Understanding Program Models in Education
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ScribdTranslationsUnderstanding Program Models in Education
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ScribdTranslationsPROGRAM MODEL
Members:
❖ Dandy Huiracocha Levels
❖ Ruth Mieles Villamar
❖ Carlos Morales Troya
❖ Vanessa Richard Panimboza
❖ Geanella Sanchez Reyes.
What are program models?
There is no unanimously accepted concept.
Morrill (1980) Riart (1996)
Planning, structure, and design. Planning and execution on time
determined.
Continued action, previously planned, aimed at
achieve goals, in order to satisfy needs.
Key ideas of the program model
1 2
It is an activity Applied in a place
scheduled. determined.
3 5
Designed and executed Designed from
to obtain the needs
precise objectives. concrete.
Characteristics
trends
According to Montané and Martínez (1994), it mentions
What can we highlight the characteristics
of this model referred to a center
educational
• The role of the counselor • Teaching staff
• Planning • The evaluation
• The resources in the intervention for • The type of intervention
programs • Institutions as a dynamic element
• The process programs of • The collaboration
integrated action
CHARACTERISTICS
PROGRAM MODEL
The intervention by programs is characterized by
different traits such as:
• Being an intervention developed based on
the diagnosed needs
• Focusing on the needs of a group
• Being a preventive and developmental intervention
CURRENT TRENDS
• The current trend is towards programs of the type
comprehensive that includes the various areas such as
diversidad, prevención, aprendizajes, etc.
• The resources of the center and the community are each
more comprehensive and effective.
• They are programs aimed at students and parents.
• These programs assume in addition to
the individual and group intervention, other aspects and
community type activities.
Examples of programs
Blocks Areas of
Project of
thematic performance
center
Program aimed at Resolution of
Students - family
I will improve learning rate in conflicts
the subject of language.
Origin of the Amplitude of Recipients
intervention its scope
It can be for parents,
Management They may be directed to students teachers, etc.
educational professionals of a
single sector or multiple.
Types of Programs
ACCORDING TO SITUATION OF
ACCORDING TO ITS PURPOSE
RECIPIENTS AND LEVEL
INSTITUTIONAL USE
• Educational-guidance.
• Programs for recipients • Desensitization.
scattered • Preventive.
• Institutional utilization programs • Therapeutic-remedial.
limited.
• Programs for the development of the
human resources of the institution
ACCORDING TO ITS DURATION ACCORDING TO ITS STRUCTURING
• Of long cycle. • Closed.
• Of the short cycle • Open 'a la carte'.
Types of Programs
ACCORDING TO THE PERSPECTIVE OF
ACCORDING TO ITS MODALITY OF THE INTERVENTION
APPLICATION
• Student-centered.
05 • Integrated into the subjects of
curriculum. 06 • Focused on professionals
of the intervention
• Modular.
• Self-applicable.
ACCORDING TO THE SUPPORT
ACCORDING TO THE THEME
07 • Focused on the aspects
vocacionales.
08 • Paper and pencil programs.
• Computerized programs
• Focused on development
personal and social. ACCORDING TO THE DESIGN
• Focused on development
cognitive school-academic. • "expert" designs
• Directed to families.
• Mixed programs.
09 • Collaborative designs
Phases of the program model
It is the implementation of intervention programs at the educational and social level. It should
follow the phases this varies according to the authors.
Phases of the program model incorporating the contributions of Bisquerra et al.
(2005):
1. Context Analysis
2. Identification of needs
3. Formulation of objectives
4. Program Planning
5. Program execution
6. Program Evaluation
7. Program costs
1st phase: context analysis
An analysis must be carried out. It depends on the advisor and
of the context where it goes to where it will be placed in
to direct the program. practice.
Requires
information
de:
Target subjects
Characteristics of the
of program and agents
center
involved
Phase 2: identification of needs
It should not only focus on
It must be taken into account 3
deficits, but in the resources
elements: to improve the situation.
Community
Educational organization
Diana Group
The type of data to collect
the competitors are:
Environment
Center
Students or users of the
program
3rd phase: formulation of objectives
It depends on the need or Be concrete and operational,
competence to develop, focused on the activity of
product of reflection. teacher and not in the student.
4th phase: program planning
The planning will give the
following results from:
Strategies
Area of action of
Try to select,
program
organize and sequence the
Development of the design of
services.
program
Determination of achievements
Establishment of
priorities
5th phase: program execution
Some of the strategies are:
It is the performance for the Interview with students
development of the process in the Conversation with monitors
practice. In addition, the Parent visits
recommended strategies Conferences
it is the curricular integration Counseling
and program systems.
The main objective of
any program is to arrive at
personal autonomy.
6th phase: program evaluation
Assessment of the process and
guiding effectiveness
Assessment design
Instruments and strategies
Decision making in the
program execution
Analysis techniques
Communication of results
7th phase: program costs
Obligation to reorganize
of human resources both
personal and material