The CNB.

What is the National Base Curriculum?

The National Basic Curriculum (NBC) is the normative instrument that establishes the
capacities, competencies, concepts, skills, abilities, and attitudes that must
achieve everything subject to the National Educational System at the levels, cycles and/or
modalities governed by the Secretariat of Education.
The National Base Curriculum (CNB) ofMinistry of Education of Guatemala
(MINEDUC)It is a monumental effort. A decade has passed since the
MINEDUC began the development of a competency-based curriculum in 2004, and
during that period, guidelines, curricular frameworks, and elements have been developed
evaluation that affects all levels from Initial to the Baccalaureate. The CNB
it shows some important implications. From a technical point of view, it offers to
the teachers the possibility of consulting the CNB dynamically,
efficient and relevant. Of more interest from the standpoint of concreteness of
curriculum in the classroom results in the possibility of presenting pedagogical resources and
didactic materials that guide and support teachers to better develop their
work in the classroom, directly linked to the competencies and contents that
establishes the CNB.

What are the elements of the CNB of Guatemala?

Components of the CNB
Competencies.
Achievement indicators.
Contents.
Procedural.
Declarative.
Attitudinal.
Axes.
What is a competence according to the CNB?
Normally, a competence relates to a set of knowledge and skills.
to make, in order to solve a similar set of problem situations, with a certain degree of
master's degreeo skill. The definition highlights from the CNB what
competencies help to solve "everyday life" problems.

What is a performance indicator of the CNB?

It is a measure that allows us to observe the progress in compliance with the
capacity development that provides a simple and reliable means to
measuring achievements, reflecting on the changes associated with an intervention or helping to evaluate
the results.

Fundamentals of the Curriculum:

A foundation is a principle and basis on which something is supported. For the
the following foundations were taken into account for the construction of the new curriculum:

Philosophical: The human being is the center of the educational process, as a social being.
that has its own identity.
Anthropological: It builds its identity as a creator and heir of culture, to
through language.
 Sociological: It takes into account the scenarios of human beings: family,
community, country, etc. and coexistence in interdependence, with
responsibility, solidarity, and respect.

Psychobiological: Responds to the processes of physical growth and development,

mental, emotional and shapes an integrated, balanced Personality.

Pedagogical: Contributes to the integral development of the person, it makes them

competent and allows to transform their reality and improve their quality of life.

Principles: When speaking of principles, it is understood that they are the norms or ideas.
essentials on which the new curriculum is based, in correspondence with the
foundations. These are the truths or norms upon which it is based to create that
society that we Guatemalans desire.
Equity: Respect for individual, social, cultural, and ethnic differences.
Promotes equal opportunities for everyone.
Relevance: Response to educational needs in accordance with
social, economic, political and cultural characteristics.
Participation and Social Commitment: Basic Elements of Life
democratic that require: ability and possibility of communication and
decision.
Pluralism: To facilitate the coexistence of various political trends,
ideological, educational, philosophical, cultural, to build a plural state.

Policies: They are the guidelines, that is, a set of instructions or rules.
general principles that govern the processes of curriculum development, from the establishment
from the foundations to the evaluation; all this according to the context and in
each level of concreteness.
Strengthening the values of respect, responsibility, solidarity and
honesty for living in democracy, culture of peace and construction
citizen.
Boosting the development of each town and community, prioritizing the
relationships.
Promotion of equal opportunities for individuals and communities with criteria of
pertinence and relevance.
Promotion of bilingualism and multilingualism in favor of intercultural dialogue.
Promotion and development of science and technology.
Emphasis on training for productivity and diligence.
Emphasis on educational quality.
Curricular decentralization.
Attention to the population with special educational needs.

Goals: They are the major objectives or purposes towards which the process is directed.
Curricular Transformation
and the Educational Reform. They operationally articulate the principles, characteristics
and curriculum policies.
Perfection and integral development of the person and the peoples.
Knowledge, appreciation, and development of the cultures of the country and the world.
Strengthening of personal, ethnic, cultural identity and self-esteem
national.
Promotion of peaceful coexistence among peoples, based on inclusion,
solidarity, respect, mutual enrichment and the elimination of the
discrimination.
Valuation of the family as protagonists in the reproduction of culture.
Training for democratic participation, culture of peace, respect and
defense of Human Rights.
Internalization of values of respect, responsibility, solidarity and
honesty, as well as the development of attitudes and ethical behavior.
Improvement of quality of life and reduction of poverty.
Critical analysis of reality and its transformation through development
scientific, technical, technological knowledge.

Types of competencies considered in the curriculum

The curriculum establishes competencies for each of the levels of the

structure of the educational system: Framework competencies, Axis competencies,
Area competencies and grade or stage competencies. Also, for each one
The degree competencies include the contents and the indicators of achievement.
respective. Below, each of the mentioned categories is described.

Framework Competencies:
They are the great purposes of education. The goals to achieve in the
training of Guatemalans.

They reflect the learnings of contents (declarative, procedural and

attitudinal) linked to achievements or performances that students
they must manifest and use appropriately and flexibly in situations
new and unknown, upon graduating from the Secondary Education Level.

Both the sociocultural knowledge of the country's Peoples are taken into account.
like universal knowledge.

Axis Competencies:
They point out the learning of conceptual, procedural, and
attitudinal linked to achievements and performances that articulate the curriculum
with the major problems, expectations, and social needs.
Integrate school activities with the various dimensions of life
daily
They contribute to defining the relevance of learning.

Area Competencies:
 They understand the capabilities, skills, abilities, and attitudes that individuals have.
students must achieve in the various areas of sciences, the arts, and the
technology at the end of the level.
They focus on the development of learning that is based on content of type
declarative, attitudinal, and procedural, establishing a relationship between
cognitive and sociocultural.

Degree or stage competencies:

They are achievements or performances in the daily tasks of the classroom. They are referred to.
to a stage; they are gradual. "Knowing how to do" derived from a message
significant.

Achievement Indicators:
They refer to performance; that is, to the use of knowledge.
His manifest behaviors, evidence, observable traits of the
human performance that, thanks to a well-reasoned theoretical argument
Based on this, it can be stated that what was anticipated has been achieved.

The PEI.
Strengthen the institutional identity. Guide the institution to achieve the vision,
mission, the values, the occupational orientation, the development of competencies for the
entrepreneurship and basic life skills Promote planning
for continuous improvement Encourage the participation of the educational community in the
educational process Guide decision-making and teamwork Generate
quality services through planning.

What is the PEI?

The pedagogical planning and management of the necessary actions for the
growth, strengthening and development of the institutions that offer courses
free. It is aimed at seeking to improve the quality of services
educational services provided.

What is your purpose?

Strengthen institutional identity
Guide the institution to achieve the vision, the mission, the values, the
occupational orientation, the development of competencies for the
entrepreneurship and basic skills for life
Promote planning for continuous improvement
Motivate the participation of the educational community in the educational process

Guide decision-making and teamwork

Generate quality services through planning and organization of
the activities.
The POA.
IMPROVEMENT PLAN.
Article 11. Definition. The process of improving learning is continuous.
It is made up of the learning and assessment activities that the teacher
applies or develops, aimed at improving the level of achievement of learning.
Ministerial Agreement 1171-2010, Regulation on Assessment of Learning for
the Levels of Preprimary, Primary, and Secondary Education of the subsystems of
school and extracurricular education in all its forms. (Ministry of
Education, 2010

Process of improving learning

The improvement process aims to enhance the achievement of learning outcomes.
students, as established by the Assessment of Learning Regulations,
Ministerial Agreement 1171-20101. To provide more information about this process, it is given
answers to some of the most frequently asked questions.

