{"id":40830,"date":"2024-11-12T17:36:35","date_gmt":"2024-11-12T16:36:35","guid":{"rendered":"http:\/\/marinaoposicions.com.mialias.net\/?p=40830"},"modified":"2025-03-22T18:49:36","modified_gmt":"2025-03-22T17:49:36","slug":"entrada-3","status":"publish","type":"post","link":"https:\/\/marinaoposicions.com\/es\/2024\/11\/12\/entrada-3\/","title":{"rendered":"Proposta pedag\u00f2gica i programaci\u00f3 d’aula: Quina \u00e9s la difer\u00e8ncia?"},"content":{"rendered":"\t\t
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Qu\u00e8 \u00e9s una proposta pedag\u00f2gica?<\/b><\/h2>
\u00c9s al Decret 107\/2022, al seu article 21, on trobem la informaci\u00f3 referent a la proposta pedag\u00f2gica per a l\u2019ESO i al Decret 108\/2022, al seu article 22 per al Batxillerat.\u00a0\u00a0<\/span><\/h5>
De manera resumida, en estos articles se\u2019ns diu que la proposta pedag\u00f2gica \u00e9s el document marc que defineix els principis educatius d’un nivell o etapa educativa. Qui s\u2019encarrega de la seua elaboraci\u00f3 \u00e9s cada departament did\u00e0ctic del centre\u00a0 i en este document es detallen aspectes com:<\/span><\/h5>
  • L’enfocament metodol\u00f2gic que se seguir\u00e0<\/span><\/h5><\/li>
  • Els valors i objectius generals de l’ensenyament<\/span><\/h5><\/li>
  • Els instruments d’avaluaci\u00f3 i els criteris de qualificaci\u00f3.\u00a0<\/span><\/h5><\/li>
  • Les mesures de resposta educativa per a la inclusi\u00f3\u00a0\u00a0<\/span><\/h5><\/li>
  • La relaci\u00f3 amb l’entorn i la comunitat educativa<\/span><\/h5><\/li><\/ul>
    Aquesta proposta serveix com una guia per a la programaci\u00f3 de les diferents activitats did\u00e0ctiques i estableix un marc com\u00fa per a tot el professorat del departament did\u00e0ctic. Per tant, com a professors, hem d\u2019analitzar la proposta pedag\u00f2gica del nostre departament per a elaborar les nostres programacions d\u2019aula.<\/span><\/h5>

    Qu\u00e8 \u00e9s una programaci\u00f3 d’aula?<\/b><\/h2>
    Hem de tindre molt clar qu\u00e8 \u00e9s aquest document i quins apartats ha de tindre, ja que \u00e9s el document que presentarem i defensarem davant del tribunal en el nostre proc\u00e9s selectiu\u00a0<\/strong>(i no el document de la proposta pedag\u00f2gica com se seguia fent fins ara).\u00a0<\/span><\/h5>
    \u00c9s al Decret 107\/2022, al seu article 22, i al Decret 108\/2022 on trobem la definici\u00f3 de programaci\u00f3 d\u2019aula. \u00c9s al punt 2 on es diu:\u00a0<\/span><\/h5>
    1. La programaci\u00f3 d\u2019aula \u00e9s el document on cada docent ha de projectar les intencions educatives en l\u2019organitzaci\u00f3 i desenvolupament de les situacions d\u2019aprenentatge\u00a0 significatives. […]<\/span><\/i><\/h5><\/li><\/ol>
      Per tant, la programaci\u00f3 d’aula \u00e9s el document que concreta, de manera detallada, com es duran a terme els processos d’ensenyament i aprenentatge en el dia a dia de l’aula. A\u00a0<\/span>difer\u00e8ncia de la proposta pedag\u00f2gica, que \u00e9s m\u00e9s general, la programaci\u00f3 d’aula se centra en aspectes operatius i pr\u00e0ctics, adaptats a les caracter\u00edstiques espec\u00edfiques de l’alumnat i del context. Qui s\u2019encarrega de la seua elaboraci\u00f3 \u00e9s cada professor de cada assignatura contextualitzat a un grup-classe en concret.\u00a0<\/span><\/h5>
      Elements essencials d’una programaci\u00f3 d’aula<\/b><\/h5>
      Una bona programaci\u00f3 d’aula ha d’incloure els seg\u00fcents elements:<\/span><\/h5>
      • Les SA adaptades a les caracter\u00edstiques del grup: <\/b>Hem d\u2019especificar el temes relacionats amb la vida quotidiana que es treballaran a l\u2019aula, alineats amb el curr\u00edculum oficial.\u00a0<\/span><\/h5><\/li>
      • Els criteris d\u2019avaluaci\u00f3 associats a les situacions d\u2019aprenentatge plantejades: <\/b>Hem de definir els criteris i instruments d’avaluaci\u00f3 per a mesurar el progr\u00e9s de l’alumnat (proves, r\u00fabriques, observacions, etc.)<\/span><\/h5><\/li>
      • L\u2019organitzaci\u00f3 dels espais d\u2019aprenentatge. <\/b><\/b><\/h5><\/li>
      • <\/b>La distribuci\u00f3 del temps (temporalitzaci\u00f3): <\/b>Determina el temps que es destinar\u00e0 a cada SA o activitat. <\/span><\/h5><\/li>
      • La selecci\u00f3 i organitzaci\u00f3 dels recursos i materials:\u00a0<\/b> Hem d\u2019especificar el material\u00a0<\/span>necessari (llibre de text, recursos digitals, material manipulatiu, etc.).<\/span><\/h5>
        Per tant, mentre que la proposta pedag\u00f2gica<\/strong> estableix el marc te\u00f2ric i metodol\u00f2gic de l’ensenyament, la programaci\u00f3 d’aula<\/strong> concreta com s’aplicaran estos principis en el dia a dia de la classe. Una bona planificaci\u00f3 d’aula ha d’incloure objectius clars, activitats din\u00e0miques i criteris d’avaluaci\u00f3 ben definits per a garantir un aprenentatge significatiu. Mitjan\u00e7ant la nostra prearaci\u00f3, plantegem programacions d’aula personals, actualitzades i innovadores, segons demana la LOMLOE i la convocat\u00f2ria nova d’oposicions.\u00a0<\/span><\/span><\/h5>
        Si vols garantir el teu \u00e8xit, segueix la convocat\u00f2ria i actualitza’t!<\/h6><\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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        Les normes del joc han canviat: has de presentar una programaci\u00f3 d\u2019aula ben elaborada, no una proposta pedag\u00f2gica. Poden semblar que s\u00f3n el mateix document, per\u00f2 no ho s\u00f3n!
        \nEn l’entrada que tens tot seguit t’expliquem les difer\u00e8ncies entre els dos documents i com elaborar una bona programaci\u00f3 d’aula. <\/p>","protected":false},"author":4,"featured_media":40948,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_bbp_topic_count":0,"_bbp_reply_count":0,"_bbp_total_topic_count":0,"_bbp_total_reply_count":0,"_bbp_voice_count":0,"_bbp_anonymous_reply_count":0,"_bbp_topic_count_hidden":0,"_bbp_reply_count_hidden":0,"_bbp_forum_subforum_count":0,"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"categories":[1],"tags":[],"class_list":["post-40830","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-sin-categoria"],"yoast_head":"\nProposta pedag\u00f2gica i programaci\u00f3 d'aula: Quina \u00e9s la difer\u00e8ncia? 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