Summary of W99 Las mejores prácticas en el diseño del programa analítico

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00:00:00 - 01:00:00

In this video, Dr. Ignacio Mansilla discusses the best practices for designing an analytics program for schools. He stresses the importance of collaboration amongst teachers and presents an algorithm with basic steps to create a successful analytics program based on community problems. Dr. Mansilla also emphasizes the significance of the proposed curriculum by the Secretariat of Public Education and how to identify and prioritize community problems through research and analysis. Furthermore, he explains how to use a co-design approach, socioformation methodology, and diagnostic assessment to create a relevant, beneficial analytical program for the school community. The video aims to collaborate and support teachers in their school work and encourages them to share their knowledge and experiences.

00:00:00 In this section, Francisco Vázquez introduces the topic of the webinar, which is "Las mejores prácticas en el diseño del programa analítico." He also announces a special edition of the upcoming 100th webinar that will feature a 90-minute Q&A session where participants can win prizes from various educational projects. Francisco then introduces Dr. Ignacio Mansilla, an expert in the field, who is there to provide insights on the topic of the webinar.
00:05:00 In this section, Ignacio, a doctor in pedagogy with 28 years of teaching experience, discusses the importance of constructing an analytical program and presents an algorithm with basic steps to achieve a relevant program that can be implemented in schools. He emphasizes the need for collaboration among teachers and shares experiences on identifying community problems as the main input for creating a good analytical program. Ignacio also shares some useful digital resources that can aid in developing the program. Overall, his goal is to support and strengthen the digital skills of the teacher community for the benefit of education.
00:10:00 In this section, the speaker begins by acknowledging the hard work of teachers in educating new generations and stresses the importance of collaboration in the construction of an analytical program. The program is the result of a collaborative effort involving all stakeholders, including teachers, support personnel, school leadership, advisory and technical teams, citizens of the community, and community leaders. The program aims to prioritize content and learning processes to establish a forward-thinking vision for working with students in the upcoming school year.
00:15:00 In this section, the speaker discusses the proposed curriculum by the Secretariat of Public Education, which includes the plan of study for each educational level and how the teacher training will address the co-design of study programs, development of national strategies, administrative transformation, and management. The speaker then shows the synthetic program in tables organized by levels and disciplines and emphasizes the need for a relevant and beneficial analytical program for the school community. The speaker highlights the importance of leadership, commitment, and professionalism in facing the challenges of the innovative educational reform.
00:20:00 In this section, the speaker emphasizes the importance of studying the synthetic program and identifying how the articulating axes, formative fields, and graduate profiles are related. The second step, according to the speaker and Dr. Sergio Tobón, is to identify and determine the problems of the community, including issues related to health, economy, environment, and the academic and socio-emotional situations of the students. The speaker highlights the need to investigate the community’s problems through research and analysis to prioritize and organize the contents.
00:25:00 In this section, the speaker explains the four steps that teachers should follow to create a relevant analytical program in their school, which involves studying the synthetic program, diagnosing community problems, contextualizing and prioritizing, and co-designing a new didactic plan for interdisciplinary projects. The speaker suggests using the socioformation methodology, which identifies strengths and problems in five basic dimensions, to support this process. The goal of the video is to collaborate and support teachers in their school work and encourage them to share their knowledge and experiences. The speaker also invites teachers to participate actively by sharing their doubts and comments in the chat during the video.
00:30:00 In this section, the speaker addresses questions from participants related to the implementation of the new educational programs in all phases and levels of schooling. He emphasizes the importance of reading and understanding the graduation profile carefully, as it is a proposal designed by the school for different grades and disciplines. The speaker recommends working on all three phases for primary education before the next school year to involve all levels and teachers in the implementation. He also stresses the need for a correct school diagnosis and mentions that the analytical program is modifiable to adapt to school needs and situations.
00:35:00 In this section, the speaker discusses the importance of conducting a diagnostic assessment for educational programs. This assessment is crucial for identifying the problems and needs of the community, including students, teachers, parents, and other stakeholders. By doing so, educators can contextualize the program content and adapt it according to the specific characteristics of each school, such as its location, student demographics, and academic focus. The speaker also emphasizes the need to collaborate with other professionals, such as supervisors and pedagogical advisers, to gather information and guidance throughout the program's development.
00:40:00 In this section, the speaker advises teachers to carefully evaluate the information and materials they find online regarding the new curriculum and analytical program. She explains that the synthetic program's contents do not change and are still relevant and sufficient to address the community's issues. Using a co-design approach, teachers can identify whether these contents and learning processes are enough to address their community's needs, using instruments of investigation to learn about problems in their community. The speaker then shares a table with five basic dimensions that allow teachers to identify strengths and weaknesses in their community and notes the importance of investigating the problems in their community. She also introduces a format designed on Google Sheets to help assess the community's strengths and weaknesses.
00:45:00 In this section, the speaker shares a resource that he calls a "bitácora de registro de información," which he believes can be a valuable asset in creating an analytical program for schools. The format of the resource is a table with columns for recording information such as the social context of the school, current academic conditions of students, and educational content provided by the Secretaría de Educación Pública. The speaker also added a button that allows users to select and define a problem that may have been identified. The resource is available for teachers to make a copy and use in their institutions.
00:50:00 In this section, the speaker introduces a format for gathering information that will be useful in constructing the analytical program. The format includes columns for selecting and addressing identified community problems, co-designing new projects to address the problems, and writing general topics to guide the approach to the synthetic program's contents. The format also includes columns for suggesting didactic orientations and evaluation suggestions for each topic. Additionally, the format allows for defining and identifying articulatory axes to be used in the didactic planning process.
00:55:00 In this section of the video, the speaker discusses the program design process and shows a synthetic program for the art discipline. They explain the column for co-design and how it's used to modify existing processes of learning development to address identified problems. The speaker moves on to the diagnostic process, presenting a spreadsheet with four dimensions: family environment, population and school surroundings, learning environment, and academic skills and integral formation. The spreadsheet contains 25 rows for listing problems in each dimension, allowing teachers to analyze and revise the information relevant to their school.