Why should the process of improving learning be carried out?

This is a recurring question that most teachers ask themselves, why
Should I carry out the process of improving learning? The answer is very
simple, because the goal of all teachers is that all students
learn

But you as a teacher know that not all students learn in the same way.
way, nor at the same time, which makes it necessary to constantly verify the
teaching-learning process, to ensure school success.

The assessment of learning is the pedagogical process,

systematic, instrumental, participatory, flexible, analytical and reflective, that
allows interpreting the information obtained about the level of achievement that they have
achieved by the students in the expected competencies.

How is the improvement process carried out?

learnings?
To carry out the process of improving learning, the following steps must be taken:
next actions:
Develop the learning planning according to the characteristics
of the students.
Include the activities of learning planning.
evaluation.
Plan the activities of the learning improvement process.
Carry out the activities of the learning improvement process.
Register the grades obtained in the improvement process of the
learnings.

References of planning
In order for the planning of learning to be functional, certain aspects must be taken into account.
count the following references:
 Degree competencies: they are the ones established in the curricular grids of the
National Basic Curriculum in each of the areas or sub-areas and that
contribute to the development of area competencies.
Achievement indicators: they allow to verify if it is being developed the
degree competencies are established in the curricular frameworks of the
National Base Curriculum.
Contents: declarative contents must be taken into account
(knowledge), procedural (skills and abilities) and attitudinal
(attitudes). They are established in the CNB, but can be expanded by the
teachers, with the aim of serving as a means to develop the
competences.

Learning activities
They are the set of strategies that the teacher uses for the students.
develop skills and abilities for learning.
Strategies used by the teacher to assess the achievement of competencies and make
decisions. It is made after making the.
Planning the process of improving learning after planning the
student learning and establish the assessment activities must
plan the process of improving learning, as established by the
Evaluation Regulation, Ministerial Agreement 1171-20104.
The most frequent question that teachers ask is: how can I plan?
the improvement process if I don’t know what my students are going to fail at?, but you
As a teacher, you can determine in advance what the difficulties will be for the
students, according to the achievement indicators that were established in the
planning of learning.
To plan the improvement process, the following actions must be taken:
Resume the competences and achievement indicators established in the planning of
the learnings.
Reassess the evaluation criteria proposed in the evaluation activity.
Propose activities that allow the student to achieve learning
expected.
Improvement activities for learning can be an activity
different, with the same cognitive difficulty or it can be the same activity of
evaluation that must be corrected.

The improvement process helps students enhance their learning and

guarantee academic success.
Application of the learning improvement process
According to the Evaluation Regulations, Ministerial Agreement 1171-2010, it establishes that
the process of improving learning must be carried out immediately
after each evaluation activity.
Remember that the purpose of feedback is for students to improve their
learning, so it is necessary to include comments, praise, encouragement or
suggestions that guide your performance, if necessary include explanations and
additional exercises. To guide them, it is suggested to ask them the following questions:
Where am I?
Where do I want to go?
What should I do to get there?
Taking into account that the process of improving learning seeks to
the students learn, all the students who have completed the activities
evaluation have the right to carry out improvement activities of the
learnings.
Although the activity of improving learning can be proposed from
in general for all students, the following must be taken into account
specific characteristics of each student, so this may vary depending on the
needs.
It is important that you, as a teacher, inform the parents about the way in which
that the improvement process is carried out, making them see that if the student does not
complete the evaluation activity, there will be no opportunity to perform the activity of
improvement process and will not have the right to engage in any other activity that has
In order to improve the grade at the end of the unit.
Now it is clear to me that the improvement process aims for the
students improve their learning and not just that the grade improves at
finalize the unit.

Frequently Asked Questions

The process of improving learning has generated some doubts with
related to its application, so below you will find the most important questions
frequent questions raised by teachers:

1. Who has the right to carry out the improvement process of the
learnings?
All students have the right to undergo the improvement process, since
What this process seeks is for all students to learn, which is why,
Only the student who received the highest grade is the one who should not do it.

Is the improvement process for all students to win?

The improvement process is for all students to learn, if they
Students achieve the learning goal, this will be reflected in their grade.

What is done with the note from the improvement process?

The improvement process grade replaces the evaluation activity grade.
If the student in the evaluation activity scored 7 out of 10, both
They are registered, but only the improvement activities are added.

4. What happens when a student gets a grade lower than the activity of
evaluation?
You should check if the feedback was appropriate and if the activity was as well.
The highest grade is left. At this moment, you must inform the parents.
about what is happening.

5. Is it fair that a student who undergoes the improvement process gets

better grade than the student who did well from the beginning?
If all students have the opportunity to carry out the activity of the process
improvement, they will also have the opportunity to improve their grade.
Is it valid for the score of each unit to be greater than 100 points?
It is not correct, as this is focused on recovering the unit grade, not
promotes learning.

What is done with the improvement process note?

The improvement process grade replaces the grade of the evaluation activity.
If the student scored 7 out of 10 in the assessment activity, both are
They are registered, but only the improvement activities are summed.

Do students with Special Educational Needs have to complete the

process of improving learning?
Students with Special Educational Needs must also complete the
improvement process, as this process will stimulate development of
skills and abilities.
My commitment as a teacher is to promote the learning strategies that
allow my students to achieve the expected learning and to be agents of
change in their community and the country.

METHODS FOR LEARNING

The word method comes from the Latin methodus, which, in turn, has its origin in the
Greek in the words meta (meta=goal) and hodos (hodos=way). Therefore,
method means a path to reach a specific place. Didactically
method means a way to achieve the objectives set out in a plan
teaching or path to reach a predetermined end. The method corresponds to the
way of directing thinking and actions to achieve the goal
pre-established. It also corresponds to the discipline of thought and the
actions to achieve greater efficiency in what is desired to be done, since
thinking or acting without a predetermined order is almost always a waste of time,
effort when not also of material.
Every training action aims for the learning of specific content and the
achievement of certain objectives. However, not all actions achieve the
same effectiveness. This is because
Each training action pursues different objectives and requires the implementation of
practice of a different methodology.

The effectiveness of many training programs lies in that they are developed through two
or three different methods. This integrative approach is fundamental if one wishes to
to obtain a useful training proposal.

A learning method can be considered as a structured plan that facilitates

and guides the learning process. We can say that it is a set of
personal availabilities and
instruments that, in the training practice, should be organized to promote the
learning.
The problem of the methodology is undoubtedly instrumental in nature, but that does not mean
secondary. It should be noted that, now disregarding the content of the
activity, a method
it always exists. It's about being the best possible, because only then the contents,
whatever they may be, will be transmitted at a level of effectiveness and, from the point of view
economic, of the profitability of the training investment.
It is not easy to define the superiority of some methods over others, since all of them
they present positive aspects. The decision will depend on the objective of the activity or
program. Any strategy designed by the teacher should start from support.
of the basic teaching methods, which can be applied linearly or in a way
combined, standing out, among others, the expository methods, those that
they are based on practical demonstration, those who base their methodology on construction
of learning and practice by the students and those based on work
in a group.

Types of Methods
Teaching method is the set of moments and techniques logically
coordinates to direct the student's learning towards certain objectives. The
method is what gives a sense of unity to all the steps of teaching and
learning.
To achieve its objectives, a teaching method needs to draw on a
series of techniques. It can be said that the method is made effective through the
techniques.
The methods generally and according to the nature of the aims they pursue
can be grouped into three types, namely: research methods,
methods of organization, methods of transmission.

