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Presentación de PowerPoint - Organization of American States
CURRICULUM
DESIGN
FUNDAMENTOS
PSICOPEDAGÓGICOS
Constructivism
Human Development :
Cognitive and
emotional aspect
•The student through the appenticeship learning process will know, think
act, analyse, critisize and propose.
•The individual modifies and will assume responsibility for his conduct in
his own apprenticeship process
•The realisation of educational activities coming from experience, the
discovery and immediate application of what was attained in the
classroom is transferred to real life.
•Cognitive, psychomotor, and emotional (mentors/mentoring) development
in order to shape integral individuals that fulfill their productive function
with quality and efficiency en the work and social context. and
development
•To bring together the WHAT and
apprenticeship-learning.
HOW in the process of
•To teach concepts about significant and contextualised topics.
•To employ didactic strategies aimed at helping the student to
build up significant knowledge.
•To promote team work in order to help shape a coherent and
integral social identity in the students.
•To include didactic activities which promote the student’s
development of moral sensitivity and which might prompt him to
behave in an ethical and responsible manner before himself and
before others.
•To seek mechanisms and spheres which may permit the student
to reflect on his conduct and collectively look for modifications to
or affirmation of his beliefs and attitudes.
PREVIOUS UNDERTAKINGS
Phase I Diagnosis of educational Offerings 94
146 disciplines to 63 disciplines
Phase II Delimitation of Educational Offerings 95
63 disciplines to
29 national disciplines and 11 regional disciplines
Investigative/Evaluative State Meetings
Phase III Curriculum Strengthening
Curriculum Evaluation Conferences
Expert Panels
Graduate Profile
The expression the graduate’s desireble and
viable characteristics, ennunciated in terms of
knowledge, abilities and specific attitudes that will
develop the technical studies graduate based on
needs and social and labour opportunities.
Regulatory and academic sustenance
REGULATORY
FUNDAMENTALS
ACADEMIC
FUNDAMENTALS
National Development Plan
2001-2006
2003 Academic Model
National Education
Programme 2001-2006
2000 CONALEP Evaluation
CONALEP Institutional
Programme
2002 Expert Panels
Other official orders for the
practising of professions.
2002 Focus Groups
Accrediting agencies
Example: Case of Conalep, Mexico
INSUMOS
Occupational Profile – business stemmed from
“2002 Expert Panels”
Educational Needs detected in the “2002 Focus
Groups”
2000 Conalep Evaluation
Entrance requirements of Tertiary Education
Institutions
Accrediting bodies requirements
National Development Plan
National Education Programme
Conalep Institutional Programme
Other official regulations for the practicing of
professions
Use of Information Technology
Life Training aspects
Promotion of a Culture of Quality
Promotion of a Culture of Enterprise
Promotion of an Environmental Culture
APRENDIZAJE
ACTITUDINAL
(A)
APRENDIZAJE
PROCEDIMENTAL
(P)
APRENDIZAJE
CONCEPTUAL
(C)
The materials are prioritised from greatest to least
importance, they complement each other and are
classed in two aspects, occupational and integral.
Aspect
Occupational
Graduate
Profile
Graduate
Profile Producer
Conceptual
lessons
Procedural
lessons
Attitude
lessons
Professional Profile Design
The Professional Profile is developed according to the analysis
carried out considering the occupational and integral aspect:
•
•
•
•
•
•
It begins with :“The Technical Studies Graduate..will be
capable of...”
The productive function will be stated in the infinitive.
Certain scientific and technological knowledge, skills, values
and attitudes will be reflected synthetically in each
staement.
A statement is made for each of the functions which refer to
varying tasks.
Disciplines necessary for determined training are are
identified.
Required apprenticeships are stated in the infinitive.
Curriculum
Academic Project which determines the order, organisation and
selection of topics for the apprenticeship-teaching, including
evaluation criteria contributing to the acheivement of social and
cultural objectives, for training the Secondary Technical Studies
Graduate.
Curriculum Design
The Technical Professional Curriculum is represented graphically
by the circular map.El Plan de Estudios del Profesional Técnico–
Bachiller se representa gráficamente por el mapa curricular.
The functions are ordered from greatest to least and are divided
into related functions in two blocks which will permit the defining of
intermediate profiles of persons who did not complete Secondary
education up to the graduate professional profile.
The name of the module must be defined in terms of competence.
Curriculum Design
Se identifican
sus
componentes y
se asocian con
un tipo de
módulo
Característica
del Perfil de
Egreso
Se
Asocia
por Tipo
de
Módulo
MA
MI
Se estructura el mapa curricular estableciendo la
relación entre cada característica del perfil de
egreso con el tipo de módulo que atiende cada
requerimiento
Semestre()
Tipo de módulo
()
MA = Módulo
Autocontenido
1
MA1
MA2
MI = Módulo
Integrador
MI1
MI2
2
3
4
5
6
transversales
específicos
optativos
Self-Contained Modules
They are referred to vocational or occupational competencies that must be
promoted in teaching.
These modules are defined apart from productive functions which are
embedded in the curriculum.
• Transverse
a
generic occupational training in an area
encompassing several disciplines.
t
i
e
• Specific
Occupational training in a specific discipline
n
d
e
n
• Optional
Regional needs of occupational training
Transverse Modules
These modules bear the distinctive characteristic of belonging to a
generic area of the Technical Professional graduate, besides being
akin to two or more disciplines..
 Common functions are correlated to the area of training,
considering that the generic training areas in Conalep are:
1. Engineering:
Production
and
Transformation
processes, Metalwork and Mining, Automobile,
Electronic, Installation and Maintenance
2. Information Technology,
3. Management, Trade y Turism, and
4. Medical Sciences.
Specific Modules
These modules give the career of Technical Professional
identity, and corresponds to the technical area.
 The modules are structured bearing in mind that there
must be at least one per semester.
Optional Modules
They address the regional need for occupational training.
The student can take these modules (even though they may be
outside of their specialisation) at any time and when they coincide
with their own discipline.
To determine these modules it is necessary to :
 To investigate the fields in the area, region, or country where
there are demands for Technical Professionals.
 Relate productive functions to the town or region’s job market
demands.
Foundation Modules
These modules offer students basic and foundational
knowledge of the sciences and humanities at a pretertiary level with the option of entering a degree
programme.
Integrated Modules







