Didactic Functions of A Lesson Plan
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ScribdTranslationsDidactic Functions of A Lesson Plan
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ScribdTranslationsEssential elements to consider in the class
What is class?
Class is the fundamental form of organization and development of the teaching-learning process, in
a set time, in a conditioned or selected place for this purpose, where the
The teacher who leads the activity promotes the instruction and education of the student having
taking into account individual, group, and social particularities, for which the
methods and means of work necessary to ensure the achievement of the proposed objectives.
Why is the class the fundamental form of the teaching-educational process?
Because it provides the necessary conditions to merge teaching and education into
a unique process, providing students with knowledge, habits, skills, and values,
develop their cognitive abilities and the qualities of their personality; in
correspondence with the demands of contemporary education.
What are the didactic functions?
Teaching functions are those elements of the teaching-educational process in the classroom or
teaching, which has a general and necessary character for the objectives to be met
established.
Methodological structure of the class.
No Structure Organizational moment Stage
Greeting, proper organization of the classroom, date, name
of the subject, number and name of unit, content,
summary, achievement indicator. (On the board), control of
attendance, homework review or receive report of
teamwork.
Activities Function Didactic 1. Ensuring the level of
1 of departure. Advisor
Start Link of the previous content with the new content,
exploration of prior knowledge and strengthening
of previous content.
Didactic Function 2. Motivation or orientation towards the
achievement indicator.
Attend to and understand the proposed achievement indicator.
Didactic Function 3. Treatment of the new content
Activities
(the content is developed)
2 of Executor
Didactic Function 4.Fixation. It is encouraged the
Development
exchange for assimilation.
Brief conclusion or summary.
Activities
Didactic Function 5. Control or verification of
3 of Control
learning. Verification questions. Assignment of
culmination
tasks
Working with didactic functions
FD.1 Ensuring the starting level: It consists of organizing the conditions
necessary for the assimilation of new content, taking into account that they exert a
decisive influence on the course and outcome of learning.
For ensuring the starting level during a given content process, the
professor must:
1. Determine the knowledge, skills, abilities, and values of the students.
objectively necessary, based on the corresponding objectives and contents and
to convince oneself if the students really possess them.
2. Reactivate knowledge, this last step can be materialized through a brief review of
start of the corresponding class, or dedicate several initial classes of the unit to
that reactivation activity.
FD. 2. Motivation plays an important role in the aspirations to develop a
active and conscious learning in the classroom. It consists of stimulating internal contradictions
that are produced in students, among the subjective possibilities, that are expressed between the
level achieved in knowledge and power and the objective needs that are expressed in
greater demands for knowledge, skills, and abilities that cannot be fulfilled
easy or immediate way and require the student's application in the search for
knowledge.
Very linked to Motivation is the Goal Orientation which consists of
guide students towards the anticipated effect of their activity, which should not be
to be interpreted as requiring that they be informed of the desired outcome;
it should not be limited to the information about the class objective to the students. Each
the class step must be planned to ensure the conscious activity of the students.
the achievement of the objective.
A correct orientation towards the objective must encompass the answers to six questions.
esenciales: ¿Qué se quiere lograr? ¿Para qué lograrlo? ¿De qué condiciones se parte? ¿Cómo
Achieve it?, that is to say generally by what it should be reached, the desired result? With what
achieving it? When to achieve it? This will be more meaningful for the student as long as it responds to
his diagnosed interests and needs, to influence the area of potential development.
FD.3. The Treatment of new content: It fulfills the role of transmitting the new
knowledge to the students. It is essential in this phase:
1. Ensure that students are not overloaded with too many facts and encourage...
the process of generalization.
2. Use, whenever possible, intuitive forms of reasoning and teaching methods.
approved, facilitating affordability and objectivity.
3. Associate the new knowledge obtained with acquired knowledge
previously.
4. It should not be lost sight of in the work with this teaching function, the very important
role of the student's search activity in the assimilation of the new
knowledge. It must be ensured that he is not told what he; with appropriate impulses;
may discover.
FD.4.The fixation: It plays the role of fostering in students a first
consolidation of the new acquired contents. It includes the following special forms:
exercising, deepening, systematization, review and application.
The goal of the exercises is the development of skills and habits or abilities.
the basic elements of working with it are: the graduation of the difficulties of the
exercises and the variety of necessary approaches.
The deepening is characterized by the search for broader notions about the
knowledge that is the object of study, which can be achieved through the formulation of
analogous questions to those asked during the introduction of the situation for; starting from
there; reaching situations not previously addressed and that must be resolved by the
students.
The systematization, for its part, consists of the analysis of common and different properties.
of the addressed contents, so that the existing relationships between them become visible
different components of knowledge. The use of comparative tables is common in it and
schemes. In general terms, it encompasses the application of learning techniques, which
better correspond.
TheRepaso aims to immediately provide students with knowledge and the
necessary power and takes the form of any of the previous types of fastening.
It generally manifests in the repetition and comparison of situations.
In the Application, the fundamental goal is the training of students for the
resolution regardless of different problems and with greater degrees of
complexity, in relation to those carried out in class, if possible; linked to situations
of practical life. This includes the satisfaction of requirements related to the analysis of
exercise, to the determination of components of knowledge and power necessary for its solution,
to the selection and effective use of a solution pathway, and to the verification of the result.
FD.5. The controls are the process that must be constantly subjected to the process.
educational-teaching, in line with the broad conception of objectives and content
of teaching. The components of knowledge and power must be subject to control not only
but also the general mental abilities and the values that are developed in the
student personality. They are fundamental forms of control: the evaluation
systematic, the partial evaluation and the final evaluation.