Reading 1: Didactic planning, an urgent task

Planning constitutes an anticipation of the main educational actions that will be

to carry out, through decision-making that explains the intended emphases; it implies
to fundamentally justify the most appropriate strategies for each moment of the class, and
it aims for continuity, significance, progress, and the increasing complexity of knowledge
during the learning process.

For Medina Rivilla and Salvador Mata, 2005. Page 106 "All programming aims to adapt the
pedagogical project of a center to the specific characteristics of a group of students,
thus constituting a basic operational core around which the
organizational and didactic guidelines for teaching action in the classroom.

Teaching is not a random event, but requires prior planning in order to ensure a
dynamic learning process, enriching, of increasing complexity and with solid
pedagogical foundations. This task requires a design of activities that students must
to carry out.

There are different types of planning: annual, monthly, biweekly, or daily that obey to
time that will be required for the development of teaching-learning actions. Likewise, these
Planning can be done by thematic axes, by thematic units, or by projects.
others.

Sometimes, as teachers, we worry a lot about the format, the scheme, or the structure of
the plans. However, the format is a secondary aspect since any structure
that allows reflection on teaching will serve from the moment it guarantees the
professional search for the best strategies and hence the generation of learning
significant. The important thing is to understand what we plan and why we plan, so that
that is really useful to us.

Reading 2: Planning and its process of realization

It is important to mention that there is always a defined curriculum from the central instance and
What other aspects are defined in other instances? It is worth highlighting the teaching role not only as
curriculum implementers but also as planners, as there is a space for
decision-making that is the exclusive responsibility of the education professional.
In this context, it is worth recalling the levels of curricular concreteness to always keep them in mind.
national curriculum, departmental planning, institutional planning
classroom planning.
With this logic, the development of the curriculum in the classroom with the students should be carried out in
an appropriate way to the context, to the reality of each institution and even of each group of
students. The classroom teacher has direct participation at least in the last three levels or
adaptation spaces. Therefore, their commitment is not only related to the implementation of a
curriculum defined at the national level, but its participation in curricular adjustment in the
institution where he/she performs, first globally and then, more
punctual.

For example, teachers would have to meet with colleagues or peers to take
decisions about the methodological approach to certain contents, about some strategies
didactics, evaluation strategies, etc. For example, in some cases they tend to express
teachers about the use of 'jopara' in the classroom, which for some is incorrect, while
others express an open acceptance, because they see it as a process
absolutely normal in geographical areas where there is contact between languages, as well as
also a cultural manifestation loaded with semantic issues, with a richness for its
study, based on the listening of everyday texts typical of the context.
Another aspect to consider in the planning is cooperative work among peers. For example
how to work on the development of reading and writing in connection with body and artistic expression.
In the reading and analysis of expository, narrative, or historical texts in coordination
with the Social Sciences.

Generally, the teacher should perform a coordinated and shared task with others.
colleagues for the exchange of ideas and proposals for improvements in the quality of learning.
It is also expected that as a result of the curriculum concretization process, it can be applied in
the classroom a suitable curriculum, consistent with the context where the teacher not only
find implementing something foreign to your decision, but rather feel responsible for it
developed in the classroom, as he has participated in decision-making in the spaces where he
corresponds. This has allowed him to soak up the ideas and the guidelines defined in the
national and departmental instances.

Reading 3: The Contextualization of Teaching

In many cases, thinking that those who achieve the highest scores in the tests of
Intelligence is those who can create, innovate, and invent; teaching is often privileged.
primarily directed towards abstract reasoning. However, authors such as
HECKMAN and WEISSGLASS (1994) state that intelligence and creativity are not
limited to a few who possess certain skills and ways of thinking, and it has been proven
that the context and social circumstances are important variables that interact with the
individual characteristics to promote learning and reasoning.

The choice of context would, therefore, be what makes the activity authentic. This
the election thus becomes a huge responsibility for the teacher who must keep in mind
that the learning of a skill occurs within the context of a broad project of interest
for the student, and that learning occurs better in a context of cooperation, where the
individual profit translates into profit for the group.

