Teaching Programs and Assessment in Art History in High School

This Postgraduate Diploma in Teaching Programs and Assessment in Art History in High School will generate a sense of confidence in the performance of your profession, which will help you grow personally and professionally"

The advantage of successfully completing this online program for those who take it is firstly, the ease and access to personalized tutoring and all kinds of help and advice; in addition to having at any time and place of the resources provided, being able to have greater autonomy in learning and carrying out the proposed practices.

It considered that teachers should be aware of the course of their discipline over time and the various legislative changes that have occurred in education, thereby seeking to improve their skills when teaching a constantly changing and evolving student body. 

Precisely, in the search for the updating of teachers, this Postgraduate Diploma offers a special treatment with ICT, so current in our educational system and that are a very attractive vehicle to access the students. 

In addition, by learning more about the different methodological and evaluative techniques, the educator will be able to develop the necessary capacity to establish a satisfactory teaching-learning process with the student.

Teaching history is a task of great responsibility, because it is a subject that is linked as a complement to teaching history, knowledge of the past, the present and future, as well as the understanding of the environment, more immediate history, as the most distant. Art history as a discipline aims to help cultivate aesthetic sensibility, fundamental to develop intellectual abstraction. Behind each piece of work, there are many elements, and the search and identification of these elements makes it an indispensable knowledge for high school students.

This Postgraduate Diploma offers numerous studies that the teacher of Art History will need to perform their work, looking for innovation and based on practical elements that will have an impact on the work in the classroom. TECH seeks the professional success of those who study this program that will result in the improvement of the educational system and, consequently, of society itself.

Update your knowledge through the Postgraduate Diploma in Teaching Programs and Assessment in Art History in High School

This Postgraduate Diploma in Teaching Programs and Assessment in Art History in High School contains the most complete and up-to-date educational program on the market. Its most notable features are:

• 75 case studies presented by experts in Teaching Programs and Assessment of Art History in High School. The graphic, schematic, and practical contents with which they are created provide scientific and practical information on the disciplines that are essential for professional practice
• Latest news on Teaching Programs and Assessment in Art History in High School
• It contains practical exercises where the self-assessment process can be carried out to improve learning
• With special emphasis on innovative methodologies in Teaching Programs and Assessment of Art History in High School
• All of this will be complemented by theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments
• Content that is accessible from any fixed or portable device with an Internet connection

This Postgraduate Diploma may be the best investment you can make when selecting a refresher program, for two reasons: in addition to updating your knowledge in Teaching Programs and Assessment in Art History in High School, you will obtain a qualification from TECH Technological University”

It includes in its teaching staff professionals belonging to the field of Methodology and Assessment in Art History in High School, who pour into this program the experience of their work, in addition to recognized specialists belonging to reference societies and prestigious universities.

The multimedia content developed with the latest educational technology will provide the professional with situated and contextual learning, i.e., a simulated environment that will provide an immersive program to learn in real situations.

This program is designed around Problem-Based Learning, whereby the professional must try to solve the different professional practice situations that arise throughout the program. For this purpose, the teachers will be assisted by an innovative interactive video system developed by recognized experts in the field of Methodology and Assessment in Art History in High School with extensive teaching experience.

Increase your decision-making confidence by updating your knowledge with this Postgraduate Diploma"

Take the opportunity to learn about the latest advances in Teaching Programs and Assessment in Art History in High School and improve the education of your students"

The structure of the contents has been designed by a team of professionals from the best educational centers and universities in the country, aware of the current relevance of innovative specialization, and committed to quality teaching through new educational technologies.

This Postgraduate Diploma in Teaching Programs and Assessment in Art History in High School contains the most complete and up-to-date program on the market”

Module 1. The Importance of Teaching in Art History

1.1.  Art History as an Academic Discipline

1.1.1  The Teaching of Historical Time
1.1.2  Its place Within Humanities
1.1.3  Knowledge of Change, Continuity and Permanence

1.2.  The Art Historian as a Teacher

1.2.1  Academic Profile of the Art Historian
1.2.2  Art Historian as a Researcher and Teacher
1.2.3  Career Opportunities and the Importance of Knowledge of Art and Heritage