Research Methods
These methods are called those intended to discover new truths, to
to clarify unknown facts or to enrich the body of knowledge.
These methods can be of religious, philosophical, or scientific research.
agreement with the world of values or facts that are intended to be clarified.
They are methods that seek to increase or deepen our knowledge.
destined to enrich the cultural heritage with new discoveries or
more precise explanations of more or less known facts.

Organization Methods
This name is given to the methods that work on known facts and seek
organize and discipline efforts to ensure efficiency in what is desired to be achieved.
The principles and the objectives are known. We just need to coordinate the actions so that
there is rational use of energies and material resources
humans.

Transmission Methods
This term refers to the methods aimed at transmitting knowledge, attitudes or
ideas or rather, those organized to lead towards already known objectives
for those who transmit them and unknown for those who receive them. They also receive the
naming of teaching methods, mainly used in school.
They are the intermediaries between the teacher and the student in the educational action that
exercise on this last one.
General Classification of Teaching Methods.
We will now see a general classification of teaching methods taking into account
considering a series of aspects, some of which are implicit
in the very organization of the school. These aspects enhance the positions of
teacher of the student of the discipline and of the school organization in the process
educational. The aspects taken into account are: Regarding the form of
reasoning coordination of the subject, concretization of teaching,
systematization of the subject, student activities, globalization of the
knowledge, relationship of the teacher with the student, acceptance of what is
taught, student's work and approach to the study topic.

The methods regarding the way of reasoning

Deductive Method.
When the studied subject goes from the general to the particular, the method is
deductive. The teacher presents concepts or principles, definitions, or statements of
conclusions and consequences are being drawn, or cases are examined
particulars based on the general statements presented.
What grants validity to deductive reasoning are logical principles. The
facts do not lead to accepting a deduced conclusion; the trust we have in
Logical principles avoid contradiction. Deductive reasoning starts from the ...
ideal objects, which are the universals of the premises.

Inductive Method.
The method is inductive when the subject studied is presented through cases.
particulars, suggesting that the general principle governing it be discovered.
method is imposed on the consideration of educators due to the development of the
sciences the technique of discovery is inspired by induction. Many are the ones who
they claim that the deductive method is the most suitable for teaching the
sciences; it is undoubted that this method has been well accepted, and with indisputable
advantages, in the teaching of all disciplines. Its acceptance lies in that, in
place to start from the final conclusion, elements that originate are offered to the student
the generalizations and leads to induction. With the participation of the students is
it is evident that the inductive method is active par excellence. These qualities are
they lose, however, if when presenting the particular cases, the teacher, boldly,
convinced of the students' incapacity, makes the generalizations or
Inductions disregarding those it is evident that certain disciplines lend themselves
more than others for an inductive type of teaching; but what should be highlighted is
that in all of them, the opportunities that arise should not be missed so that
the student induces. Induction, in general, is based on experience in the
observation, in fact.

The methods regarding the coordination of matter.

Logical Method.
When the data or facts are presented in chronological order and
consequences, obeying a structuring of events that goes from the least
from the most complex to the origin to the present, the method is called
logical. But the main arrangement is of cause and effect in inductive sequence or
deductive. The logical method seeks to structure the elements of the class according to
ways of reasoning of the adult. Its application is broad in the second cycle of
teaching and also in universities. The logical structuring of classes, without
embargo, is not always of interest to the adolescent in the early years of the gym and
much less to the students of primary schools. In those early years it
It is more advisable to start from experience, from living it, instead of doing it
starting from premises or logical antecedents.

Psychological Method.
When the presentation of the elements does not follow a logical order as much as a
order closest to the interests, needs, and experiences of the learner, the
the method is called psychological. It is more focused on the motivation of the moment than on a
previously established rigid scheme. Responds more strongly to age.
evolutionary of the student who follows the determinations of adult logic. Continues with
preference for the path from the concrete to the abstract, from the near to the remote, without
stop at the relationships of antecedent and consequent when presenting the facts.
The presentation of a class or a specific topic should start with the
psychological method, due to the emotional and interest connections they may have with it
student
Going from the psychological to the logical is to follow the natural, continuous, and progressive course of
so that there are no gaps between real life and the teaching material. Starting from the
knowledge that the student possesses we have to reach an experience
systematized and better defined.

The methods regarding the activities of the students.

Passive Method.
It is called that way when the teacher's activity is emphasized,
remaining students in a passive attitude and receiving knowledge and the
Knowing supplied by what, through: dictations, lessons marked in the book of
text, which are then reproduced from memory, questions and answers, with
obligation to memorize them, dogmatic exposition.
These teaching procedures are practically condemned by all currents.
pedagogical methods still dominate in many schools. The worst part is that this method
analysis of a good number of students for future studies that require
reflection e initiative.

Active Method.
When taking into account the development of the class with the participation of the
student, the method is active.
All teaching techniques can be active; it depends on
the way the teacher uses it. The question is how to apply the
technique, which depends to a greater extent on the didactic-pedagogical attitude of the
teacher. However, there are techniques that promote the activity of the student more.
such as the following: interrogation, argumentation, rediscovery,
group work, directed study, debates and discussions, problem technique
project techniques, etc.

The methods regarding the students' work.

Individual working method
It is called this way when, primarily seeking to reconcile the
individual differences, school work is suitable for the student through
differentiated tasks, directed study or study contracts, leaving the teacher
with greater freedom to guide it in its difficulties.
The advantage of this method is that it allows for maximum exploration of the
possibilities of each student. It also offers the disadvantage of not promoting the
team spirit and not preparing for teamwork, form of activity
increasingly demanded by modern society. No education system
must forget individualized work.

Individualized Teaching Methods.

The most popular teaching methods nowadays can be classified into two
groups: those for individualized teaching and those for socialized teaching. The
the first focus on individual possibilities; the second, on integration
social of the student.
The main methods of individualized teaching are: The project method,
the Dalton Plan, the Winnetka technique.

Expository methods
They are characterized by the clarity in the presentation of information to the students and they
they support in the
oral presentation by one or more experts in the content of the unit
didactics or theme
that is presented (conference, symposium, panel, round table, etc.).

Procedure
Situate the students at the beginning of each teaching act regarding the objectives of
to achieve, together with the contents that will be addressed.
Summarize the essential points of the day, of the Didactic Units and of the
Modules as a way to reinforce concepts and content.
Use examples, experiences, and emphasize the most important aspects.
important
Teacher
Technician/executor, organizer, and transmitter of knowledge. Almost dominance
absolute of the teacher in the teaching act.
Student body
Information Receiver.

These methods, if not alternated with less directed ones, tend to enhance a
learning
superficial, which does not favor the acquisition of technical or practical skills.
Methods based on practical demonstration
In Continuing Education for health professions, in which it is necessary the
acquisition of
skills and practical abilities for job performance are
these are the methods that will find the most applicability. It is about that
students learn through coordinated practical demonstration processes
tasks (workshops with demonstrations, laboratory research, social research,
etc.)

Procedure
Clearly outline the objectives
Explain the activity with the breakdown of tasks
Demonstration of the teacher
Each student performs the task
The teacher
Learning facilitator, guide, model.
The student body
Active and participatory.

Methods in which the teacher and the students actively participate in the
construction of learning
They are mostly interrogative methods, in which the communication between
Teaching/learning is based on the formulation of questions by the teaching staff.
It is used in those actions
training sessions where the participants already master the subject of study,
focusing the interest on the participants becoming agents of their own
training, through personal research, contact with the reality object of
study and the experiences of the working group.