01:00:00 - 01:20:00

The video presents resources and tools to assist teachers in the design of a comprehensive analytical program to identify problems affecting their communities, families, and students. This includes a community school diagnosis methodology, focus groups to identify issues from multiple perspectives, links to surveys, tools to organize community discussions, and registration sheets for program creation. The speakers encourage teachers to collaborate at both school and district levels, offer a suggested planning format, and provide information on their upcoming 100th episode special edition webinar. Viewers can participate in a contest and are reminded to complete an exit survey to provide feedback.

01:00:00 In this section, the speaker discusses the five basic dimensions for conducting a community school diagnosis using the methodology of socioformation. They provide a resource with 25 spots for capturing problems identified in the community environment, such as population, environment, health, and mobility. The document contains all the subjects and all the problems that may arise in the community. The system also allows for easy identification and selection of already identified problems in previous disciplines. The speaker emphasizes the importance of this document in facilitating the management of information in the analytical program, and the audience expresses appreciation for the detailed explanation and resources.
01:05:00 In this section, Ignacio discusses the process of obtaining valuable information from dysfunctional families and communities as part of designing an analytical program. He suggests the implementation of a focus group to invite community leaders and influential people who are not related to the school or families. Ignacio explains that the implementation of a focus group is an effective tool to identify problems and their underlying causes from different perspectives, and he also shares tools that can help teachers and collectives make such diagnoses.
01:10:00 In this section, the speaker encourages teachers to work collaboratively at both the school and district levels to enrich their experiences and improve their analytical program designs. The speaker shares a few links to documents and tools that teachers can use to gather information about the problems affecting their communities and identify the most pressing issues. The links include an example survey that teachers can modify and give to families to determine their challenges, a methodology for organizing a community discussion about different issues, and a presentation with questions to ask community leaders. The speaker also promises to remove any restrictions on accessing these resources.
01:15:00 In this section, the speaker provides links and resources for teachers to use in developing their program analytics. He emphasizes the importance of filling out the registration sheet with information about content and learning processes, which will be used as an input for constructing the program. The speaker also shares a proposed planning format that includes elements such as the name of the school, discipline, the teacher's name and project details. He stresses that this is a suggested format and not an official one but believes it will provide a useful framework for teachers. Overall, the resources provided aim to assist teachers in developing a comprehensive program analytics.
01:20:00 In this section, the hosts invite viewers to participate in the next webinar which marks their 100th episode and will be a special edition lasting 90 minutes. They promise to answer all the questions that the audience has been sharing over the past few weeks and months, since February, when it comes to doubts about the new school year. In addition, viewers can participate in a contest that offers dozens of prizes from different educational projects. They encourage teachers to follow their social media accounts on Facebook and Twitter, and to invite their colleagues to participate as well. Finally, they remind viewers to complete the exit survey to provide feedback on the topics that interest them the most.