Identify the area of knowledge which the career belongs to
Identify the specific disciplines of the area of specialization: to
correlate each of the self-contained modules with each integrating
module
To organize the contents of each discipline into modules.
To select the modules of discipline that would integrate with the
training block in order to orient them into the adquisition of the
disciplines of knowedge required for entry to the next highr level.
To arrange the modules so that they progress logically and and in
greater depth of its contents (scientific, technological and
humanistic), accomplishing an integal vision of the plan of studies.
To write the name of the module in the formation of the semester to
which it applies, according to the format of the curriculum map.
To verify the time assigned to each module and the total time, taking
into condideration the academic tasks of the plan of studies.
Programme of Studies
Components of a Module Based on
Competencies
» How to Use the Programmme of Study
» Curriculum Map of the Career
» Presentation of the Module
» Curriculum Map of the Module
» Technical Standard of the Labour Competency
(NIE or NTCL)
» Units of Apprenticeship
» Practicals and Lists of Comparison
» Evaluation guide
» Testing Repository
» Responses
» Bibliography
conalep
Colegio Nacional de Educación Profesional Técnica
HOW TO USE THIS PROGRAMME OF STUDY
DESCRIBED HERE ARE THE CHARACTERISTICS
OF EACH ONE OF THE COMPONENTS
OF THE MODULE
conalep
Colegio Nacional de Educación Profesional Técnica
Module:
Career: NAME OF THE CAREER
Name of Module
Module:
Key:
1. SEMESTER
Semestre:
Prerrequisitos:
a:
1 FOR THE SEMESTER
2. TOTAL
HOURS
INDICATNG HOURSDirigido
FOR THEORY
AND HOURS
FOR PRACTICALS
4 MODULE
2
3. THE
COMPETENCIES
AND KNOWLEDGE3REQUIRED TO PURSUE THE
Duración:
Teoría:
Práctica:
4. TO WHAT GROUP
OR SETOR
OF THE POPULATION
IT IS
ORIENTED
AQUÍ SE
DESCRIBE
Presentation
Aim
DESCRIBES THE IMPORTANCE OF THE MODULE AND
THE CONTENTS OF THE UNITS OF APPRENTICESHIP
DESCRIBES THE COMPETENCY THE STUDENT
SHOULD AQUIRE ON COMPLETING THE THE MODULE.
Curriculum map of the Module
Results of learning
Units of Learning
Occupational
Module
NAME OF THE UNITS OF
LEARNING IN WHICH THE
MODULE ARE DIVIDED ACCORDING
TO DIDACTIC PLANNING
NAME OF THE MODULE
MAKING REFERENCE
TO THE COMPETENCY
BEING DEVELOPED.
IT IS THE EXPRESSION OF
CONCRETE ABILITIES,
KNOWLEDGE AND SKILLS
EXPECTED FROM
THE PARTICIPANT
PRODUCTIVE ACTIVITY
DELIMITED BY THE
NATURE ITSELF OF
THE JOB
GRADE OF AUTONOMY
AND COMPLEXITY OF
THE COMPETENCY
Structure of the Standardised Components of the
Sandard
DISCREET AND
EACH ONE OF THE
PARTS IN DIVIDED
INTO AN AREA OF
WORK COMPETENCY
DEFINE THE
CONDITIONS WITH
WICH THE ELEMENT
OF COMPETENCY