The students, for their part, must view the knowledge of a discipline such as physics,
as part of a complex network of values and activities that affect the environment and society.
Thus, teaching physics in the context of real-world situations would avoid giving to the
students the idea that the sciences do not have to concern themselves with the problems of society, that
scientists only care about inventing theories and making discoveries without worrying about them
interest if these are used or how they are used.

Teaching in the context of the concrete world would give real value to the premise that the
education - including scientific education - is for everyone. One way to achieve a
meaningful learning would therefore be the use of incidental, contextualized learning,
where the sciences are learned by trying to solve problems from other areas. It is about
basically that the teacher starts by providing some prior organizers based on the
knowledge that students already possess and relating the content to daily life.

As knowledge consists of a mesh of conceptual structures, it must be

built by the student himself. But, on the other hand, as the teaching-learning process is
a social activity, where various interactions take place (between the teacher and the students,
among the students themselves, etc.), the teacher must guide the learning in order to induce the
formation of connections.

Consequently, as suggested by GADANIDIS (1994), the activities proposed in the

class should provide the student the opportunity to speculate, explore, criticize, justify,
allow the student to experience higher-level cognitive processes, encourage the student to
speech, to explain and justify their understanding, allow working with others so that they can
communicate their ideas, be able to hear the ideas of others and make sense of them, and allow them to
students recognize the importance of clearly communicating what they know, of focusing on the
situations from various perspectives, of justifying what one knows and judging its quality.

In summary, the ultimate success of any teacher lies in the way they integrate theory and the
practice, in the way he participates in the learning process and in which his
explanations help the student structure their concepts. Also in the way in
that carries out various activities that do not constitute explanations but contribute to the
learning, as it is the organization of the instructional situation, the formulation of questions,
and the help it provides to students to express their ideas, to describe phenomena, and to
offer explanations, helping them to focus their attention. (SERE, 1992)

The idea would be to diversify the methodological strategies in the class, as it would improve the
learning can resort to various forms of work. "Whatever the strategy that
is adopted, however, a central point from the students' perspective, that the
knowledge is not handed to them 'ready'. They are the ones who must assume the final responsibility
to give meaning to learning activities." (SCOTT, ASOKO and DRIVER, 1992, p.325).

The teacher, in turn, must assist the students in the development of concepts; to originate
a suitable environment for learning, where students feel confident, capable of
to express and discuss their ideas freely; he must be able to organize and manage the work
in groups. The important thing is to help students reach a more scientific view of
world". (p.327).

In this regard, PADILLA (1991) believes that 'teachers who wish to implement classes
productive, activity-focused, need to invest quite a bit of time not only doing the
correct type of activities, but discussing and integrating the results of the activities: the
activities by themselves do not promote understanding in students. Teachers
they should enrich the activities by investing the necessary time in the class making sure that the
students make sense of their experiences and helping them connect these activities with their
knowledge of past and future sciences.

This would promote teaching related to aspects of technology as a means of

complement science (MÖLLER, 1992), and the use of scientific processes would be encouraged, and
linking teaching to the interests of the students, to aspects that are significant for the
person or society. (LECHNER, ENGEMANN, NEUMANN, 1992).

Reading 4: Basic components of planning:

Capabilities: They constitute the purpose of didactic planning, in the sense that the
capacities are constituted in the learning outcomes that students are expected to achieve during
the educational process. These capacities are established in each of the components
attitudinal, cognitive, and skill-based aspects that, when harmoniously articulated, constitute the
competence. The type of learning related to a topic and a dimension, area or discipline is
find in the capabilities proposed in the study programs, so generally
the capacity is recorded in the planning. Example of capacity, Language and Literature 1st
course Analyzes works belonging to Classical Antiquity (Greece and Rome), the Age
Media and the Renaissance and the Transition to Baroque.

Contents/ Topics: These refer to what to teach, they refer to the themes, which relate to.
they find within the statement of each capacity of each discipline. The capacities
they integrate knowledge, skills, abilities, and values. In the capacities, they will be found
different types of content (attitudinal, conceptual, procedural) depending on the
dimension, area or discipline. Example of capacity and subjects, History and Geography 1st year:
Recognize the configuration process of present-day Paraguay. Origin of the Paraguayan nation.
Mestizaje. Government of Hernandarias: Reasons and consequences of the division of the province in
1617. Causes and consequences of the War against the Triple Alliance and the Chaco War.
Evolution of territorial planning in Paraguay. Consequences of being landlocked for
the current development of the country.

