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LA MICROENSEÑANZA

                                                                                                                                       Laboratorio de
                                                                  Tiene como                                                           Microenseñanza
      Surge en USA en 1963 en
        la Univ. De Stanford
                                                                                                                                                                               Las ventajas según
                                                      Fin principal                                   Consiste en                                                                Serrano (1982)
         Responde
                                                                                                                                Simplifica los
                                                                                          Simplificar las
                                                                                                                            elementos del proceso            Capacita en
                                                                                      condiciones de un salón                                                                        Las habilidades
   preguntas de supervisión                                                                                                     de enseñanza                 habilidades
                                                                                             de clases                                                                                con las que se
                                                       Facilitar al educador la                                                                              específicas
                                                                                                                                                                                       trabaja son
                                                        práctica de algunas
                                                              habilidades                      Se forman                  Microclase                    Uso de voz                 Inducción
¿Qué supervisa?              ¿Cómo lo hace?
                                                        consideradas                                                                                                                      Verbal
                Con el                                                                 Grupos de cinco a
                                                                                       seis participantes                      Microelemento               Uso de pizarra
                                                  Esenciales para el                                                                                                                     material
                  objetivo                       mejoramiento de la
                                                     enseñanza                              Bajo la                                                 Elaboración de
                                                                                                                         Microconcepto                                            Comunicación
                                                                                                                                                      preguntas
         Que todo educador                                  proporciona                     Supervisión de
                                                                                                                         movimientos                                                     Verbal
          adquiera ciertas                                                                  un coordinador                                         Variación del
        habilidades docentes                                                                                                                         estímulo                           No verbal
                                                                                           Cada
                                                                                                                       enfoques
                                                           instrumentos                 participante
            Para                                                                                                                                                                     Organización
                                                                                    Prepara una microclase                 pausas                        Elaboración                    lógica
                                                                                      de su especialidad                                                de preguntas
    Facilitar              Perfeccionar                    Condiciones
                                                                                                                                   Estilos de
                                                            adecuadas                    Para
                                                                                                                                  interacción           Inicial           media              final
                                                                                            Exponerla frente
                     La tarea                                Asesoría                           al grupo                     Puede repetirse a juicio         usando        Los mismos elementos o
                    Educativa                                continua                                                           del coordinador                                  cambiándolos
                                                                                    Con una

                   Es un                                                                                                                                                           Por último
                                                               Duración máxima de              Al mismo                                         El
                                                                                                             Se le graba un video
                                                                5 (cinco) minutos               tiempo                                    procedimiento                      Los compañeros
                   Eje central en la formación                                                                                                                               y el coordinador
                                                                                    luego
                         de profesores
                                                                                                                    Coordinador y participantes
                                                                            Se analiza una                                                                               Efectúan evaluación
                                                                                                                     discuten los méritos de la
                                                                          habilidad concreta                                                                         cuantitativa (escala de 1 a 6) a
                                                                                                                           presentación
                                                                                                                                                                           cada participante

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Esquema

  • 1. LA MICROENSEÑANZA Laboratorio de Tiene como Microenseñanza Surge en USA en 1963 en la Univ. De Stanford Las ventajas según Fin principal Consiste en Serrano (1982) Responde Simplifica los Simplificar las elementos del proceso Capacita en condiciones de un salón Las habilidades preguntas de supervisión de enseñanza habilidades de clases con las que se Facilitar al educador la específicas trabaja son práctica de algunas habilidades Se forman Microclase Uso de voz Inducción ¿Qué supervisa? ¿Cómo lo hace? consideradas Verbal Con el Grupos de cinco a seis participantes Microelemento Uso de pizarra Esenciales para el material objetivo mejoramiento de la enseñanza Bajo la Elaboración de Microconcepto Comunicación preguntas Que todo educador proporciona Supervisión de movimientos Verbal adquiera ciertas un coordinador Variación del habilidades docentes estímulo No verbal Cada enfoques instrumentos participante Para Organización Prepara una microclase pausas Elaboración lógica de su especialidad de preguntas Facilitar Perfeccionar Condiciones Estilos de adecuadas Para interacción Inicial media final Exponerla frente La tarea Asesoría al grupo Puede repetirse a juicio usando Los mismos elementos o Educativa continua del coordinador cambiándolos Con una Es un Por último Duración máxima de Al mismo El Se le graba un video 5 (cinco) minutos tiempo procedimiento Los compañeros Eje central en la formación y el coordinador luego de profesores Coordinador y participantes Se analiza una Efectúan evaluación discuten los méritos de la habilidad concreta cuantitativa (escala de 1 a 6) a presentación cada participante