Procedure
Define the objectives of the activity before starting.
Pose the problematic situations.
Answer the students' questions to assist the process of
discovery, but without solving the problem.
Ensure that the procedure is clearly described at the end of the process.
solution to the problem and the different solutions.
The teacher
Learning facilitator.
The students
Active/participatory/knowledge builder.

Methods based on group work

The peculiarity of these methods is the active participation of the group.
students, harmonized with prior planning and carried out under the
address of a person with the necessary competencies for this purpose.

Procedure
Explanation of the teaching staff: a case or problem is presented and the possibilities are explored.
stimulated reactions.
Task formulation and work organization
Study in small group
Discussion in a large group for a specific amount of time.
Final synthesis and conclusions.
The teacher
 Plan and structure the training sessions according to the objectives
proposed and the situation of the context. Their role is fundamental, although not
intervene directly.
The student body
Active, idea generator

Criteria for the selection of the Method

As stated at the beginning of the document, in the different training actions there
will be able to do
use of the combination of different methods, always adapting the method to
context of
learning. For this, we can take into account some criteria that can
facilitate the choice of the method:
The adjustment of the method to the objectives that are intended to be achieved.
The population targeted by the training action
The compatibility of the method with material and human resources of the
what is available.
The value of the method as a facilitator of learning.

LEARNING TECHNIQUES
All and every teaching technique can be active; it depends on
the way the teacher uses it. The question is how to apply the
technique, which depends to a greater degree on the didactic-pedagogical attitude of the
teacher. However, there are techniques that more favorably enhance the activity of the student.
como, por ejemplo, las siguientes: interrogatorio, argumentación, redescubrimiento,
trabajos en grupo, estudio dirigido, debates y discusiones, técnica de problemas,
project techniques, etc.
The technical word is substantively derived from the adjective technical, which has its origin in
the Greek technicu and in Latin technicus, which means related to art or a set of
processes of an art or of a manufacture. Simplifying, technique means how
to do something.
Thus, the method indicates the way and the technique indicates how to go through it. Also the
education as the educational process if they want to reach a good end in what
Regarding its objectives, it must act methodically, that is,
methodologically.
A logical procedure backed by psychological principles aimed at guiding the
learning, the specific aspect of the technique is that it affects a specific sector or in
a phase of the course or topic that is studied. Its purpose is to provide the student
spaces for you to develop, apply, and demonstrate learning competencies. By
so much
The technique refers to the orientation of learning in defined areas of
course.
The techniques aim to effectively obtain, through a sequence
determined steps, one or several precise products.
Determine in an orderly manner the way to carry out the process, its steps
clearly define how the course of actions should be guided to achieve
the proposed objectives.
The choice and application of different methods implicitly involves the use of
different teaching techniques that help teachers and students to energize the
learning process. It
they are defined as systematic forms, means, or procedures that are sufficiently
tested, which help to develop and organize an activity, according to the purposes and
intended objectives.

Expository Technique.
This technique has wide application in the teaching of all disciplines and in
all levels. It consists of the oral presentation, by the teacher, of the subject of
the class. It is the most used technique in our schools and institutes.
The improper use of the expository technique represents a significant hindrance to the
teaching, especially when there is an obligation on the part of the student to
take note of all the professor's words, in order to repeat them on occasion of
The learning must be verified for the subject to be passed. The presentation must be
necessarily adopted as a technique, but actively, that stimulates the
student participation in class work, so that the class does not
reduce it to an endless monologue. There are teachers who make the monologue
authentic speeches, with gestures and outbursts of oratory.
Due to the synthesis possibilities it offers, the exhibition represents an economy.
of time and effort in presenting a matter. It is, likewise, optimal
assist in the organization and guidance of the students' work plans. The
The teacher must give students the opportunity to also do their own.
exhibitions, as this promotes the development of self-control and discipline
reasoning and language, as it requires continuity and organicity in what
it is being exposed.
The oral presentation should not be too prolonged; it should undergo constant
interruptions in order to interpolate other teaching resources. It should not exceed a
maximum of 10 minutes without a brief questioning having been conducted,
presentation of teaching material or consignation of schemes on the chalkboard.

The Dictation Technique

It is understood that pedagogically this technique has been superseded, the technique of
dictation is still used in schools. The dictation consists of the teacher speaking
slowly while the students take notes of what he says.
There is no doubt that short dictations can be followed by appropriate ones.
comments, so that what was noted makes sense. There are teachers who say
they do not teach their classes, but they speak so slowly that the students go
taking note of everything, given that the verification tests will be,
fatally, the repetition of what the teacher said.
Other teachers practice dictation and do it so quickly that it's painful to see.
to the students subjected to that pace which, at the end of the class, leaves you practically
exhausted.

BIOGRAPHICAL TECHNIQUE.
This technique involves presenting the facts or problems through the narration of the
lives that participate in them or contribute to their study. Their use is more
common in the teaching of history, philosophy, and literature, but nothing
It prevents, however, that it can be used in the teaching of other disciplines.
Thus, the biographies of the main figures related to the
issues of the programs and through them the studies are developed.
It is advisable, as motivation and illustration, that when dealing with a character, one brings in
the class something that refers to the same, such as works, portraits, engravings, etc. It is very
important, for a better understanding of thought and behavior of the
biographed, highlighting, even if in summary form, the sociocultural conditions of his
era.
The teacher, whenever possible, should recount the lives of those who built the
culture, highlighting the efforts and seriousness with which they worked on the task that
it ended up benefiting everyone.

CHRONOLOGICAL TECHNIQUE.
This technique consists of presenting or developing the facts in the order and the
sequence of its appearance in time. Although it is used to a greater extent for the
the teaching of history can also be used in the teaching of other.
disciplines, since the fact studied can be considered from the point of
view of the chronological evolution, from its appearance until reaching our
days. It is said that dialogue is a conversation between two, but if he was towards the
inner inquiry, he is using dialogue with the whole group of students.
It can thus be inferred that, essentially, dialogue is an individual's conversation.
himself. In this way, every time the teacher gets the student
dude, reflect, reason, will be using dialogue, regardless of the
number of people involved in the process.” Teacher, in his class, guides his
students towards reflection.

Explanatory in nature
The oral explanation: a learning technique generally directed at a group,
with the aim that each student, through the explanation,
understand data, methods, procedures, or concepts, relating them to
the already acquired and structuring them individually. As far as
students are to be engaged through questions, learning is
will make it more interactive.

Direct study: structured instruction technique according to the standards of the

programmed instruction, linear or branched, with which it could be achieved
objectives related to any cognitive ability. This technique,
replace the oral explanation of the teacher with written instructions
for students to carry out activities with bibliographic support. With
It is intended that each student adapts the training content to their
interests and prior training.

The Round Table: a technique in which a group of experts, coordinated by

a moderator, presenting theories, concepts, or divergent points of view
about a common topic, providing students with varied information, avoiding
partial approaches. At the end of the presentations, the moderator summarizes the
 coincidences and differences, inviting students to ask questions about
clarifying character.

Demonstrative learning techniques

Observation-based learning from a demonstration is very useful for
achieve objectives related to the automated application of procedures.
It must be accompanied, to increase its effectiveness, by student practice, thus
as from the demonstration of the wrong path, thereby facilitating discrimination
between what is right and what is wrong. Always start from
the presentation by the teacher of repeated examples or prototypes in the
field of application of the process; becoming an adviser when the students
Begin the individual practice.
The simulation: provides a learning of knowledge and skills
about practically real situations.

