Claudia borja teaching practice plan julio 30 2015 english

PLANNING PDP_ CLAUDIA BORJA
PLANNING PDP_ CLAUDIA
BORJA
Julio 30 de 2015

1
TEACHING PRACTICE PLAN JULY 30 2015
Claudia Patricia Borja Puerta - boryi99@gmail.com
Competitions
Orient-face training processes based on training plans agreed through collaborative learning
methodologies. 240201044
 Interact in the productive and social contexts in terms of universal ethical principles and
values.
 Develop effective and assertive communication processes within the criterion of rationality
that allow coexistence, establishing agreements, collective construction of knowledge and
problem solving productive and social.
Goals
 Learn the different methods of learning and pedagogical elements available to all
instructors of the Center for Advanced Manufacturing Technology SENA Medellin
 Adapt new strategies to improve educational processes and procedures of Integral Training
the trainers and members of the academic community.
TOPICS - TOPICS
SHAFT 1. CONTEXT OF THE INTEGRAL VOCATIONAL TRAINING SENA
 SESSION 1:Describe the concepts, objectives and principles of Vocational Training and the
difference with the (middle and high) formal education.
 SESSION 2.Institutional characterize the SENA teaching model, identifying the main
components of comprehensive Vocational
 SESSION 3. Interpret the essential characteristics and classification of powers in the
context of the FPI Teaching SENA
 SESSION 4. Identify learning: concept, types, cognitive processes, types of knowledge
 SESSION 5. Describe the procedure for Implementation of IPF established by SENA
2_ AXIS TEACHING TRAINING
 SESSION 6:Identify aspects and features of the teaching in the framework of
comprehensive training.
 SESSION 7: Recognizing the importance of teaching and its characteristics through debate,
applied to concrete situations of teaching and learning.
 SESSION 8: Select the techniques and teaching strategies according to criteria and
features provided in the previous activities.

2
 Adapt teaching to the design of learning activities, according to their characteristics and
purposes.
PILLAR 3. EDUCATIONAL PLANNING _ and tutorials
 Session 9. Interpret the structure, components, systemic relations and the role of
learning outcomes in relation to a training program in the context of the FPI Teaching
SENA
 Session 10. Describe the process for making the Educational Planning of Educational
Projects SENA, Learning develop products designed Pedagogical Planning attending the
concepts, principles and institutional methodology established in the state.

3
SCRIPT FOR TEACHING 10 sessions
Session 1
Topic - Theme
Describe the concepts, objectives and principles of Vocational Training and the difference
with the (middle and high) formal education.
General competence
methodologies.
Ice breaker videos Emotional engagement -
Video 1 - What is SENA of Colombia Ministry of Labour - 2 minutes
Learning Outcomes
 Identify key concepts and principles from which arises the National Learning
Service SENA of Colombia.
 Reconstructs the history and identifies the social context of the entity in the country
 Classifies the various types of services offered by SENA
 Develop effective and assertive communication processes within the criterion of
rationality that allow coexistence, establishing agreements, collective construction
of knowledge and troubleshooting of production and social institutions from the
SENA
1. Topics and learning content 120 minutes
 Institutional conceptualization, quality policy
 Comprehensive training status
 (SENA Technical Unit
 Act 115 1994
 Law 119 of 1994 and Act 30 of 1992
 Definitions and procedures of Integral Training SENA
 Education project

4
Teaching Methods60 minutes
 Independent work
 Mind Map
 Reading circle
 Teaching discussion
 Cooperative learning
Feedback 20 minutes
 Group discussion
 5 tips of the counselor / conclusion
Logout 10 minutes

