Challenges that work on the Teaching Resources Competency:
Competency:
Teaching Resources
The teacher defines and makes sense of the learning resources to support the education process.
The existence, characteristics and use of the curriculum materials, technological resources and other learning resources are relevant as means of supporting the teaching and learning process. They help with communication of the information, presentations, the proposal of activities, experimentation, the creation and structure of knowledge, as well as the practice and application.
The correct use of the learning resources favours and facilitates learning and represents an essential support for teaching staff.
Digital Teaching Competency Challenge
Through this Challenge you will learn to design, choose and implement technological resources that help strengthen, develop and enrich the teaching-learning process, applying different and innovative methods to generate knowledge, encourage motivation and increase students’ expectations, to improve the quality of their learning.
This challenge comprises three skills:
1. DIGITAL TEACHING COMPETENCY
The objective of this skill is to identify, assess and improve your own digital competency as a part of teaching.
2. CRITERIA FOR CHOOSING DIGITAL RESOURCES
The objective of this skill is to create learning activities that favour the use of web resources that are chosen and assessed with strict criteria.
3. FLIPPED LEARNING: HOW TO TURN CLASSES AROUND
The aim of this skill is to know about the Flipped Learning model, to design materials and strategies for it, and put them into practice in the classroom, acting as a guide for the group through the whole process.
Gamification of Learning Challenge
This Challenge aims to develop teaching skills to motivate students, using familiar language and tools to take advantage of the strength of expressing ideas through drawing and images (visual thinking), organising participatory experiences of educational games, developing a visual language and making it entertaining through techniques, such as the creation, recreation and narration of motivating stories (story telling) that provoke emotions and increase empathy and trust, and for teachers and students to reflect together on the work done.
This challenge comprises three skills:
1. VISUAL THINKING
The aim of this skill is to express ideas through drawings and images, simple or complex, and to establish different kinds of relationships between them both, to make it easier to understand the idea being expressed; in other words, that it enables the relationship between idea-drawing to be quickly and easily identified.
2. DESIGN OF EDUCATIONAL GAMES
This skill aims to give the teacher the ability to design participatory educational experiences where games play the main role, understanding the limitations of the participants, developing a visual language, creating different levels of complexity, making it entertaining, connecting the learning to previous experiences, replacing words with actions and maximising cooperation.
3. STORYTELLING
Through the knowledge covered in this skill, the teacher will be able to design learning proposals with a common narrative theme able to motivate students to attain the objectives.
