PLANNING THE EDUCATIONAL PROPOSAL FOR LEARNING SELF-CENTERED

HOW TO DEVELOP SKILLS "LEARNING TO LEARN" _______________________ LEARNING ACROSS THE PROBLEM

PLACE: Cartagena bilingual school

AREA: humanities SUBJECT: philosophy

THEMATIC CORE: the knowledge

SUBTHEMES:

Ancient Greek Philosophy The origin of knowledge What is knowledge and what is known? First approaches to the problem of knowledge Knowledge as an eternal recall The sensitive knowledge and rational knowledge

ACHIEVEMENTS:

Recognition of main thesis on the knowledge texts. Deduction of consequences and implications of the knowledge and arguments made

throughout the knowledge of philosophy. Management and application of concepts and reconstruction problems from them.

ACHIEVEMENT INDICATORS:

Expresses his personal thinking freely and spontaneously as a result of an autonomous and reasoned reflection form.

Apply The results of its reflection for Humanizarte understanding of situations, according to the topic tried in class about knowledge.

Recognizes the importance of the knowledge in the human being.

TIME: 3 weeks

1. PURPOSES, OBJECTIVE: Learn to manage the concept and definition of knowledge

2. INTENTION: having Reading of documents in class and pesentations.

3. COMPETITION DISCIPLINE: the knowledge

4. GENERAL COMPETITION

4.1. INTERPRETIVE COMPETITION Recognition of main thesis on the knowledge texts.

4.2. ARGUMENTATIVE COMPETITION: Management concepts and ranking them in the construction of the various arguments and differentiation of knowledge in human being

4.3. PROPOSITIVA COMPETITION: Recognition given from the knowledge and answers questions

5. LEARNING ACTIVITIES

5.1. PHASE ONE: BRING UP THE PROBLEM SITUATION

5.1.1. The student carefully read the material you have in your hands, read titles, subtitles and any conclusion.

5.1.2. Present a problem situation based on daily life under item seen.

What is knowledge and how is the know ledge develop in the human being?

5.1.3. The teacher writes a problem situation travez a paragraph, image, graphics, caricatures which should be included in the document that the student has, as a model for the student to make a similar; removing the their problem question; the teacher asks the questions based on the problem situation (do between 3 and 5 questions)

what is knowledge usefull for? how can we define knowledge? what is the problema between knowledge and intelligence?

5.1.4. The student answers their questions and teachers with their prior knowledge.

5.1.5. The student answers their questions and teachers in their own words after reading the document.

5.2. SECOND PHASE: PRESENTATION OF CONTENTS

5.2.1 We remind the teacher to use the tools of point 5.1.3.

5.2.2. The student performs an individual summary

5.2.3. Students meet in groups and make improvements to the previous summary.

5.2.4. A rapporteur is chosen and presents his ideas to the group.

5.2.5. Of all the rapporteurs, the final summary that is all students should have in their notebook arises.

5.2.6. Each student prepares a summary table, mental or conceptual map mentefacto map on the subject seen.

5.2.7. The student chooses 15 concepts and constructs a three prayer.

5.2.8. taking into account the concepts make a generalization of the subject treated and leaves it in writing.

5.2.9. Concept relationship chooses two concepts

5.2.9.1. Defined and analyzed according to the author.

5.2.9.2. Identifies attributes.

5.2.9.3. look for synonyms and antonyms.

5.2.9.4. Indicates an example and no example of each

5.2.9.5. Notes the importance of these for life and for its development as a student.

5.3. THIRD PHASE: ENLARGEMENT AND INTEGRATION

5.3.1. Perform an essay on the topic and discuss it.

5.3.2. Evaluated by applying the technique S.Q.A.

5.3.2.1. Who knew?

5.3.2.2. I want to learn?

5.3.2.3. I learned?

5.3.3. ICFES type questions are made contextualized under the guidance of teachers.

5.3.4. The teacher assesses the peguntas they design and the teaching type design with a test ICFES entire guide with at least 10 questions

NOTE: A guide lasts between 1-3 or 4 weeks.