5
Session 2
Topic - Theme
Institutional characterize the SENA teaching model, identifying the main components of the
Integral Vocational Training.
General competence
methodologies.
Ice breaker activity Tree Words
It should generate a list of words related to the subject matter. In this case the chart that
identifies the institutional educational model SENA and is divided into the roots and fruits, for
example, if you discuss setting goals, participants to give words related to the topic are asked
to use. Participants can you suggest "targets" Action Plan "goals, planning and achievements
including all the characteristics of the model, after each member located on the tree of words
such selected words and these are grouped by subject, is written all suggestions on the board,
if possible grouped by topic. You can use this opportunity to introduce essential terms also
which have not been taken into account to complete the whole graphic and do a little
introduction against it.
Learning Outcomes
 Identify the different types of learning models
 Relate the different processes of the Comprehensive Training
 Discover the basic elements of the IPF process and performance in all processes of
formation
 Pedagogical models
 Pedagogical model of integrated vocational training SENA
 Definition of integrated vocational training
 Principles and purposes of the comprehensive training
 Technical, social, axiological, epistemological components
 The trainee and the training team
 The teaching, learning, assessment
Teaching Methods 60 minutes

6
 Presentation lecture
 Cross-over groups
 Personal guidance
 Mental map
Feedback 20 minutes
 Panel discussion
 3 tips indexer
Logout 10 minutes

7
Session 3
Topic - Theme
Interpret the essential characteristics and classification of powers in the context of the FPI Teaching
SENA
General competence
methodologies.
Emotional ice breaker hitch videos - Video 1 - News and become an apprentice instructor
SENA - 2 minutes
http://bcove.me/uwdbex58
Learning Outcomes
 Meet the standards established institutionally linked to the comprehensive training
 Play the role of the instructor and the importance of its role in comprehensive
training
 To argue about the importance of the development of basic skills training processes
and the best way to integrate them into educational planning.
 Apply information and concepts in their own daily work training
 Establish conceptual guidelines for the appropriation of the instructor role and
powers inherent professional profile
Topics and learning content 60 minutes
 Definition of skills
 Regulatory framework of competencies
 Basic and transversal competences of integrated vocational training SENA
 Group work
 Mind map
 Learning coffee
Feedback 20 minutes
 Panel discussion
 3 tips indexer
Logout 30 minutes
Session 4

8
Topic - Theme
Identify learning: concept, types, cognitive processes, types of knowledge
General competence
methodologies.
Emotional ice breaker hitch videos - Video 1 - types of students - 5 minutes
https://www.youtube.com/watch?v=X8Q4vPKDMpk
Reflection and learning from the game significantly reach the star -20 minutes
Learning Outcomes
 Reflect on the different learning and cognitive processes
 Identify the characteristics and components of curricular paradigms.
 Contextualize the Seine in the social and working environment of the country
 Transfer in planning and tutorials, and meaningful learning training products.
 Meaningful learning concepts and definitions
 Role Playing
 Gallery walk
 Brainstorming
Feedback 20 minutes
 10 Tips indexer
Logout 10 minutes

9
Session 5
Topic - Theme
Describe the procedure for Implementation of IPF established by SENA
General competence
methodologies.
Video 1 - I think in the Seine, the place of opportunity - 2 minutes
Learning Outcomes
 Identify the different types of learning methods to implement in the classroom
sessions with instructors from technical programs and technological
 Design and implement learning activities and assessment of learning
 Integrate and coordinate work teams and learning groups
 Designing the work plan with the structuring of the course, the design of the
activities and mechanisms and evaluation criteria
 Attending the requirements and training needs of trainers
 Examine the learning needs of instructors
 Develop effective and assertive communication processes within the criterion of
rationality that allow coexistence, establishing agreements, collective construction of
knowledge and problem solving productive and social.
 Logical construction of a course
 Delimitation of contents
 Learning activities
 Development and application of methods
 Definition of Integral Training SENA
 Procedure Integral Training SENA
 Pedagogical planning of Educational Projects SENA
 Development Guidelines Learning, learning scripts.
 Application of methods and learning games
 Role Playing

