Reviewing case studies and curricular elements

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Easy A–Z challenge: guess a term from a brief clue about case studies and curricular elements.

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José Enrique Álvarez Rodríguez

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Reviewing case studies and curricular elementsVersión en línea Easy A–Z challenge: guess a term from a brief clue about case studies and curricular elements. por José Enrique Álvarez Rodríguez B C D E F I L M N P R S T Empieza por B Essential knowledge, skills, and attitudes that make up the core content of each subject or area, organized into thematic blocks. Empieza por C In a case study, part where the school, the group of students and their main characteristics are described. Empieza por D Indicators or formulations that describe the expected level of performance of students upon completing an educational stage, linked to the key competences. Empieza por E Criteria and indicators used to measure students’ progress and achievements, to be assessed along the year. Empieza por F Result or outcome that students must deliver at the end of a learning situation. Empieza por I Opening section of a case study that provides a first approach to the topic. Explanation of the reasons why a learning situation or proposal is meaningful. Empieza por L A planned educational scenario designed by teachers in which students face meaningful tasks or challenges that require them to mobilize basic knowledge in an integrated way to develop and demonstrate specific competences. Empieza por M Guidelines that describe how to teach, organise the action and attend to diversity. This is one of the two key sections in which case studies are solved. Empieza por N Section that reviews the laws, decrees and orders directly linked to the case study. Empieza por P Section where activities, tasks and projects are designed to solve the case study. This is the second and last key section in which the case study is solved! Empieza por R Basic skill specially emphasised in the curriculum. At least 30 minutes a day must be devoted to it. Empieza por S Learning outcomes expected in each subject or area, expressed in terms of the actions students should be able to carry out with the knowledge, skills, and attitudes acquired Empieza por T Process in which the teacher reflects on and values his/her process.

Reviewing case studies and curricular elementsVersión en línea

Easy A–Z challenge: guess a term from a brief clue about case studies and curricular elements.

por José Enrique Álvarez Rodríguez

Empieza por B

Essential knowledge, skills, and attitudes that make up the core content of each subject or area, organized into thematic blocks.

Empieza por C

In a case study, part where the school, the group of students and their main characteristics are described.

Empieza por D

Indicators or formulations that describe the expected level of performance of students upon completing an educational stage, linked to the key competences.

Empieza por E

Criteria and indicators used to measure students’ progress and achievements, to be assessed along the year.

Empieza por F

Result or outcome that students must deliver at the end of a learning situation.

Empieza por I

Opening section of a case study that provides a first approach to the topic. Explanation of the reasons why a learning situation or proposal is meaningful.

Empieza por L

A planned educational scenario designed by teachers in which students face meaningful tasks or challenges that require them to mobilize basic knowledge in an integrated way to develop and demonstrate specific competences.

Empieza por M

Guidelines that describe how to teach, organise the action and attend to diversity. This is one of the two key sections in which case studies are solved.

Empieza por N

Section that reviews the laws, decrees and orders directly linked to the case study.

Empieza por P

Section where activities, tasks and projects are designed to solve the case study. This is the second and last key section in which the case study is solved!

Empieza por R

Basic skill specially emphasised in the curriculum. At least 30 minutes a day must be devoted to it.

Empieza por S

Learning outcomes expected in each subject or area, expressed in terms of the actions students should be able to carry out with the knowledge, skills, and attitudes acquired

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Reviewing case studies and curricular elements

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Reviewing case studies and curricular elementsVersión en línea

por José Enrique Álvarez Rodríguez

Empieza por B

Essential knowledge, skills, and attitudes that make up the core content of each subject or area, organized into thematic blocks.

Empieza por C

In a case study, part where the school, the group of students and their main characteristics are described.

Empieza por D

Indicators or formulations that describe the expected level of performance of students upon completing an educational stage, linked to the key competences.

Empieza por E

Criteria and indicators used to measure students’ progress and achievements, to be assessed along the year.

Empieza por F

Result or outcome that students must deliver at the end of a learning situation.

Empieza por I

Opening section of a case study that provides a first approach to the topic. Explanation of the reasons why a learning situation or proposal is meaningful.

Empieza por L

A planned educational scenario designed by teachers in which students face meaningful tasks or challenges that require them to mobilize basic knowledge in an integrated way to develop and demonstrate specific competences.

Empieza por M

Guidelines that describe how to teach, organise the action and attend to diversity. This is one of the two key sections in which case studies are solved.

Empieza por N

Section that reviews the laws, decrees and orders directly linked to the case study.

Empieza por P

Section where activities, tasks and projects are designed to solve the case study. This is the second and last key section in which the case study is solved!

Empieza por R

Basic skill specially emphasised in the curriculum. At least 30 minutes a day must be devoted to it.

Empieza por S

Learning outcomes expected in each subject or area, expressed in terms of the actions students should be able to carry out with the knowledge, skills, and attitudes acquired

Empieza por T

Process in which the teacher reflects on and values his/her process.