OUGHT TO BE
FULFILLED.
IT IS THE ASSEMBLY
OF ATTRIBUTES THAT
OUGHT TO PRESENT
THE HOW AND WHAT
OF WHAT IS EXPECTED
OF THE OCCUPATION.
AREA
LEVEL
SUBÁREA
TÍTULO
DE LA UNIDAD
DEGREE OG THE
ELEMENT
GRADE REQUIREMENTS AND
EVALUATION GUIDE
JOB CRITERIA
DIRCT
EVIDENCE
JOB EVIDENCE
PRODUCT
EVIDENCE
EVIDENCE OF KNOWLEDGE
FIELD OF
APPLICATION
BASE
KNOWLEDGE
CIRCUMSTANTIAL
KNOWLEDGE
EVALUATION GUIDE
DESCRIBES THE ASSEMBLY OF WORK
CIRCUMSTANCES IN WHICH A PERSON
OUGHT TO BE CAPABLE OF
DEMONSTRATING HIS DOMINION OF THE
ELEMENT OF COMPETENCY
INDEPENDENY
FUNCTION OF
EVALUATION AND
CERTIFICATION
MAKE REFERENCE TO
A SERIES OF RESULTS
AND/OR PRODUCTS
THAT ALLOW TESTING
AND EVALUATION OF
THE COMPETENCY OF
THE CANDIDATE
MAKE REFERENCE TO
THE INDIVIDUAL
POSSESSION OF AN
ASSEMBLY OF
KNOWLEDGE, THEORY
AND AIMS.
THE SMALLEST PARAMETERS WITHIN WHICH
ONE TRIES TO EVALUATE THE COMPETENCY
OF THE CANDIDATE.
PERIOD OF TIME NEEDED FOT THE DEVELOPMENT OF
THE UNIT OF APPRENTICESHIP
Unidades de Aprendizaje
Apprenticeship Unit
Aim:
At the end of the unit the student
Apprenticeship results
IT IS THE
CONCRETE
EXPRESSION OF
ABILITIES,
KNOWLEDGE AND
SKILLS EXPECTED
FROM THE
PARTICIPANT
NAME OF THE UNIT OF LEARNIN
Duración:.
DEFINING THE FUNCTIONS THAT THE PARTICIPANTS MUST FULFIL AT
THE END OF THE UNIT OF APRENTICESHIP
Topics
IT IS THE
ORDERED
SEQUENCE OF
CONCEPTS AND
THEORY/PRACTIC
AL ELEMENTS OF
DEVELOPMENT
DURING THE
PROCESS OD
APPRENTICESHIP
TEACING
Strategies for apprenticeship
teaching
THEY ARE THE
INSTRUMENTS
THAT WILL
SUPPORT THE
TEACHER IN
DEVELOPING
KNOWLEDGE,
ABILITIES AND
SKILLS
PERIOD OF TIME NEEDED FOT THE DEVELOPMENT OF
THE UNIT OF APPRENTICESHIP
Recursos didácticos
Duración
THE SELECTION
OD MATERIAL AND
TECHNICAL
ELEMENTS ARE
LINKED TO THE
DEVELOPMENT OF
THE
APPRENTICESHIP
EXPERIENCES
Contextualizing
with Competencies
Strategies for apprenticeship teaching
Basics
Scientific/theoretical
Technological
Analytical
Logical
Key
informative
Environmental
Quality
Entrepreneurs
For life
CONTEXTUALIZAION
EDUCATIVE PROCESS THAT SEEKS
THOUGH A DELIBERATE ACTIVITY, TO
DEVELP COMPETENCIES RELATED
TO APPRENTICESHIP WITH
ECONOMIC, SOCIAL, CULTURAL,
POLITICAL, SCIENTIFIC,
TECHNOLOGICAL AND
OCCUPATIONAL SITUATIONS
CONTEXTUALIZATION OF SELFCONTAINED MODULES
Self contained Module
Key
Basics
Technological
Scientfic theories
Central
Competency
Analytical
Logical
informative
Environment
Quality
Work
Quality
For life
CONTEXTUALIZATION OF
INTEGRATED MODULES
INTEGRATED MODULE
Basics
Technological
Work
Central
Competency
Analytical
Logical
Key
informative
Environment
Quality
Scientific theories
Entrepreneurs
For life
PERIOD OF TIME NEEDED FOT THE DEVELOPMENT OF
THE UNIT OF APPRENTICESHIP
Prácticas y Listas de Cotejo
Desarrollo de la Práctica
