

6. • What consequences did the above on the social role that they " played "play to women?

Topic II. Education in France in 1880. The organization of a national public service, secular, compulsory and free.
1. A dominant idea in the period of study is that social inequality should be reduced through gradual evolution, not by social revolution:

What role is expected to meet education in this process?

What effects have the free education and centralized control in their growth and how to address the demanding population?

2. In terms of moral, religious education, family rights and religious freedom:

• What are the main points of conflict between the Liberal government and the Church?

3. For Jules Ferry, Minister of Education, the educational inequality between the sexes is deeper and stronger than that between social classes:

What is your idea of \u200b\u200bwomen and the effects it can have their education?

What differences can be identified between these ideas and those that prevail today about the role and rights of women?

4. The curriculum of elementary education at the time proposed advanced methods. However, actual educational practices were still traditionalists:

• What factors can explain this contradiction?

5. The search for a better education for young people, that would overcome the deficiencies of the old school with its traditional pedagogy and its focus on classical humanities, led to a series of reforms to existing institutions:

• What explains the classical education continued to be dominant?

6. Secondary education targeting women had different purposes than originally intended for men and a different development throughout the nineteenth century:

• How was organizing an education that could meet the need to equalize both sexes?

Topic III. Secondary education in the United States of America. The evolution of high school.
1. At the origin of the modern system of secondary education in the United States high school reorganization by the end of the nineteenth century, played a role:

• According to the reformers of that era. What role should comply with this institution?

• What were the most salient features of the new educational program for high school?

2. Against school failure of a large proportion of youth enrolled in high school and the continuing trend towards abandonment of studies, multiplied reformers programs and teaching methods in the idea that this would lead to the attractiveness of school:

• What conceptions prevailed over the end of the school, curriculum organization and capabilities of students in this differentiation course offerings?

3. Along with the establishment of a new curriculum for adolescents, secondary education also included the organization of additional workshops and clubs:

• What impact have these complementary activities on the academic training of students and the organization school?

4. In addition to the educational challenges involves attention to the special characteristics of adolescents, the American teachers had to face the rapidly growing number of students enrolled in secondary schools:

• What effect could this have on the quality of education offered to young people?

5. With the creation of the junior high school began a reform of American secondary education, which made a system divided into two levels or two different institutions:

• What arguments explain the decision to provide education specific to adolescents?

6. With the passage of time and in light of social changes experienced by each time, the situation that keeps education is unsatisfactory for users and contributors of resources:

• According to the American experience. What are the aspects of educational services at present should be improved to achieve more committed to school characteristics, needs and interests of young people?

Topic IV. Moisés Sáenz-school adolescents. The birth of secondary education in Mexico.

1. Education born in Mexico and secondary level education with its own characteristics after the first quarter of the twentieth century. These characteristics were defined according to the duration of their studies, their location between the primary and preparatory cycle to enter a superior race, the organization and orientation of the studies, the aims it seeks to achieve growth and coverage .

• What explains the peculiarities of Mexican high school acquires its origins?

2. The approach of Moses Saenz, to integrate secondary education as a proper level, stands an idea: the school is a school for adolescents aged 13 to 15 years from all social classes.

What was a school aimed specifically at teenagers?

What should learn key content adolescents and why?

3. During the process of rebuilding the country after the revolution, develop great debates about the emerging national public education related to its orientation, organization, direction and teaching practices.

• What were the national education goals that gave impetus to the Mexican school and in what context they define those goals?

4. Secondary education is now fully identified as a school level as part of basic education. In your organization, expansion, orientation and current problems can be recognized approaches that led to its creation and the result of evolution.

What is the historical importance of the SEP took the creation, organization and regulation of secondary schools across the country?

what current aspects of secondary education can be recognized approaches Moises Saenz original master? Activities

final.

In closing the seminar, from the study of the four themes, the following activities: Establish

central issues raised on the education of adolescents and the creation of secondary education in the four historical moments or situations in which items are located. Compare

generally Mexican secondary education, secondary school in France and for adolescents in the United States, from the origins of the development process, the structure and curriculum. Explain the similarities and differences regarding: the conception of education for adolescents, the aims pursued by the institutions training oriented education, offering educational content and teaching methods they use. Critically evaluate the education currently offered to young people and reflect on the meaning it had the analysis of the four proposed themes for the training of future teachers of secondary education.