Strategies: The methodological decisions represent how to teach. The method is the
path by which it is intended to achieve the planned objectives, which is learning
of the student. It includes a varied repertoire of activities, among which we can distinguish
three types: initiation activities, development activities, and closure or finishing activities.
Example of a planning section: Cultural anthropology:
Capacity: Apply research techniques in the study of established cultures in the
national territory
Contents: Ethnic groups that coexist in the national territory. Problems that
confront. Worldview of indigenous peoples. Attitude of respect towards the different
cultures.
Theme: Ethnic groups of Paraguay
Strategies: Fieldwork - Observation of reality - Interviews with representatives
ethnicities - Transcription and systematization of the interview conducted - Preparation of a Summary
written - Organization of a Conference to present the results of the research.

Evaluation: In general, the planning includes achievement indicators of the

learning by students and also includes various tools of
evaluation that demonstrates the achievement of capacity. One aspect that is often not considered is the
evaluation of the design of the same planning carried out and its implementation, regarding
its coherence, flexibility, functionality, suitability, among other aspects. That's why it is
It is important to make adjustments in the planning and not just to copy or print it year after year.
year, but improving and modifying it according to the metacognition carried out by the teacher
about their own work and the results obtained in practice. The teacher plans, observes their
apply, reflect, review and replan (improving). In most cases the
institutions with technical teams or the executives are the ones who evaluate externally the
Technical characteristics of planning.

One-minute evaluation: At the beginning or end of a session, process, course, etc., participants are asked to
students who respond in 1 minute to a specific question regarding their motivation,
acquired content, the activities carried out, their participation, the questions and difficulties
experienced, the teaching performance, future teaching, etc. The teacher directs their attitude towards
stimulus, openness, receptivity, and orientation towards change and pedagogical improvement. Its
didactic potentiality is based on increasing awareness (didactic presence) of
student and the teacher, the responsibility and commitment of everyone to improve what is theirs
common. Although the technique seems simple, we propose the following phases for its development:

a) Phase of teacher questions, which can be closed or open:

Closed: The teacher asks a specific question of the following tenor: 'Summarize in a'
frase lo que has aprendido”, “¿qué es lo que más te ha interesado de la clase de hoy?”, “escribe
dos dudas que aún tienes sobre...”, “¿qué no ha quedado claro?”, “¿qué te ha parecido más
difficult to address?
evaluation of the experience?
“¿cómo podemos mejorar el aprendizaje del [tema] siguiente?”, “¿de qué te gustaría aprender
more?

2) Open-ended: Another option is to propose a series of open-ended responses, in a semi-

projective, following the technique of incomplete sentences. We take these as an example,
proposals by O.M. Dadamia (2001, p. 226), which relates to the five phases of the model of
creative process of L. and V. Logan:

1) Fase de cognición: La presentación del tema ha sido... / Al comenzar la clase me siento...

2) Conception phase: The guidelines received... / The classroom climate...

3) Combustion phase: The difficulties I have... / The interventions of the teacher...

4) Phase of consummation: The use of critical thinking... / Teamwork...

5) Communication phase: The way the teacher evaluates... / The teacher places more importance on...

b) Phase of student responses and submission of sheets or dialogue: The participants

respond anonymously in a minute on a paper that the teacher takes for their study no
in person, or they are randomly assigned among the students and a part of them is expressed orally. A
From there, a discussion can be held.

c) Return and formative evaluation phase: At the end of the discussion or in the next class
The teacher summarizes the results. An essential part of this technique is its feedback to the group.
and its consideration for educational communication for better functioning.

The technique can be used for immediate, continuous, or final evaluation, with a
formative intentionality. There are two cautions that must be avoided: the inappropriate or poorly phrased question.
formulated, and that the students feel that what they express is not taken into account. Both
situations can cause the loss of current opportunities and negatively impact the future of
the technique itself, which will lose prestige, validity, and appeal in their eyes. (Herrán, A. de la. 2011).

