Methodology
The methodological approach used in this pedagogical proposal is based on the design of Learning Situations.
We define Learning Situations: situations and activities that involve the deployment by students of actions associated with key competencies and specific competencies and that contribute to their acquisition and development.
For the acquisition of skills to be effective, as set out in the regulations (FORAL DECREE 67/2022 and FORAL DECREE 67/2022), learning situations must be well contextualized and respectful of students’ experiences and their different ways of understanding reality. Likewise, they must be composed of complex tasks whose resolution leads to the construction of new learning.
These situations seek to offer students the opportunity to connect and apply what they have learned in contexts close to real life. Presented in this way, the situations constitute a component that, aligned with the principles of Universal Design for Learning, allows them to learn how to learn and lay the foundations for lifelong learning, promoting flexible and accessible pedagogical processes that adapt to the needs, characteristics and different learning rhythms of students.
This is why some Learning Situations are presented for the acquisition and development of both key and specific skills.
These situations should be based on the establishment of clear and precise objectives that integrate various basic knowledge. In addition, they should propose scenarios that encourage different types of grouping, from individual work to group work, allowing students to progressively assume personal responsibilities and act cooperatively in the creative resolution of the challenge posed.
The key competences common to the entire stage are the following:
• Competence in linguistic communication.
• Multilingual competence.
• Mathematical competence and competence in science, technology and engineering.
• Digital competence.
• Personal, social and learning-to-learn competence.
• Citizen competence.
• Entrepreneurial competence.
• Competence in cultural awareness and expression.
As stated in FORAL DECREE 67/2022, of June 22, in its Article 10. “Exit profile, key competences and operational descriptors.”
This proposal is based on the concept of inclusive education that facilitates participation, so that all students in the classroom participate, are present and achieve success in all the activities carried out there, always generating high expectations for all of them.
Throughout these Learning Situations, the aim is to awaken curiosity and understanding about the organization of our business ecosystem, encouraging reflection on what they know and stimulating the creativity and ingenuity of the students, proposing final products of their own creation for each Learning Situation.
Methodological principles
Competence-based learning involves including competences as an essential element of the curriculum, thus promoting the development of students’ competences. But it also involves being based on the use of active methodologies that imply an active attitude on the part of students and teachers. It is necessary for students to become an active element in the learning process, promoting activities that promote teamwork and foster the ability to learn by themselves, promoting and stimulating metacognition (being witnesses of one’s own learning), thus promoting the participation and involvement of all students in learning.
Learning based on projects, on challenges. As well as group work…
Assessment
These materials aim to provide resources for reflection on the functioning of the company within today’s society in a way that is adapted to the different educational stages.
Bearing in mind that assessment can and should be the driving force of learning, it is important that with these Learning Situations we address assessment to regulate both teaching and the learning pursued. The importance of assessment as a continuous process in which students participate is important in this topic of business education.
Knowing how, when and how much students are learning is important for regulating strategies and activities.
In addition to this, the idea that students learn to self-assess is important, as Neus SANMARTÍ conveys (Col. Ideas clave, 1. Ed. Graó. Barcelona, 2007).
That is, students must make the learning objectives and assessment criteria their own. We understand assessment criteria as: references that indicate the levels of performance expected from students in the situations or activities to which the specific competencies of each area refer at a given moment in their learning process.
Continuing with the idea that students learn to self-assess, teachers have to share the assessment process with all students, since it is not enough to correct errors by giving solutions that are used. This assessment approach is called formative assessment.
To implement this type of assessment, we will use different assessment techniques and tools. Techniques such as systematic observation, self-assessment…
To do this, the assessment instruments must be varied and diverse, assessment tools such as rubrics, checklists, objective tests…
Thus, identifying information needs, detecting erroneous concepts and learning from these errors, reflecting on the causes that produce them, will guide teachers and students in this work.