Unidad de aprendizaje:
Práctica número:
NAME
OF THE PRACTICAL
Nombre:
Propósito:
Escenario:
THEY DEFINE THE ABILITIES AND SKILLS THAT THE PARTICIPANTS
OUGHT TO DEVELOP AT THE END OF THE PRACTICAL
Al finalizar la práctica,
PHYSICAL AREA WHERE THE PRACTICAL WILL DEVELOP
Materiales
THE MATERIALS
NECESSARY FOR
THE
DEVELOPMENT OF
THE PRACTICAL
Maquinaria y equipo
THE AUXILIARY
ELECTROMECHANIC
AND ELECTRONIC
RESOURCES
NECESSARY FOR THE
EVELOPMENT OF THE
PRACTICAL
Duración:
Herramienta
Procedimiento
THE TAKING APART OF ACTIVITIES RELATING TO THE
DEVELOPMENT OF THE PRACTICAL, DESCRIBING STEP BY STEP
THE WHAT AND HOW IT WILL BE ACCOMPLISHED
NAME OF THE PRACTICAL
Lista de cotejo de la práctica número 1:
DATE WHEN THE
PRACTICAL
EVALUATION WILL
HAPPEN
Date: _________
Name of
STUDENT WHO WILL BE TESTED ON
student:________________________________________________________________________
THE JOB
______
Instructions: The foll. Are the criteria that should be evaluated in the performance of the student
On the list mark with a  tHose observations that have made by the student during his
performance.
lo
Sí
ACTIONS FOR VERIFYING THE JOB
OF THE STUDENT ON THE PROCESS
AND PRODUCTS OF THE PRACTICAL
TO BE TESTED
Observations:
No
No aplica
ACTIVITIES THAT HAVE BEEN
COMPLETED OR NOT, OR DO NOT
APPLY TO THE JOB OF THE STUDENT
UNFORSEEN SITUATIONS THAT COULD HAPPEN DURING THE
PRACTICAL
GENERAL INFORMATION ON THE
PRACRICAL FOR THE EXAMINER
Examiner:
Time of start:
Time of finish:
Evaluation:
Evaluation GuideGuía de Evaluación
NAME OF THE APPRENTICESHIP UNIT
Apprenticeship Unit:
Results
of Apprenticeship
Criteria for
evaluation
THE EXPRESSION
OF CONCRETE
ABILITIS,
KNOWLEDGA AND
SKILLS EXPECTED
FROM THE
PARTICIPANT
Evidence
MAKE
REFERENCE TO A
SERIES IF
REULTS AND/OR
PRODUCTS THAT
ALOW TESTING
AND EVALUATION
OF THE
COMPETENCY
OF THE
CANDIDATE
THE REFERENCES OF
EVALUATION IN TERMS OF
PERFORMANCE CRITERIA
* C: Conocimiento, D: Desempeño, P: Producto.
Type*
Techniques and
instruments of
evaluation
Suficiencias de
evidencias
THE
DETERMINED
TECHNIQUE AND
INSTRUMENT
FOR OBTAINING
INFORMATION
ACCORDING TO
THE EVIDENCE
REQUIRED
THE CLASSIFICATION OF
THE EVIDENCE REQUIRED
AND SHOULD BE OF
KNOWLEDGE,
PERFORMANCE AND
PRODUCT
Momento de
recopilación de
evidencias
STAGES
THROUGH
WHICH ON
PROPOSES TO
COMPILE THE
RESULTS OF
EVALUATION FOR
APPLICATION
QUANTITYAND QUALITY OF
EVIDENCE REQUIRED TO
VERIFY COMPETENCY
Banco de Reactivos
QUESTIONS TO VERIFY THE COMPREHENSION AND COMMAND
OF THE CONTENTS OF THE COURSE MODULE
Respuestas
ARE THE DEVELOPMENT OF FORMULATED QUESTIONS
Bibliografía
LISTING OF BOOKS, MAGAZINES, BROCHURES, TECHNICAL AND
OPERATION MANUALS OR ANY OTHER TYPE OF SUPPORT
SUGGESTED TO HELP THE TEACHER AND STUDENT IN THE
EDUCATION-LEARNING PROCESS