Resources: Refers to the material resources used to teach. Not it is due to the use of the medium itself,
it is the learning that it produces in the student when making use of it. For example, each
who allocates the resources needed for the development of that class: blackboard, chalk or
marcadores, borradores, mapas, láminas, cartulinas, lápices de colores, hojas blancas, fotocopias
of drawings or information, school pages, books, multimedia projectors, computers,
internet access, educational blogs, television, educational CDs, DVDs, gym, field of
sports, balls, laboratories, and supplies such as chemical reagents for experiments, among others
other resources that can help in teaching and generate learning in students.

Time: It depends on the type of planning, whether it is annual, monthly, weekly, or daily. In this
In this case, daily planning depends on the pedagogical hours dedicated weekly to
that dimension, discipline, or area. For example and in general, it tends to be two pedagogical hours.
by class. Therefore, the number of activities and their complexity must adapt to this time
available. Although through web tasks or handwritten tasks, time is dedicated
extra in learning specific contents.

Reading 5: Moments of a class:

The initiation activities: They involve exploring prior knowledge of the

students in order to connect them with new knowledge, engage them in the new
learning and motivating them. For Ausubel, learning is meaningful when it is related to
new information with knowledge in memory, when the new material is stored
systematic relationship with relevant concepts of LTM (long-term memory), that is to say the
new material, expands, modifies or elaborates the information of the memory. The meaning
it also depends on personal variables such as age and experiences, that is, it depends
among other aspects, the interests of students regarding the topic and even the way of
develop the class that encourages students. According to Vygotsky's theory, these
Previous knowledge is found in the student's zone of proximal development (ZPD).
this moment will serve as a cognitive bridge for new learning, constituting a pre
requirement for the development of capacity.
 The student's ideas, skills, and attitudes will be taken into account. At this moment of the
In class, activities such as short video projections can be carried out that
contains information or situations related to the topic of the class. Discussion around a
idea, message, hypothesis. Brainstorming based on an image, text fragment or even
a word. Detailed observation of certain realities based on maps, landscapes, among others.

In this space, the content can also be presented through some graphic organizer.
of the entire topic or anticipatory organizer of the content presented to the entire grade/course.

Development activities: Correspond to the construction of new knowledge,

starting from the relationship with prior knowledge. At this teaching moment, it is necessary to review
the ideas or information, identify the most important aspects of the developed content,
make inferences, as well as establish relationships, analyze and solve situations
problems. According to Bruner, discovery learning means obtaining
oneself the knowledge. It consists of testing, formulating hypotheses instead of simply
read or listen to the teacher's lessons. Discovery is a form of inductive reasoning.
Because students move from studying examples to formulating rules, concepts, and principles.
For Vygotsky, cognitive change is the result of using instruments.
cultural in social interrelations and to internalize and mentally transform them, in this
group and contextualized activities are favored. They can be activities
collaborative in small teams interspersed with individual activities giving autonomy to
the learners, but without neglecting them. All these actions should lead to the construction of
new knowledge that implies the development of a capability.

Activities such as: Consulting bibliographic or cartographic sources can be carried out.
digital sources. Description of phenomena, facts, situations. Analysis of phenomena,
facts, situations, problem solving. Preparation of written productions, in form
individual or group. Oral or written justification of decisions made or of the analysis carried out.
The different activities aid in the processing of information (Gagnè) differentiation
progressive and to create cognitive conflicts (Piaget) that lead to new learnings.

Closing activities: Involve synthesis activities of what has been developed. In this
At the moment, students should be proposed reflective activities about what they have learned,
through the summary and interpretation of main ideas, the exchange of opinions, the
elaboration of personal responses, the verification of ideas, the formulation of new ones
questions. Likewise, at this moment of the class, activities that are no longer should be anticipated.
of the same, in order to guarantee the consolidation of learning.

The activities can include: sharing of productions. Socialization of the results.

obtained in the previous process. Exchange of ideas, confrontation of opposing ideas,
presentation of arguments and conclusions. Role performance to demonstrate what has been worked on.
Reflection on the applications of the knowledge acquired or the experiences lived in
other contexts and. It requires certain teacher intervention to clarify doubts, to carry out
adjustments in some ambiguous concepts. These activities lead to reconciliation.
integrative of the content and closing of the class. It is expected that at this moment of the class
the new learning is achieved and reaches the zone of potential development.