Discovery techniques
These types of techniques aim for students to become agents of their own
training, through personal research, contact with the reality object of
study and the experiences of the work group, as we already indicated in the section
of methodology.
Problem solving: goes beyond the demonstration by the
teacher training, since it is intended that the students, through a learning
guided, be able to analyze the different factors that intervene in a
problem and formulate different alternatives for a solution.
The case: after the description of a real or fictitious situation, a question arises
problem on which the students must agree on a single solution. It
mainly used in the training mode of clinical sessions,
extraordinarily favoring the transfer of learning.

Group work techniques

These types of techniques aim to increase the effectiveness of learning through the
dynamization of groups. Some of the most commonly used techniques are:
The directed debate or guided discussion: a small group (between 5 and 10)
informal discussion topic, exchanging ideas and opinions, with the help
active and stimulating of a group leader. Experience shows that
the learning that has occurred through the use of this technique allows the
deepening in the subjects and produces satisfaction in the students.
Commission: a small group discusses a specific topic or problem, to
then present the conclusions to a larger group. Dividing the group into
commissions, each of them is responsible for the preparation of a topic or of
an aspect of a specific topic, to then be addressed in a comprehensive manner with
the rest of the students.

A logical procedure based on psychological principles intended to guide the

learning, the specific aspect of the technique is that it affects a specific sector or in
a phase of the course or topic being studied. Its purpose is to provide the student
spaces for developing, applying, and demonstrating learning competencies. For
so much
 The technique refers to the orientation of learning in defined areas of
course.
The techniques aim to effectively obtain, through a sequence
determined steps, one or several specific products.
Orderly determine the way to carry out the process, its steps.
clearly define how the course of actions should be guided to achieve
the proposed objectives.

LEARNING STRATEGIES
Learning strategies are conceived from different perspectives and based on
various aspects. In the educational field, there have been many definitions that are
they have proposed to explain this concept. According to Schmeck (1988); Schunk (1991)
Learning strategies are sequences of procedures or plans.
oriented towards achieving learning goals, while the
specific procedures within that sequence are called tactics of
learning. In this case, the strategies would be higher-level procedures
that would include different tactics or learning techniques.
Learning strategies are a flexible and conscious guide to achieving the
achievement of objectives set for the learning process. As a guide, it should
to have a few defined steps taking into account the nature of the strategy.
Particularly, learning strategies in Distance Education
They must take into account the characteristics of the adult person.
According to Díaz Barriga (2002), there is a wide variety of definitions, but all have
in common the following aspects:
They are procedures.
They can include various techniques, operations, or specific activities.
They pursue a specific purpose: learning and problem-solving.
academic problems and/or other related aspects.
They are more than just "study habits" because they are carried out flexibly.
They can be open (public) or covert (private).

These are sociocultural instruments learned in contexts of interaction with

someone who knows more.

Learning strategy
The specific objectives of any learning strategy can consist of
affect the way in which the new one is selected, acquired, organized, or integrated
knowledge or even the modification of the affective or motivational state of
student, so that they learn the curricular content more effectively or
extracurricular activities that are presented to them. Hence the importance of planning said
process and assess the range of decisions that the teaching team must make
consciously and reflectively, in relation to the techniques and activities that can
to be used to achieve the learning objectives.
The following table establishes the relationship between strategy, technique, and activities.

Self-learning
Study Reading
individual comprehensive
 Tasks Preparation
individuals schemes
Projects Solution of
Investigation exercises
s Diary

Learning
interactive Exhibitions Listen to
of the teacher conferences
Conferences Participate in
of experts discussions
Interviews Elaborate
Visits a schemes in
institutions group form
Chat

Learning
collaborative Resolution of Discussion
problems group
Preparation
Technique of the of products
question group
Forums
virtual
Chat
Participation
on Wiki-wiki

What does a learning strategy respond to?

Now, any learning strategy must be coherent, first of all, to the
pedagogical conception that involves the educational institution and secondly,
with the components of curriculum planning, specifically, to the objectives
of learning and the contents.

Significant learning
Learning strategies are not only closely related to the
achievement of objectives, must promote strategic learning, where the
mental representations (learning) are related to the context of the
a person who learns and is relevant to their daily life. Learning
strategic is expressed when:
It makes sense for the person who learns.
It is pleasant, integral, multidimensional, and multisensory.
It involves self-organizing processes for autonomy and self-regulation of
learning process.
 The processes are experienced in the interaction with the learning object and with the
involved parties.

Strategic learning is promoted through:

 Contextual strategies that contribute to efficient time management,
reveal the requirements for each subject, to build the environment of
most appropriate learning. Elements that will contribute to the effectiveness of your
learning process.
Strategies for managing educational resources that allow for
student the acquisition of skills to achieve goals
proposals.
Specific study discipline strategies that contribute to achieving
efficient learning processes in the particular area of study.

Self-regulated learning
The pedagogical model of UNED proposes in its epistemological principles that 'The
The learner tends naturally towards self-regulation, which leads them to
continuously self-determine, self-actualize and transcend" which implies that
All academic procedures must take into account that the adult person
is autonomous in her learning process and that all educational resources and
suggested learning strategies should be oriented in this direction. For
Bartolomé (2012) self-regulated learning must be a competence that must
to promote oneself in continuous training and is identified in the ability to:
Detect training needs.
Find the resources to meet these needs.
Discriminate between resources based on their quality and suitability for the
own needs.
Use those resources more or less autonomously, depending on
resource.
Assess, with or without external help (depending on the cases), whether the goals have been achieved.
intended objectives.

Now, strategic learning, in addition to contextualizing the process, has

meaning for the person who learns, to engage in interaction and seek
self-regulation of the learner requires that the activity materializes
the strategy has a clear and relevant mandate for achieving the objective of
learning or competence.

Methodologies for teaching in secondary education.

ADEQUATE DIDACTIC RESOURCES IN EDUCATION TEACHING

FROM SECONDARY LEVEL.
The educational resource connects theory with reality, strengthening the capacity.
of critical thinking, since it is an element that enables interaction between
the teacher and the student in order to achieve the development of learning, for their
incidence and relationship that link the contents to the context and reality of
student in such a way that they serve as elements that mediate learning and the
teaching.
Regarding educational resources, the Ministry of Education (2010) establishes
that the teaching resource is "All those printed or unprinted instruments
elaborated to mediate in the learning process. The support materials
they facilitate the construction of knowledge, the development of skills and abilities.
Basically, its function is to contribute to the learning of students.
occur in an active and meaningful way.
Fundamentally, teaching resources consist of all those instruments
or tools that are within the reach of educators and that can be
useful in all educational activities, in order to mediate the learning process,
facilitating the construction of knowledge, the development of skills, abilities and
aptitudes; its main function is to contribute to the learning of the students.
students result in an active way and
significant in life.
To further support the definition, Suárez and Terán (2010) point out that resources
Didactic resources are those resources, instruments, tools that facilitate the
teaching-learning process used by the student, teacher. It allows the
acquisition of skills, student abilities consolidate previous learning
and stimulate the fusion of the senses.
The use of teaching resources in learning activities for schoolchildren,
enriches cognitive activity, promotes the process of construction of
learning, and increases the maturation of knowledge that is being acquired
individual, through their proper and timely use will make more effective the
communication between students and teachers in all that they share and desire
to learn.