PROCESS OF TRANSLATION OF THE
NTCL COMPONENTS INTO THE
COURSE-MODEL COMPONENTS
PROCESS OF INTERPRETATION OF THE NTCL COMPONENTS
FOR THE CURRICULAR DESIGN
1. Identify the norms:
•
Materials, tools, machinery and employee equipment.
•
Methods, technologies and proceedure.
•
Previous knowledge,
competence.
principles
or
bases
to
develop
2. To review the learning results against the content of the NTCL.
3. Organize content.
4. To redefine strategies of teacher-learning.
5. To refer NTCL criteria and competency
apprentiship evaluation techniques.
performance
to
Materials, Tools, Machinery and
Equipment
Field of Application
Category
1.
Machinery
2.
Equipment
Performance evidence:
1.
2.
3.
4.
5.
Class:
Skimmer
Homogeniser
Pasteuriser
Malaxadora
Cutter
Tubs de coagulation
Moldes
Lyes
Presses
Agitatores
Methods, Techinques and Proceedures
Preparation of cleaning and sanitization solutions on three occassions.
Emergency or unforeseen attention on three occassions.
Determining of oil, pressure and temperature levels on three occassions.
Machinery and equipment operation on three occassions.
Placement of machinery and equipment accessories on three occassions.
Previous knowledge, priniciples or bases
Materials, Tools, Machinery
and Equipment
Product Evidence:
1.
Clean and sanitized machinery and equipment.
2.
Selected machinery and equipment accessories.
3.
Anomalies detected during reported machinery and equipment use.
Proof of attitudes:
1.
2.
Methods, Techiniques and Proceedures
Responsiblity:
Preparation of cleaning and sanitizing solutions on three occassions.
machinery and equipment cleaning and sanitization.
General guidelines for evaluation:
1.
2.
3.
The direct observation of performance to obtain data.
The machinery and equipment for cheese manufacturing will vary in characteristics and
capacities depending on the type of cheese and productivity saught, therefore the evalution must
take this aspect into consideration to evaluate the candidates by the type of machinery and
equipment required for manufacturing.
In the performance evaluation 3 it must be taken into account that in some companies or
institutions the area of quality control is equvalent to the area of sanitation and hygiene.
Unidades de Aprendizaje
Unidades de Aprendizaje
1
Generalidades
de la leche. principles or bases to
Previous knowledge,
Duración: 26 hrs.
develop competence
Propósito
Al finalizar la unidad, el alumno identificará las características de la leche, mediante el análisis de sus componentes, para aplicar estos
conocimientos en la elaboración de productos lácteos.
Resultados de aprendizaje
Temas
1.1 Identificar la
composición y propiedades
de la leche, mediante el
análisis de sus
componentes.
1.1.1Procedencia.
1.1.2Composición.

