Rediseño de una secuencia didáctica como posibilidad de innovación en la docencia

Abstract

The purpose of this paper is to raise some necessary considerations for the redesign of a didactic sequence in the field of written language as an innovative process in teaching. For this purpose, an experience focused on the improvement of textual production of the instructional genre by students of a Nahuatl context telesecundaria, which was based on a compendium of didactic sequences aimed at teachers with multigrade groups of elementary education, is taken up again. Six aspects that allowed the redesign of the sequence (and three derived variants) are documented and exemplified: theoretical and methodological foundation of the material; clarity in the objectives of the redesign; centrality of the knowledge to be taught; analysis, definition, and application of the viable modifications; contextualization and socialization of the redesign. This work shows that the redesign activity mobilizes teaching knowledge and allows reflection on practice.