Functions of teaching resources in the classroom, for the achievement of a

meaningful learning
Amoretti and Chalco cited in MINEDUC, (2010). They state that "The function of the
educational materials are related to motivation processes, fixation,
reinforcement and socialization of students' learning.
Teaching resources are essential in the educational process, because the
students need to be interconnected with their learning, which is why it is
It is necessary to find oneself in a different environment from the ones they have always been in.
MINEDUC, (2010). It is established that the functions of teaching resources are
following:
Motivation
Awakens interest in learning by making it more dynamic and accessible.
In light of the new pedagogical trends that are currently prevailing and in light of the situation
actually, about the needs for learning to be meaningful, it is
it is important to stimulate the students, because everyone involved in
she teacher and student.
Reinforcement
They need to develop their skills and abilities.
Fixation
 Learning becomes more lasting, thanks to direct observation and
indirect representation of the physical representation of teaching resources both in their
manipulation, as in its preparation, must be based on aspects
fundamentals of real life, according to the individual's needs, to
that knowledge can be developed as a daily task and that
Throughout the ages, human beings can stand out on their own.
Clarify that the aspects that have not been understood support the information.
provided, in order to explain again by conveying in other words for your
understanding.

The teaching resource and academic performance in the learning process

With the proper use and correct utilization of teaching resources, it is achieved
obtain better results because the student becomes familiar and develops various
skills that allow development through a continuous and systemic process, a
better academic performance through interaction with objects in the environment
that are used, which develops motivation, interest, confidence, and to achieve a
more comprehensive learning aimed at improving academic performance.
Gómez (2010) notes that "The Teaching Material plays an important role in the
learning and the development of the student's thinking aimed at improving
their academic performance through experience, fostering their development of
correct way individually and collectively, which helps to establish it in a
good element for teamwork, also develops their creativity by facilitating
its adaptation to the environment in which it must develop in the future" If the resource
didactic plays a leading role in learning and the development of structure
student's cognitive development, it is important to promote in the classrooms the elaboration, use and
adjustment of teaching resources because these resources are better supported
the contents to be addressed, that is, they provide a concrete basis for thinking
conceptual seeking better academic performance of students, in order to
to create the comprehensive training of students.

Academic performance is the responsive ability of it to stimuli.

educational, susceptible to being interpreted according to educational objectives or purposes
pre-established. This type of academic performance can be understood in
relationship with a social group that sets the minimum levels of approval before a
a determined accumulation of knowledge or skills (Carrasco, 1985).

Didactic resources such as curricular support materials

Teaching resources greatly influence the learning process, in search
to develop the competencies of the students, because through the environment of
in class, learning becomes enjoyable, practical, and allows the student to be
completely focused on his learning, helping the teacher not to lose
view the learning objectives.
Gómez (2010) defines in this regard that teaching material refers to 'Those
means and resources that facilitate teaching and learning, within a context
educational, stimulating the function of the senses to access easily to the
acquisition of concepts, skills, attitudes, or abilities in MINEDUC (2010)
define as Curricular support materials "all those printed or
no printed materials developed to mediate in the learning process. The materials of
support facilitates the construction of knowledge and the development of skills and
skills. Basically, their role is to contribute to the learning of the individuals.
students occur actively and
significant". According to MINEDUC, the supportive materials [curricular] are
they classify in the following way:
Static visual materials: They are composed of static, painted elements.
or constructed. For example: posters, mural newspapers, placards, models,
blackboard, portfolio, flannel boards, overhead projector, etc.
Materials or audiovisual media: they transmit information that is perceived
through hearing and sight via audiovisual and auditory resources.
These materials include films, videos, CDs, etc.
Written materials or media: These materials include books,
the sheets, the maps, the photographs, the encyclopedias, the magazines, the
dictionaries, encyclopedias, photocopies, etc.
Audiovisual resources: devices and objects that project an image
accompanied by sound or movement, among them: television, video,
computer, Internet.
Auditory resources: these allow messages to be transmitted through the
word, music, and sounds. For example: tape recorder, audio cassette,
laser discs, CD players, the microphone, the megaphone, and the radio.
For this reason, it is important to have full knowledge of the necessary use and timing.
where it is intended to apply these objects, in order to achieve the competencies in the
students, valuing the existence and utilization of the resources of the environment,
since in recent times the serving teachers have not managed to find a
strategy that links to the content to be addressed.

Higher level of participation, and focus on learning of the

students
In the classroom, students need to have a sense of belonging in relation to their
learning, so that they can be in an environment where they feel
comfortable, happy and eager to learn something new, just as it says,
Enrique (2010) that "Concentration is the best-known property and consists of
in being physically and mentally immersed in the subject, idea, or object with exclusion
absolute of everything else
In the teaching-learning process and evaluation, the teaching resource plays a
first level role, where students interact directly in the
educational activities, mainly because it is a space for dialogue that
allows the student to be immersed and busy, developing different
cognitive skills, in such a way that with this integration they manage to incorporate into
student with their means and allows them to participate in their own learning in all
the activities that are carried out in addressing the class content.

Classification of teaching resources

Teaching resources consist of all those objects that are used to instruct.
the students, whose existence is currently so abundant presented of
various forms, since its classification is not an easy task because it must
consider its usefulness, the quality, the timing of its use, the context and in the
topics to address.
Therefore, it is necessary to have knowledge of variety and classification to
achieving learning outcomes, regarding this Moncada & Tamayo (2011) in their
Study on the Impact of the Use of Educational Resources in the Construction of the New
knowledge that due to the variety of teaching resources, the teacher needs
apply some examples to choose with greater dedication to the
resources that can best support your work, for this reason it must be taken into account that
the resources must be relevant to the new content and areas of learning
related to the educational environment.
The following is their classification:
Work-related
Board, acrylic, plaster, liquid, eraser, notebooks, rulers, compass
projector flip charts.
Informative books, dictionaries, maps, encyclopedias, magazines, newspapers,
discs, movies, sheets files. They are quick to act and respond, among them.
they are: textbooks, the charts, the maps, the photographs, the
encyclopedias, newspapers, magazines, jokes or comics, the
dictionaries, storybooks, mimeographed materials, the
photocopies, the telephone directories, among others. (MINEDUC, 2010)
Printed materials
They have the characteristic of great coverage, where it can be given
detailed information on one or more topics. They are flexible, with
color options and images, with large and small spaces. They contain
sections and special editions. They reach the public according to convenience of
the reader or of the reader.
Illustrative and audiovisual
Synoptic charts, graphic organizers, diagrams, drawings, posters,
computer, internet, digital library.
Experimental
Laboratories, devices, reagents, various materials presented for the
carrying out experiments. Gallego Sunday, classifies the classifies the
differentiated teaching resources traditional with new technologies.
Auditory
They are agile and fast communication media that allow messages to be transmitted.
through the word, music, and sounds. They seek to capture attention
through the sense of hearing and can be used with specific objects
for activities inside or outside the classroom. Among them we have: audio
cassette and cassette recorder, laser discs and CD players, the microphone, the
megaphone and the radio.