10
 Gallery walk
 Brainstorming
Feedback 20 minutes
 Print run
 3 tips indexer
Logout 10 minutes

11
Session 6
Topic - Theme
Identify aspects and features of the teaching in the framework of comprehensive
training.
General competence
methodologies.
Ice breaker gallery of images related to the types of training
The facilitator will expose through a presentation and visual scheme, the relevant elements of the
teaching and its applicability in the context of comprehensive training. During the exhibition
activities as they apply strategy to focus the attention of the audience. After making the exhibition
the facilitator will make a thoughtful reading of the role of teaching and generate a space for
attendees to argue from experience, the role of teaching in the teaching-learning. -
Learning Outcomes
 Identify the main characteristics of the components of vocational training in the
institutional framework of SENA
 Knowing the context of vocational training in Colombia
 Establishing teaching methods from SENA training experience
 Facilitate understanding of the model and the institutional framework SENA
 Teaching in the context of comprehensive training
 Teaching in the perspective of contemporary pedagogies.
 Didactics and its role in the teaching-learning process
 Group work
 Cross over groups
 Cumulative group - snowball
Feedback 20 minutes
 Gallery Walk
 5 tips Counselors and workgroup

12
Logout 10 minutes

13
Session 7
Topic - Theme
Recognizing the importance of teaching and its characteristics through debate, applied to
concrete situations of teaching and learning.
General competence
methodologies.
Video 1 - https://www.youtube.com/watch?v=58-ElDRVXG8 - 2 minutes
From the video shall establish the limits of a debate where the main topic will be the particular
situations related to teaching and learning processes. To do a short video will be screened and
guiding questions will be used to encourage participants focused on the critical capacity concrete
situations of teaching and learning processes and models adopted by education systems.
Video 2. https://www.youtube.com/watch?v=X8Q4vPKDMpk - 9 minutes
Learning Outcomes
 Recognize from past experiences Identify the different types of learning methods to
implement in the classroom sessions with instructors of technical and technological
programs from a problem
 Compare the different situations that arise in the process of learning
 Design and implement learning activities and assessment of learning according to
the processes identified
 Didactics
 The teaching-learning process
 The boundaries of the formation
 Learning models adapted to vocational training
 Role Playing
 Step-by-step discussion

14
Feedback 20 minutes
 5 tips indexer
Conclusions of the participants
Logout 10 minutes

15
Session 8
Topic - Theme
Techniques and teaching strategies according to criteria and characteristics given in the
above activities and the didactic design of learning activities, according to their
characteristics and purposes.
General competence
methodologies.
Emotional ice breaker activity hitch - the box of surprises - 20 minutes
- Prepare a box (can also be a bag) with a series of strips of paper wound which have written some
tasks (for example: sing, dance, whistle, yawn, etc.) - Participants in a circle. - The box circulated
from hand to hand until certain signal (can be a music that stops suddenly). - The person having the
box in the time the signal has been given. or music has stopped, you must remove the strips of
paper and execute the indicated task. - The game will continue until they are gone ballots. - Each
participant to carry out the activity, will continue to guide the game.
To develop the activities proposed in this session is necessary to divide the groups in 3
people
Attendees will make up teams of 3 people and made reading a summary table which are
classified didactic, taking into account variables such as: definition, objectives, application
context, steps and evaluation. It will give each group a learning activity which should be
strengthened with the teaching available.
Each collaborative team will be assigned a technical and teaching strategy which must be
prepared and applied in plenary. The other teams will have a checklist designed to verify the
choice of technique or strategy was applied according to certain criteria.
Learning Outcomes
 Identify different types of educational teaching available for applying in the process
of formation
 Plan different types of activities aimed at different types of teaching and learning
activities
 Define different learning strategies for proper orientation training processes using
tools, methods and teaching to enhance learning.
 Didactic concepts
 Strategies

16
 Teaching methods
 Building products aimed at teaching
 Development and application of methods
 Inquiry teaching
 Brainstorming
 Reading circle
Feedback 20 minutes
 Discussion group
 3 tips indexer
Logout 20 minutes