1.3.  Changes in the Didactic Conception of the Social Sciences

1.3.1  From Memorization to More Dynamic Teaching
1.3.2  Changes in Manuals and Textbooks

1.4.  Interdisciplinary

1.4.1  Auxiliary Sciences of Art History
1.4.2  Need for Cooperation between Different Subjects

1.5.  A Discipline of the Past, for the Present and the Future

1.5.1  Historical Sources and Art as a Source of Knowledge
1.5.2  The Importance of Art from an Early Age
1.5.3  Need to Expand this Discipline in the Educational Curricula

1.6.  Value of Humanistic Knowledge Today

1.6.1  Crisis of the Humanities
1.6.2  The Humanities and Their Work in Our Society
1.6.3  Conclusion and Reflection on the Role of the Humanities in the Western World

Module 2. Teaching Programs

2.1.  What Does Programming Involve?

2.1.1  Different Meanings
2.1.2  Programming as a Guide for the Teacher
2.1.3  Different Types of Programs According to the Academic Course

2.2.  Teaching Program and Its Different Sections

2.2.1  Objectives
2.2.2  Contents
2.2.3  Learning Standards

2.3.  Teaching Units and Their Sections

2.3.1  Contents
2.3.2  Objectives
2.3.3  Sample Activities and Suggested Tasks
2.3.4  Attention to Diversity Spaces and Resources Assessment Procedures Assessment Tools

2.4.  Different Educational Curricula According to Autonomous Communities

2.4.1  Comparison between Communities
2.4.2  Common Elements of the Curricula
2.4.3  Differences between Compulsory High School and Optional High School

2.5.  Useful Bibliography for Our Programming

2.5.1  Ausubel
2.5.2  Piaget
2.5.3  Combas Project

2.6.  Possible Strategies for Defending Our Teaching Program or Unit

2.6.1  Hoe to Face the Presentation
2.6.2  Presentation Models
2.6.3  Annexes and Materials That Can be Attached

2.7.  Examinations, Possible Approaches

2.7.1  Multiple Choice Exams
2.7.2  Medium or Long Examinations
2.7.3  Advantages and Disadvantages of Each of Them and Development of Mixed Tests

2.8.  Headings

2.8.1  Examples and Templates
2.8.2  Uses
2.8.3  Templates or Rubrics as a Tool for Improvement

2.9.  Activities, Exercises, Tasks and Their Different Levels of Complexity

2.9.1  Differences and Examples
2.9.2  Self-study
2.9.3  Self-Assessment Exercise Approaches 

2.10.  Importance of Final Year of High School

2.10.1  A Decisive Year and What It Means for Students
2.10.2  How to Guide Our Students
2.10.3  Features

Module 3. Assessment

3.1.  Assessment Objectives

3.1.1  Search for Problems or Deficiencies
3.1.2  Establish Solutions
3.1.3  Improve Teaching-Learning Process

3.2.  Criteria to Follow

3.2.1  Previous Assessment
3.2.2  Establish the Most Adequate System
3.2.3  Extraordinary Tests

3.3.  Different Assessment Models

3.3.1  Final
3.3.2  Continuous
3.3.3  Controls and Exams

3.4.  Cases and Practical Examples

3.4.1  Different Exam Models
3.4.2  Different Rubrics
3.4.3  Summative or Percentage Rating

3.5.  The Importance of the Assessment System

3.5.1  Different Systems According to the Characteristics of the Learners
3.5.2  Roles of the Assessment Criteria
3.5.3  List and Characteristics of Assessment Techniques and Tools

3.6.  LOMCE and Assessment

3.6.1  Assessment Criteria
3.6.2  Standards
3.6.3  Differences between Compulsory and Optional High School

3.7.  Different Authors, Different Visions

3.7.1  Zabalza
3.7.2  Weiss
3.7.3  Our Own Assessment Project

3.8.  Different Realities, Different Assessment Systems

3.8.1  Development of an Initial Assessment Examples and Templates
3.8.2  Establish a Teaching Plan
3.8.3  Verification of Learning through Controls

3.9.  Self-Assessment as Teachers

3.9.1  Questions to Ask Ourselves
3.9.2  Analyzing Our Own Results
3.9.3  Improve for the Next Academic Year

A unique, key, and decisive program to boost your professional development”