Teaching methodology guide
One of the URV’s main objectives is to change the teaching methodologies being used in the classroom.
In this respect, it is essential to provide an instrument to guide the creation of new methodologies for planning and designing the teaching-learning process. For this reason, the Guide for Teaching Methodologies has been drafted. It is both integrative and flexible, in the sense that it is open to new contributions and can be personalized to suit individual programmes of study. Related document:
Short list of teaching methodologies
- ActivitIntroductory activitiesintroductòries
- Theory
- Guided practice
- Autonomous practice
- Personalized attention
- Tests
- Integrated methodologies
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Activities designed to make contact with the students, collect information from them and present the subject. |
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Lectures |
Exposition of the contents of the subject. |
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Scientific and/or informative events
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Talks, contributions and presentations, with prestigious speakers, to go deeper into particular issues. |
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Seminars |
In-depth study of a topic (monographic). The content given in lectures is extended with professional know-how. |
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Debates |
Activity in which two or more groups defend contrasting positions on a particular issue. |
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Presentations / expositions |
Oral presentations by students of a particular issue or an assignment (written up previously). |
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Problem solving, classroom exercises |
Formulation, analysis, resolution and debate of a problem or exercise connected to the subject. |
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ICT practice |
Practical application of the theory of a knowledge area in a particular context. Practical exercises using ICT. |
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Laboratory practicals |
Practical application of the theory of a knowledge area in a particular context. Practical exercises in various laboratories. |
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External practicals |
Visits or training periods in companies, institutions, etc. of the sector. |
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Practicum |
Training periods in companies and institutions of the sector. |
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Essays |
Essays written by students. |
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Discussion forums |
ICT-based activities, where students debate a variety of issues related to the academic and/or professional ambit. |
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Prior study |
Students research, read, and study exercises to be carried out in the laboratory. |
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Problem solving, exercises |
Formulation, analysis, resolution and debate of a problem or exercise connected to the subject (autonomous study by students). |
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ICT-based practice |
Application of the theory of a particular knowledge area to a particular context. Practical, ICT-based exercises (autonomous study by students). |
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Time that teachers have to attend students and solve their problems. |
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Long-answer questions |
These tests contain open questions on a particular subject. Students must argue their answer, relate, organize and present their knowledge on the subject. Students must give long answers. |
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Short-answer objective questions |
These tests contain direct questions on a particular aspect. Students must use their knowledge on the subject to respond directly. Answers should be brief. |
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Multiple-choice objective questions |
These tests contain closed questions with several possible answers. Students select an answer from a limited number of possibilities. |
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Practical questions |
These tests contain activities, problems or cases to be solved. Students must give practical responses to the activity using their theoretical and practical knowledge of a subject. |
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Oral tests |
These tests include open and/or closed questions on particular aspects of a subject. Students must respond directly and orally. |
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Problem-based learning, project work, teaching portfolio, etc. |
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