Agua.

Grasa.

Caseína.

Albúmina

Lactosa.

Minerales.
Previous
knowledge,
1.1.3Propiedades.
principles or

Sabor, color y olor.
bases
to develoop

Densidad específica.

Punto
de ebullición.
competence




Punto de congelación.
Adhesión.
Viscosidad.
Otros
Estrategias de enseñanza
aprendizaje
El docente:
 Introducirá los temas, resaltando
la importancia de la sanidad en la
ordeña y transporte de la leche
apoyándose
con
material
audiovisual.

Comparará la composición y
propiedades de la leche de vaca con
otros tipos de leche.
El alumno:

Elaborara fichas de trabajo con
los temas de la unidad.

Realizará una investigación de
campo del contenido de la leche que
se vende en la zona donde vive y
compara entre marcas.

Presentará por equipos lo
investigado y determinará cual es la
mejor leche de acuerdo a su
contenido y que tipo de leche es, en
polvo,
líquida,
pasteurizada,
ultrapasteurizada, evaporada, etc.
Recursos didácticos




Bibliografía básica.
Revistas científicas.
Material audiovisual.
Fichas de trabajo.
Duració
n
1 hr.
1 hr.
1 hr.
Resultados de aprendizaje
1.2 Identificar las
características físicas,
químicas y bioquímicas de
la leche mediante el
análisis de sus
componentes.
Temas
1.2.1Características físicas.

Sabor.

Olor.

Color.

Acidez.

Densidad.
1.2.2Características
químicas.

Agua.

Sales minerales.

Lactosa.

Grasa.

Vitaminas.
Previous
knowledge,
1.2.3Características
principles or
bioquímicas.
 bases
Glúcidos.
to develop

Lípidos.
competence.

Prótidos.

Materias minerales.

Componentes de la
actividad biológica.
1.2.4Características de
antisépticos, conservadores
y adulterantes.

Tipos.

Composición.

Determinación.
Estrategias de enseñanza
aprendizaje
El docente: Presentará las
características físicas, químicas
y bioquímicas de la leche y
como se lleva a cabo el análisis
de sus componentes.
 Especificará cada una de las
características de la leche y su
importancia en la alimentación
humana.

Presentará los estandares
utilizados
para
determinar
subjetivamente
las
características de la leche.
El alumno:

Elaborará cuadros
sinópticos con la información
recibida y los complementará
con datos externos.

Elaborá albúm de manera
grupal
con
fotografías
o
recortes de la leche para
consumo humano que se
encuentra disponible en el
mercado, complementando la
información con lo investigado
en el resultado de aprendizaje
1.1

Realizará la práctica núm. 1
“Análisis generales de la
leche”, elaborando informe y
bitácora.
Recursos didácticos

Bibiliografía.

Diaporamas.

Videos.

Videocasetera.

Retroproyector.
Duración
1:30 hrs.
1:30 hrs.
 Material y equipo
utilizado en la práctica
num. 1