17
PILLAR 3. EDUCATIONAL PLANNING _ and tutorials
Session 9
Topic - Theme
Interpret the structure, components, systemic relations and the role of learning outcomes in
relation to a training program in the context of the FPI Teaching SENA
General competence
methodologies.
Ice breaker 1 - Emotional engagement activity -
a. I formed a team with three (3) comrades and participated in the dynamic "tower" following
the instructions of the coach. Where the construction of the highest tower was planned
using wooden sticks, ribbons and cups,15 min
b. Socialization in plenary with the rest of the group reflections and insights of the dynamics.
Within groups15 min
c. The teams are reorganized again and reflect on the following questions is performed:20
min
 Should I plan my training process? Why? How? What should I know to do that?
 What are the components and the methodology that should be followed to develop an
Education Plan?
 What are the variables (educational) that are part of the Pedagogical Planning?
 What is the logical sequence or the procedure for preparing the PPPF?
 How can time management in preparing these educational planning of training
projects PPPF?
 Drew up a list of what I consider to be the pedagogical variables that must be taken
into account when developing an Education Planning a Training Project PPPF
 Now, in my opinion, these variables are all designed to be an order or time to design
them and characterize them? If you believe that there is an order, what I think it should
be?
 I participate in the plenary for sharing. 25 min
d. Form team of three (3) comrades together and analyzed the structure, components,
relationships and implications for a training program in the context of the FPI which
imparts SENA.20 min
e. Exhibit on plenary the conclusions that the team has come.15 min
f. Participating in the exhibition and Sequence Principles for Educational Planning of
Educational Projects PPPF. 15 min
g. Forming again the team and analyze the pedagogical planning of a program of training
area, implementing improvements according to what worked in the workshop.30 min
h. I socialize in plenary on educational planning. 20 min

18
Learning Outcomes
 Identify the different types of learning outcomes
 Recognize the different stages of the educational planning
 Understand the training process
 Describe the process for making the Educational Planning of Educational
Projects SENA
 Educational planning
 The training program and curriculum structure
 Training project
 Delimitation of contents
 Reading circle
 Debate With argumentation
Feedback 20 minutes
 Debate
 3 tips indexer
Logout 10 minutes

19
Session 10
Topics - Topics
 Describe the process for making the Educational Planning of Educational Projects
SENA
 Develop Guidelines Education Learning Plan designed attending the concepts,
principles and institutional methodology established in the state.
General competence
methodologies.
 Team settle for three people and critically in the light of the pedagogical model analyzed, with
an initial reflection, contextualization activities and identification of skills needed for learning
activities ownership, transfer activities, evaluation activities. "Instructions tutorials sample
format ·" guidelines for the preparation of tutorials of training projects in the Seine "," model
instructions guide learning format "for this activity, the following documents must be taken
into account. 60 minutes
Strategy: Independent learning and collaborative learning.
i. Observe the following video How to plan evaluation
https://www.youtube.com/watch?v=aDyBgWcIpwM
ii. identify and write in parallel:
1. What are the differences and similarities between the evaluation
meeting in the SENA competency and skills assessment of any
different to the integral Vocational school
2. What I mean by "assessment tools"?
3. What is the purpose of the assessment instruments?
iii. In collaborative team is shared and concepts raised is recorded for each of
the team members on the evaluation instruments.
iv. Consensus building and collaborative team, the concept and the objectives
sought with the "assessment tools". We write these agreements.
v. In collaborative teams make text reading Annex, on "assessment"
assessment concepts, types of assessment, evaluation evidence, evaluation
criteria, evaluation techniques, identification of basic principles concerning
the assessment instruments into a process of evaluation, what are the
assessment tools, types of assessment tools, assessment objectives and
instruments, which is assessed, how is evaluated and who evaluates. Finally,
validation of items.
Team approaches to the concepts previously discussed are also confronts.

20
vi. As a team, we make a mental map of the above basics: What is the
assessment, what are the assessment tools, assessment objectives and
instruments, what is assessed, how is evaluated and who evaluates.
vii. In plenary, and through a gallery (type art exhibition), socialize concept maps
of the different teams and conclusions.
Time: 180 minutes
Deliverable: conceptual map
Learning Outcomes
 develop tutorials given the institutional educational model and following the proposed
procedure.
 Designing with the team, a guide (in the institutional format) for educational planning I made
at the time of planning. 60 minutes
 Build basic agreements on assessment instruments as evaluation criteria
 Identify the different types of learning methods to implement in the classroom sessions with
instructors from technical programs and technological
 Design and implement learning activities and assessment of learning
 Integrate and coordinate work teams and learning groups
 Evaluation instruments
 Institutional educational model
 Institutional formats
 Evaluation criteria
 Collaborative learning activities
 Mental map
 Gallery walk
 Brainstorming
 Circle discussion
Feedback 20 minutes
 Discussion Group
 3 tips indexer
Logout 20 minutes