Didactic resources of the context

A preponderant factor for the educational action to take place is the context in
where the learners are developed. Consider that the resources available are
willingness to generate learning, determines more favorable conditions for
achieve significant learning, and to this the MINEDUC establishes that by relating
the prior knowledge with the new experience
Formative, it is necessary to keep in mind that learning must be meaningful.
Giving space to modify, enrich or build new knowledge from the
conceptual, procedural and attitudinal perspective; therefore, the resources
didactic when they are from the environment makes students socialize their
experiences, share their knowledge, starting from a reality where they live,
That is why it is essential to take into account the resources of the environment.
as a generator of learning.
Through the correct classification and proper use of educational resources
it allows to facilitate the work of the teacher, because the students do not lose sight of the
new learnings, they stay entertained and focused in the environment
where they develop.
The purpose of using the resources of the environment is to take advantage of them.
turning it into a work tool that facilitates the teaching process
learning strengthens the values that are manifested in the community and likewise
Students share and socialize with people in their immediate environment.
the learnings, achieved through dialogue and the sharing of knowledge, that are
they can communicate through media that can be used in the
community, through various educational technologies and other forms of
communication used in your community. Quib' (no year), in his study about the
culture-based education establishes that resources taken from the
contexts strengthen learning being these the main ones:
Murals
Dramatizations
School and community newspapers
Local radio programs
Local cable programs
Cultural evenings
Exhibitions
Exchanges (scientific, cultural, and recreational).
Posters
Newsletters
Meetings in the community
Academic activities at school
Learning Corner
Parallel Text
Quib continues to argue that education should be based on knowledge of culture.
maya-q'eqchi' postulates that to positively change any system in the
country, in this case the education system, we must fight against many
ideological currents and interests, thus freeing up spaces that enable the
implementation of new approaches that can contribute to development.
Similarly, it proposes these activities that can be carried out within the
community, with the purpose of taking advantage of the educational resources of the environment and that
they greatly influence achieving meaningful learning.
EVALUATION
The assessment of learning is the pedagogical, systematic process.
instrumental, analytical, and reflective, which allows for the interpretation of the information obtained
regarding the achievement level that students have reached, in the
expected competencies, in order to form value judgments and make decisions
to improve the teaching and learning process and to define the promotion and
certification.
The following diagram summarizes the process of evaluating learning.
As can be appreciated, this is cyclical and continuous.

the evaluation of learning fulfills three functions:

Provide the background for each student to begin the process
of teaching and learning at the most appropriate moment, so that it can
successfully start the new learnings. It also helps to identify the
causes of repeated deficiencies in learning achievement.
Improve the teaching and learning process by providing feedback
of the same.
Identify the learning level of a student at a certain point in time.
educational process, in order to qualify and decide promotion.

The distinction of these functions allows us to understand that the evaluation process
it doesn't have to
respond exclusively in decisions related to acts such as promotion or the
certification. The
automatic linking of the assessment of learning to the score, which with so much
frequency is
has produced in the institutional sphere, implies forgetting the fundamental aspect of the
evaluation
regarding its formative function which consists of helping to progress girls and boys
students in their
learning
These three functions of evaluation are closely related to each other.
yes.
Formative Function
Summative Function
Diagnostic Function

Evaluation strategies diagnostic function

Pose some questions to the group related to the topic that is going to be worked on.

Propose a collection of various questions or problems related to the

new content that, for example, presents surprising information or
incongruent with the prior knowledge of the students, to solve in
small groups (in the classroom and/or outside of it) and whose resolution involves approaching
the topic from different points of view (through the use of certain
concepts and/or procedures critically judging the issues raised.
Suggest nearby images or suggestive texts (from the media,
written or audiovisual materials, pamphlets, manuals, by recognized authors, etc.
related to the content that needs to be addressed, to discuss them and
debate them in a group, in order to show the relevance of the new content and
highlight their relationship with experiences close to the students.

Request oral or written productions from students in which they have

to express what they know or believe they know about the new content, if they are interested, if
they consider it useful among others.

Diagnostic assessment
The diagnostic evaluation is a set of activities carried out to explore
and establish the level of preparedness, the interests, and expectations of the students,
at the beginning of each school year and each learning unit, for the planning of
educational process.

This situation can present itself in the following way:

The initial diagnostic assessment, which is used by teachers before
from each educational cycle with the purpose of obtaining information regarding
to the general and specific knowledge of their students in relation to
the topics that should be started.
Point diagnostic evaluation which is carried out at different times.
before starting a teaching sequence or within a certain cycle
the curricular area.

Process or formative evaluation

It is the one that takes place during the development of the teaching processes and of
learning, which is why it is considered an integral part of them. It enables
to determine from the students, the actions to facilitate the development of the
proposed competencies. It informs and reorients educational actors about the
pedagogical action and the integral development of each student. Two aspects
important factors should be taken into account:
Every formative or process evaluation requires a minimum of analysis.
carried out on the processes of teacher-teacher interrelation, teacher-
student, during which it can be established what they have learned
the students and what they need to learn.
The functional value of the information obtained as a product of
analysis and which is fundamental because it is the one that teachers
They require to know what and how to provide the appropriate assistance.

The main purpose of formative evaluation is:

To help students learn better, the teacher must be
attentive, not only to the achievements but also to the difficulties they may encounter in the
learning process, to dysfunctions that arise in the teacher-student interaction.
student, to the mismatches between the activities that are proposed and the
prior knowledge, among others.
 Carry out continuous monitoring of the development and evolution of the process
of learning.
Formative assessment seeks the continuous regulation of the teaching process.
learning. It mainly collects information about how they learn.
students, you are interested in knowing what their difficulties are, why, how they understand
the tasks that are proposed to them or what representation is made of them, and, moreover,
What strategies do they use to achieve a certain result, whether it is correct or not?
no.
This type of information about the process helps to identify the reasons.
that provoke advances and blockages in learning and serves so that the
students become aware of the strategies that have proven to be the most suitable
to solve a task. All this will lead to an improvement in the quality of the
learnings.

It is important for teachers to address the mistakes made by the students.

students as a valid element for learning, that is, it must formulate to
to derive a diagnosis from them
use it to apply a solution tailored to the needs of the students, and in
consequence review the different factors that interact and intervene in the
learning process: the
characteristics of the students, the characteristics of the task, the methodology
employee and the evaluative procedures, among others.

Evaluation strategies for formative function

Directly observe the work in the classroom, laboratory, or workshop.
Review the written productions
Correct, in class the usual activities carried out by the students.
students individually or in groups (problems, exercises, comments from
text, interventions, responses or questions among others.
Organize debates or group discussions.
Apply tests specifically designed to check progress of
each student regarding some specific aspects of the content that is
is developing.
Keep track of the self-assessment of students from the beginning.
from the activity to regulate their learning process
Conduct evaluations that focus on the practical aspect of the
acquired skills and not so much the memorization aspect.

Summative assessment
Observation techniques:
Checklists
Rank scales or scale
Rubric

The summative assessment evaluates learning outcomes and therefore,

procedures and instruments used must provide information
significant about what the students have learned, in order to
to determine if they have acquired the expected capabilities based on the competencies.

The proposed activities to demonstrate the acquired learning depend on:

From the nature of the area,

Of the competencies that are intended to be achieved
The type of learning experience that has been carried out throughout the
school period.

Summative evaluation strategy

Propose research projects in groups or individually.

Facilitate oral presentations that require the presentation of a problem, of the
proposal of a solution method and the verification of the proposal.
Enable the organization and participation in debates addressing the topic
worked as a whole.
Request the development of a product.
Enable the execution and/or explanation of laboratory experiences, of
fieldwork, among others.
Make the problematization of contents viable, so that they can be transferred to
different situations.
Facilitate simulation activities of any action that requires the
application of knowledge
Propose activities that allow for direct observation of learning
the students, where the developed ability is made evident.
Request written productions that require the generation of alternatives.
of solution, of taking positions, of issuing critical judgment, of the
expression of ideas, feelings, and preferences, from the development of
conjectures and valid conclusions from the interpretation of statistical reports
and messages transmitted through the media among others.