1:30 hrs.
Bitácora
1:30 hrs.
Unidades de Aprendizaje
Unidad de Aprendizaje
2
Duración: 104 hrs.
Leche y sus productos derivados.
Propósito
Al finalizar la unidad, el alumno manejara los diferentes procesos de elaboración de leche y sus productos derivados ( leche, crema, mantequilla, yogurt,
quesos, helados y dulces de leche), mediante el empleo de las técnicas correspondientes de acuerdo con las normas de higiene, seguridad y medio
ambiente.
Resultados de aprendizaje
Temas
Estrategias de enseñanza
aprendizaje
2.1 Operar la maquinaria y
equipo para la leche y sus
productos derivados (leche,
crema, mantequilla, yogurt,
quesos, helados y dulces
de leche ) de acuerdo con
las normas de higiene,
seguridad
y
medio
ambiente.
1.1.1 Normas,
leyes
y
reglamentos
en
el
manejo de la leche y sus
productos derivados.
 De calidad
 De higiene
 De seguridad.
 Ambientales.
El docente:
 Expondrá de manera general los
temas de la unidad.
 Mostrará la maquinaria y equipo
del taller de lácteos del plantel
así como su limpieza y
sanitización y realizará su
operación.
 Organizará a los alumnos en
equipos para que investiguen las
normas, realicen la limpieza y
sanitizado del equipo y operen la
maquinaria y el equipo del taller
de lácteos.
El alumno:
 Presentará al grupo las normas
investigadas.
 Interpretara una especificación
técnica y un manual de
operación.
 Demostrará el armado y
desarmado de los accesorios de
la maquinaria y equipo del taller
de lácteos, determinando los
parámetros
básicos
de
operación del equipo.
 Elaborará registro e informe.
Previous
knowledge ,
principles or
bases to develop
competence
1.1.2 Operación de maquinaria
y equipo.
 Especificaciones técnicas.
 Manuales de operación.
 Limpieza y sanitización.
 Armado y desarmado de sus
accesorios.
 Determinación de los niveles
de aceite, presión y
temperatura.
 Atención de emergencias e
imprevistos.
 Registros e informes.
Methods,
Techniques and
Proceedures
Recursos didácticos
Equipo de seguridad
personal.
Duració
n
2 hrs.
Manual de operación.
Especificaciones
técnicas.
Maquinaria y equipo
disponible en el taller
de lácteos del plantel.
Bibliografía básica.
 Revistas científicas.
Bitácora
2 hrs.
Resultados de aprendizaje
Temas
Estrategias de enseñanza
aprendizaje
2.2 Aplicar las técnicas de
elaboración de la leche y
sus productos derivados
(leche,
crema,
mantequilla,
yogurt,
quesos, helados y dulces
de leche) de acuerdo con
las normas de higiene,
seguridad
y
medio
ambiente.
2.2.1 Métodos de
conservación de la leche.
 Por frío.
 Por calor.
 Deshidratación
liminación de
microorganismos por
fuerza centrifuga.
El docente:
 Presentará diagramas de flujo
de los procesos apoyándose
con material audiovisual si
dispone de el.
 Explicará detalladamente cada
proceso.
 Organizara al grupo para que
presenten las características
de cada uno de los procesos.

Mostrará los tipos de
maquinaria y equipo existente
y su operación, para la
obtención de los diferentes
tipos de leche y para la
elaboración de los diferentes
productos lácteos.

Dirigirá las sesiones de
preguntas y las dudas que se
presenten.
2.2.2 Recepción e
higienización.
 Clarificación.
 Homogenización.
Methods,
Techniques and
Proceedures
2.2.3 Leches de consumo
 Pasteurizada.
 Esterilizada.
 Ultra pasteurizada.
2.2.4 Leche concentrada.
 Azucarada.
 No azucarada.
2.2.5 Leche en polvo.
 Entera.
 Descremada.
2.2.6 Cultivos lácticos.
 Cultivo inicial.
 Cultivo madre.
 Cultivo usual.
El alumno:
 Presentará ante el grupo por
equipos las características de
cada uno de los procesos.