21
TIMETABLE
Week Theme
1  SESSION 1: Describe the concepts, objectives and principles of Vocational
Training and the difference with the (middle and high) formal education.
2  SESSION 2. Institutional characterize the SENA teaching model, identifying
the main components of comprehensive Vocational
3  SESSION 3. Interpret the essential characteristics and classification of
powers in the context of the FPI Teaching SENA
4  SESSION 4. Identify learning: concept, types, cognitive processes, types of
knowledge
5  SESSION 5. Describe the procedure for Implementation of IPF established by
SENA
2_ AXIS TEACHING TRAINING
6  SESSION 6: Identify aspects and features of the teaching in the framework of
comprehensive training.
7  SESSION 7: Recognizing the importance of teaching and its characteristics
through debate, applied to concrete situations of teaching and learning.
8  SESSION 8:Select the techniques and teaching strategies according to
criteria and features provided in the previous activities.
 Adapt teaching to the design of learning activities, according to their
characteristics and purposes.
_ 3. EDUCATIONAL PLANNING axis and tutorials
9  Session 9. Interpret the structure, components, systemic relations and the
role of learning outcomes in relation to a training program in the context of
the FPI Teaching SENA
10  Session 10. Describe the process for making the Educational Planning of
Educational Projects SENA
Bibliography
http://mgiportal.sena.edu.co/Portal/Servicios+a+Empresarios/Mesas+sectoriales/
http://campusvirtualcsf.org/blogcsf/DOCUMENTOS%20DEL%20SISTEMA%20INTEGRADO%20D
E%20GESTION/INSTRUCTOR/Planeacion%20Pedagogica/MODELO%20PEDAG%20DE%20LA%
20FPI%20SENA%20(1).pdf
EducateEditorial Ariel, Madrid, 1997
SENA - ACOPI - COLCIENCIAS. Colombian Fund for Scientific Research and Special Projects "Francisco José de Caldas".
Introduction Technological Development. Technology dissemination, Bogotá, 1986
SENA. Job Skills: Base for Improving employability. Bogota. 1999
SENA-Corpoeducación, State Art of Basic or Essential Skills, Bogotá, DC, July 2001
SENA- General Directorate. Methodological Guide for the Comprehensive Educational Administration Vocational Training
SENA. 2005
SENAStatute of the Integral Vocational Training, 00008 1997 Agreement, March 1997

22
SENA, Act 119 1994, Congress of Colombia, February 9, 1994
SENA, Law on Science and TechnologyAct 29 of 1990
SENAGuide for the Development of Competence and Qualifications Units, based on the Functional Analysis, Directorate of
Employment, Division of Occupational Studies. Bogota. 1999
SENANational Catalogue of Occupations. General, Bogotá, November 1997
SENA, Teaching Strategies for Training. Technical Sub-Directorate - Education, Directorate General. Bogota. 1986
SENA, Guide for the Development of Competency Standards and Qualifications, based on the Functional Analysis,
Directorate of Employment, Division of Occupational Studies, 1999
SENA, Guidelines for integrating skills, Coordination Training, Capital Regional District, Bogota, 2010
SENAManual for Assessment of Student Learning in the Process of FPI Directorate General, September 1998
SENAManual for the comprehensive study of work, Technical Education Branch. Bogota, 1986
SENAManual Instructional Design, Technical Education Branch ,. Bogotá, February 1987
SENAManual Evaluation and Certification Based on Standards of Competency, DG, Bogota. 2001
SENA, Manual to design curricular structures and training modules for Skills Development in Integrated Vocational Training,
Vocational Training Division, Bogotá, October 2002
SENA- Methodology to evaluate and certify Job Skills, General Directorate, Bogota. 2003
SENA, Integration Process Competency. Basic Skills, Capital Regional District. 2007. Op.cit
SENANational Service Learning, Methodology for the development of Standards of Competence Labora, DG, Directorate of
Employment, Division of Occupational Studies, Bogotá, 2003. 37p.

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