Characteristics of evaluation
The evaluation can be:
It takes place throughout the teaching-learning processes.
Integral: It considers all aspects of human development and growth.
It is organized according to the great goals or purposes of education.
articulating around the competencies.
Systematic: It proceeds according to a purpose, a plan, and a method.
Present clear objectives, suitable instruments, and evaluation criteria.
defined.
Flexible: It adapts to the particular conditions and circumstances of the
educational community.
Interpretative: Involves all subjects of the educational process.
Participatory formative: It allows to guide educational processes in a way
opportune to continuously improve them.
Assessment Instruments
The evaluation is carried out using instruments and techniques or
procedures that allow to verify if the competencies have been achieved
according to the achievement indicators proposed.
Importance of contextualizing the curriculum at the local level
and its incidence in the evaluation process
To respond to the new reality and achieve a better society, the
The Educational Reform requires that the CNB be contextualized at the local level.
To achieve this, the MINEDUC promotes a curriculum related to the
axes of the Educational Reform and that cultural characteristics are respected,
ethnic, linguistic, and social communities where
educational services are provided to contribute to the improvement of the
socioeconomic living conditions of the communities. That is to say
the new curriculum takes into account the richness of natural diversity,
social, ethnic, cultural, and linguistic of Guatemala.
In Guatemala, the implementation of the curricular planning takes place in three
levels (CNB:36-37):
•National level. It constitutes the general framework of informative processes.
and training of the Educational System of Guatemala.
•Regional level. Establishes the guidelines that guide the realization
of the curriculum from regional experiences and expectations and
it is structured so that it is known and practiced by all
students from a certain region.
•Local level. Its main purpose is to make operational the
curriculum in the local area, taking into account the characteristics,
the needs, interests, and problems of the locality.
The evaluation must be carried out at the three levels and is particularly
in the local area where teachers can apply the techniques
and assessment instruments for learning. The teaching process-
learning-evaluation is not given in isolation, it is interrelated with the
teaching and learning. However, the evaluation must be consistent
with the new way of teaching and learning.
Learning
Improvement of learning
Teaching
Assessment

Through the assessment of learning, the teacher obtains information.

what must be interpreted in relation to various evaluation criteria, which will lead you to
make judgments to make decisions about what to do with those results. It is
to say, it is evaluated to know: how students learn; what is necessary to do
to guide the learning process; determine reflection actions that
allow a better interpretation of the learning process; to plan, determine and
modify the rhythm with which the instances of learning are presented.
Through teaching, the teacher guides and facilitates the conditions
appropriate for meaningful learning to occur. This is
visualize as the achievement of competencies to solve problems
that arise in the lives of students, learning that must
to be continuously evaluated, thus allowing not only to assess or
to emit judgments on this fate of all the elements of the teaching process
learning and planning improvement activities, then
to reflect and make decisions about it. It is a formative process
given that evaluation serves to review it and improve it continuously.
It is necessary for teachers to use procedures and instruments.
objectives, reliable and accurate to verify if the competencies
have been achieved, as specified by the achievement indicators.
They are responsible for the application of different techniques of
evaluation, both individually and in groups.

Characteristics of the evaluation Characteristics of the evaluation

Characteristics Description
Holistic Determine the performance of
female and male students
in an integral way, in linkage
with his
context.
Participatory It involves all subjects.
that intervene in
the educational process, through
of self-evaluation,
hetero-evaluation y
co-evaluation.
Flexible Take into account various
factors, such as the differences
individuals, interests
needs
educational specials,
conditions of the center
educational and others that affect the
educational process.

Systematics It is carried out periodically.

organized and with
an express intent
throughout the
process of the practice
educational.

Interpretative Explain the meaning of the

processes and products
of students in the
 context of
educational practice.

Technique Employs procedures e

instruments that
allow to value the
expected performances and
they assure the validity y
reliability of the results.

Scientific It is based on the

research and advances in the
knowledge of learning
human.

Functions of the evaluation:

Function Diagnostics Formative Summative
Moment At the beginning of the During at the end of a
process process stage o
process.

Purpose Explore and Determine the Analyze the

establish the advance achievement
level from of the progressive
preparation students and of the
the the competencies
interests and actions in order to
expectations facilitate the determine
of the developments of the promotion
students to the of
start competencies the students
of each cycle proposals. in the end
school Report and of the cycle
and reorient each unit to school
of the actors
learning. educational
about the
to act
pedagogical
and the development
integral of
each
student
 Examples of Interviewing to Teach self-evaluate your
Strategies the students theme and performance
to know organize in a certain
about its setting in course.
interests common. Enable the
y Motivate the students
motivations. students the opportunity
Ask where what of to do
write directly transfers
a the essays of the
students diaries or others contents a
about of the type of texts. situations
theme that is Launch different.
it is going to start. questions Carry out a
Observe the direct ones final debate
performance to know where the
of the what student
students have learned demonstrate
the the students their ability
classroom on a topic. of analysis
evaluation
reflection y
argumentation

Participants in the evaluation process

The participatory characteristic of the evaluation establishes that all subjects who
they intervene in the educational process are responsible for evaluating it. In any
evaluation process, these must consider some important aspects, such as
ethics, personal commitment, cooperation, effort, sense of
responsibility, as well as the quality of the work done in relation to the result
expected.
The following diagram shows the evaluation according to the subject or subjects that
they carry it out.
Self-assessment
Students participate in the evaluation of their own process.
learning.
Determine consciously what they can and what they cannot do.
Co-evaluation
The classmates of the students who participate in the
learning process evaluates the performance of others.
Additionally, they receive feedback on their own performance.
Heteroevaluation
It is carried out by the teachers.
 They can also be carried out by parents or other family members.
members of the community.

Assessment in contexts of diversity

The CNB presents the policies or guidelines that govern the different processes of
curricular development, from the establishment of the foundations to the
evaluation, according to each particular execution context and at each level of
concreteness. If both the presented policies and the interest of
In the person, the National Educational System must guide education
towards the diversity present in the classrooms of public educational institutions and
private, adapting the E-A-E process to the students. In the classroom, teachers
they must respect individual differences and address educational needs
special, of any nature, presented by the students. In such a way
that the social interaction between the subjects involved in the educational process
respond to that diversity. The students come from different cultures, presenting
needs or are different in terms of conceptions about education, interests,
motivation, expectations, rhythms and learning styles, therefore, it is necessary to
take into account that not all students progress at the same pace. Some
they achieve what has been proposed for a unit before others. The students can
deepen the topics of that competence or continue to advance to achieve it
proposed in the following... don't stop them! Remember that they are the
protagonists or the center of learning, that's why guide them to work on
function of self-learning and to seek the guidance and support of the teacher for
resolve questions or clarify points that are still not understood. Other students
they need more time or for the teacher to implement other strategies to guide them
in achieving the objectives set in the unit they are working on. Through the
evaluation instruments, will be able to identify which aspects the student needs
more support from the teacher, as well as more personal effort. This information will allow you to
define relevant reinforcement strategies at the right time, to help
that all students achieve the established competencies and learning outcomes
for the degree.

OBJECTIVE TESTS
They are written instruments characterized by a relatively large number of
questions or items that require a very brief and unique response, which facilitates its
rating and eliminate subjectivity.
It is objective because it occurs under strict and controlled conditions; and standardized,
because data determines the average standard or behavior of a group and the
standard observations of that normal behavior.
The exams consist of a set of items whose levels
determine the types of cognitive processes and significant learning that
students achieve. Among others we have:
The alternative. (T-F)
Of correspondence, pairing or relationship.
 Of identification or location.
Of brief response or completion.
Of multiple choice or selection.
Of ordering or hierarchization.
Common base multi-item or multi-question.

Bibliography

Ministry of Education, The new Curriculum, its orientation and application (version
electronics)
Guatemala, 2005.
Ministry of Education, General Framework for Curriculum Transformation and
Basic Curriculum for the
Primary Education National Concretion Level, Guatemala, 2003.
Orellana de Rocal, O. and F. Roncal Martínez, A new education in progress
(Module 1, 2nd Ed.)
Prodessa, Guatemala, 2004.