Abrirá una sesión de
preguntas
y
respuestas
dirigida por el docente al final
de las representaciones.
 Realizará la práctica núm. 3
”Obtención
de
leche
pasteurizada, evaporada y
condensada”
elaborando
informe y bitácora.
Recursos didácticos
Equipo de seguridad
personal.
Duració
n
10 hrs.
 Bibliografía básica.
Manuales
e
instructivos
de
maquinaria y equipo.
 Revistas científicas.
2 hrs.
Material
y
equipo
utilizado
en
la
práctica núm.. 3.
Material audiovisual.
2 hrs.
Bitácora
2 hrs.
1:30 hrs.
1:30 hrs.
v
Overall View
Part of the Expert Panel (Curriculum), Application or Qualification
Start
Occupational
Module
To analyze
information of
State
Consultation
Meetings,
Expert
Panels and
Curriculum
Evaluation
Sessions.
1
2
Applicatio
3
n
To verify the
application in the
vacancy catalogue 4
and the manual of
Conalep policies.
Does the
course
exist?
NO
1
SI
Qualification
17
To analyze the
content of the NTCL 18
(purpose,
justification, level,
units and
competency
elements)
A
Select the course
unit.
a
19
Overall View ( Continued)
1
To recieve
special technical
consulting
To define the
general course
aim( will
respond to the
what, how and
why expected in
the future)
Define the name
of the course
A
Revision
of the
course
7
SI
5
Does it
need
alteration?
NO
8
Move on
B
9
a
2
6
To define the
general aim of the
20
course (will
respond to the
what , how and
why expectedin the
future, considering
the aim of the
competence units)
To define the name 21
of the course(
considering the
title of the
competence unit)
b
10
Overall View ( continued)
2
Does the
NTCL
exist?
SI
NO
Does the NIE
or NE exist?
SI
NO
To produce a
10
functional analysis
Produce the NIE
or NE
11
To analyze 12
the NTCL,
NIE or NE
content
(purpose,
justification,
level, units
and
competency
elements and
regualatory
components)
13
To select
apprenticeship
elements or units for
the course based on
its aim
b
To define the unit or 14
apprenticeship units
( to consider
competency
elements)
3
Overall V iew (continued)
W
3
To define the aim of the
learning units (considering
the title of the competence
elements)
To define the learning results
( considering performance
evidence)
To specify time limits
(considering the general
aim, units and learning
results)
To integrate curriculum maps
(to shape the scheme of
units and learning results
and time limits)
15
To specify and organize content (to
consider competence unit aims, units
and learning results, evidence and
performance criteria)
24
16
22
23
To suggest strategies of teacherlearning ( considering the field of
application, learning results and
content)
25
To suggest didactic resources with
a base in the teacher-learning
strategies (considering the field of
application and content)
26
4
Overall View (continued)
4
To revise, adjust and
modify low technique
specifications
To verify the length of
time
Were all
established
requirements
covered?
NO
Programme Integration
29
To revise, adjust and modify low
technique specifications
30
27
28
To revise the equipment guide
31
X
To define the name, aim and time of
practices ( considering learning
results)
32
To define the specific scenes (
considering the field of application
learning results and content)
33
SI
W
5
Overall View (continued)
5
To define materials,
machinery equipment and
tools (considering the field of
application, knowledge and
performance criteria)
34
To define the proceedure for
the practice development (
considering the field of
application, knowledge and
performance criteria)
35
To design a comparative list (
considering the practice
proceedure and technical
support)
36
To revise, adjust and
modify low technique
specifications
Were the
requirements
established?
37
NO
X
SI
To integrate
practices( numbered)
6
38
Overall View (continued)
6
Revise, adjust and modify
under technical specifications 39
Define evaluation criteria
(consider apprenticeship
results, performance criteria
and content)
40
To specify evidences and
types (consider
apprenticeship results)
41
Specify sufficiency of
43
evidence (indicat “how many
times” or percentage is
necessary to demonstrate
the adquisition of a
competency)
Y
Define techniques and
42
instruments of evaluation
(considerapprenticeship
results, evidences and types)
To define when the data will 44
be compiled (can be on
completing the
apprenticeship content,
during ar at the end of the
unit)
To revise, adjust and modify 45
unde technical specifications
7
Overall View (continued)
7
Internal Validation
Y
¿Did you cover
the established
requirements?
YES NO
Integrate evaluation guide
50
¿Did you cover
YES the established
requirements?
46
NO
Expand information
repository bank (consider
content, performance
criteria and evidence)
47
To revise, adjust and
modify under technical
specifications
51
Specify the bibliography
48
52
Revise, adjust and modify
under technical
specifications
49
Technical revision group
(Coordinators, Career
leaders and Experts)
8
Overall View (continued)
8
SI
¿Did you cover
the established
requirements?
SI
NO
NO
To revise, adjust and
modify under technical
specifications
Revision OPD´s and
training establishments
¿Did you cover
the established
requirements?
53
To revise, adjust and
modify under technical
specifications
54
Administrative Group
(Academic Secretary,
Design and Content
Director and four
Coordinators)
9
55
56
Overall View (conclusion)
9
¿Did you cover
the established
requirements?
SI
SI
NO
NO
To revise, adjust and
modify under technical
specifications
Validation of experts
(6 semesters)
¿Did you cover
the established
requirements?
57
58
To revise, adjust and
modify under technical
specifications
59
Move on
60
B
END
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