Practices of Pedagogical Differentiation in the 1st and 2nd Cycle classes

Scholar Year: 2023/2024 - 1S

Courses

Head Teacher Responsability Ana Cristina Crespo Pires Sequeira Head

Weekly workload Hours/week T TP P PL L TC E OT OT/PL TPL O S Type of classes Lectures Type Teacher Classes Hours Contact hours Totals 1 2,40 Luís Mestre   2,40

Teaching language

Portuguese

Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)

It is intended that students develop skills that allow them to:
- understand pedagogical differentiation as a methodology that focuses on the means and modalities of work;
- recognize the existing diversity in classrooms, which makes it necessary to design different tasks to better respond to the specific needs of students;
- respond to the different needs of students, as each one has its own life story, a school experience and a unique way of learning;
- equate a new pedagogical organization of spaces and times, using diversified materials with regard to the contents and degree of difficulty of the tasks;
- support groups and individual students from the perspective of their progressive autonomy;
- know pedagogical devices inherent to the construction of an inclusive school;
- know contributions from national and international research on the subject under study.

Syllabus

From the pedagogy of the “unadapted” to pedagogy for all.
The foundations of differentiated pedagogy.
Principles of pedagogical differentiation.
Types of pedagogical differentiation: contents, processes and products.
Pedagogical differentiation: a new organization of spaces and times.
National and international research on the themes under study.

Demonstration of the syllabus coherence with the UC intended learning outcomes

The articulation between objectives and contents presupposes enabling students to know and stimulate analysis, reflection, and debate within the scope of Pedagogical Differentiation, as well as providing them with the development of skills that prepare them for the future as teachers, so that, in context, they contribute to the construction of an inclusive school.

Teaching methodologies

The different contents will be addressed privileging a methodology that encourages reflection and participation of students, activities will be carried out:
- analysis of curriculum guidelines, manuals and different teaching materials;
- presentation and discussion of work prepared by students;
- analysis and discussion of texts in order to develop in students the critical capacity for analysis and self-training.

Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes

The main objective of the curricular unit is to prepare students to act in heterogeneous schools, classes and communities. The adopted methodology appears particularly suitable either to provide students with essential knowledge for informed participation in the discussions to be developed in class, or to enable the deepening of themes that they consider important in the context of their training path.

It is considered that the analysis and debate of texts, the appropriation and use of different concepts, the problematization of concrete and/or known situations, the analysis of materials, the analysis of intervention proposals suitable for school contexts of great diversity to at various levels, they are indicators of the articulation of methodologies and learning objectives that it is intended that students demonstrate. It is also considered that this coherence is demonstrated by the design of planning and the construction of materials in order to include all students.

Assessment methodologies and evidences

The evaluation will include individual and group work.
Individual:
(a) participation and discussion in the themes addressed in class, as well as the elaboration of tasks proposed in class (25%);
(b) presentation, to the class, of the analysis carried out on a text related to the subject under study (25%).
In Group:
a) elaboration of a proposal for planning an interdisciplinary task in a differentiating perspective, including the necessary resources for its implementation (50%).

Bibliography

Esteves. M. (2017). Diferenciação Pedagógica e Formação de Professores. In: Livro de Atas II Congresso Internacional Direitos Humanos e Escola Inclusiva (pp.12-21). Faro: Escola Superior de Educação e Comunicação da Universidade do Algarve.
Graves-Resende, L.; Soares, J. (2002). Diferenciação Pedagógica. Lisboa: Universidade Aberta.
Kakn, S. (2010) Pédagogie différenciée. Brussels: de Boeck.
Perrenoud, Ph. (2001). A Pedagogia na Escola das Diferenças. Fragmentos de uma sociologia do fracasso. Porto Alegre: Artmed Editora.
Rodrigues, D. (2008). Educação e Diferença – Valores e práticas para uma educação inclusiva. Porto: Porto Editora.
Santos, L. (2009). Diferenciação Pedagógica: um desafio a enfrentar. In Revista Noesis. Vol.79 (pp.52-57). Lisboa: instituto da Educação da Universidade de Lisboa.
UNESCO (2004). Changing Teaching Practices - using curriculum differentiation to respond to students`diversity. Paris: United Nations Educational, Scientific and Cultural Organization.