Annual Educational Planning Indicators
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ScribdTranslationsAnnual Educational Planning Indicators
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ScribdTranslationsBOLIVARIAN REPUBLIC OF VENEZUELA
MINISTRY OF PEOPLE'S POWER FOR EDUCATION
EDUCATIONAL UNIT MANUELITA SAENZ
GUATRE-MIRANDA
TABLE OF INDICATORS
This table is prepared annually or for a specified period, using the program of the subject or area.
imparting, relating each program objective with three fundamental factors: importance, extent, and difficulty of
objective. These criteria are graded according to the conditions under which each program objective will be achieved, taking into account
count the available supplies for it.
It is not necessary to place the objectives in the same order as they appear in the official program; here the teacher
will use their best judgment based on the available resources, their previous experience, and the relationship of the objectives with other areas
of knowledge in order to try to plan taking into account the interdisciplinarity of the subjects of the course.
It is also not necessary to cover 100% of the official program objectives. When planning, taking into account
the other areas of knowledge can group the common objectives into a single area in order not to be repetitive in
the others, and in this way, time is won to place greater emphasis on those specific objectives of the program or
subject to be taught.
FACTORS OF THE INDICATOR TABLE
IMPORTANCE EXTENSION DIFFICULTY
Understand the weight Understand the amount Understand the degree of
assigned to each objective of of activities both difficulty that
agreement to the following theoretical as practical present the goal to be
criteria: that must be carried out understood by
Relationship that holds the to achieve a the student. Emphasis will be placed on
objective with the subject determined objective the processes
in general concrete plane mental
Utility in daily life such as:
knowledge, understanding and
application; thus
as in complex levels
abstract
such as: analysis, synthesis and
evaluation
RANK RANGE RANGE
Varies from 1 to 3 Varies from 1 to 4 Varies from 1 to 5
of lesser importance smaller area less difficulty
of greater importance larger extent greater difficulty
CALCULATION OF THE TIME DEDICATED TO EACH OBJECTIVE
1.– The sum of all the partial values of the indicators is determined. (I)
2. - Then the K factor is calculated by applying a simple formula.
K = Total hours available in the year
Total of the sum of the indicators. (I)
3.- El valor obtenido de K se multiplica por cada valor parcial deIy el resultado corresponderá al tiempo en horas
minimum class time that must be dedicated to the development of each objective. This same numerical value will also correspond
to the goal score at the time of evaluating in a summative way.
PLANNING OF CLASS TIME DEDICATED TO EACH OBJECTIVE
1.- The available weeks are calculated, according to the annual academic calendar, for the activities of
teaching-learning.
2.- The number of weekly class hours is multiplied by the number of available weeks according to the
academic calendar; in this way, the total number of annual hours available will be obtained for the
teaching-learning process of the subject or program to be taught.
3.- A 30% annual buffer is calculated, that is, 10% per period for activities such as: motivation for achievement
of the objective, summative evaluations, remedial activities, retakes of evaluations, etc.
4.- The total number of available annual hours is reduced by the number of buffer hours and the result will be
the total number of annual hours available for the teaching-learning process of the subject or
program to be taught.
PLANNING OF EACH PERIOD
From the Indicator Table of the program or subject to be taught, the teacher will select the objectives and the order that
consider it more appropriate to plan each period, taking into account the score that corresponds to each objective.
so that their evaluation is as objective as possible. When selecting the objectives that will be taught during the period,
It should be noted that the number of class hours necessary to teach it does not exceed the time available for that.
The different evaluation strategies must also be taken into account, specifying which one will be used for each.
objective.
EVALUATION STRATEGIES
TECHNIQUE: (HOW) Set of procedures used by the teacher in order to obtain information
about the student's behavior in the cognitive, affective, and psychomotor areas
INSTRUMENT: (WITH WHAT) Methodological tool, it is a means used by the teacher and the student to carry out
observations, measurements or records of the student's behavior in the cognitive, affective, and psychomotor areas.
ACTIVITIES: (HOW MUCH) Refers to the different jobs, tasks, or actions that the teacher determines for
evaluate an objective or competency. They are carried out by the student to express the degree of achievement of the objective or competency.
BOLIVARIAN REPUBLIC OF VENEZUELA
MINISTRY OF PEOPLE'S POWER FOR EDUCATION SCHOOL YEAR: ___________
EDUCATIONAL UNIT MANUELITA SAENZ
GUATRE-MIRANDA
LAPSO____
TIEMPO: SEMANAS _____ HORAS _____ % HOLGURA: ______ TOTAL HORAS: ______
ANNUAL
TABLE OF INDICATORS
ASIGNATURA ____________________ GRADO _____ DOCENTE:____________________________
TIME
No.
OBJETIVO// CONTENIDO E INDICADORES T=KxI
TOTAL