---
title: La Mejor Manera de Incorporar Más Desarrollo de Conceptos en tus Lecciones
description: Preguntas abiertas, lluvia de ideas, integraciones... ¿cómo puedes incluir más de estos indicadores en tus planes de lecciones? Este plan de desarrollo conceptual le ayudará.
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---

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# La Mejor Manera de Incorporar Más Desarrollo de Conceptos en tus Lecciones

 junio 11 2024 by [Sherilyn Crump](https://info.teachstone.com/blog-en-esp/author/sherilyn-crump)

- [Preescolar](https://info.teachstone.com/blog-en-esp/topic/preescolar)
- [Consejos Para Maestros](https://info.teachstone.com/blog-en-esp/topic/consejos-para-maestros)

![](https://info.teachstone.com/hs-fs/hubfs/IMG_2940%203.jpg?width=519&height=300&name=IMG_2940%203.jpg)

Como usted sabe, CLASS® es una herramienta que captura las interacciones entre educador y niño. Cuando se trata de la dimensión del desarrollo de conceptos, la atención se centra en el método que utiliza el educador para impartir instrucción en el aula. Si bien las interacciones son lo que se miden con CLASS, como educador, usted puede planificar que el desarrollo de conceptos se entreteja de manera más intencional a lo largo de sus lecciones.

Veamos más de cerca cómo hacer esto.

## Planificación teniendo en cuenta el desarrollo del concepto

When planning for Concept Development, it's helpful to list the indicators of the dimension on a supplemental lesson plan sheet. You can find these indicators in your [Dimensions Guide](https://store.teachstone.com/class-dimensions-guide/).

Cree un plan para cada área de interés presente actualmente en su salón de clases, así como uno para cada componente principal de su día, como grupos pequeños, grupos completos, refrigerios y comidas. 

Por ejemplo, puedo tener planificado un grupo pequeño llamado “Comparación de tamaños”. Mis materiales para la actividad son tres tarjetas con imágenes: una es una pelota de tenis pequeña, otra es una pelota de fútbol y la última es una pelota de playa. La orientación proporcionada en mi libro curricular puede decir algo como esto:

1. Muestre imágenes de las bolas. Pregunta cuál es el más grande y cuál es el más pequeño.  
2. A continuación, ordena las tarjetas por tamaño. Señalelos y etiquételos como pequeños, medianos y grandes.  
3. Luego, pida a los niños que comparen los tamaños de otros conjuntos de tres objetos.

Aquí hay algunas sugerencias de comparación, pero podemos tomar esta misma actividad y pensar en formas de profundizarla un poco más en el desarrollo de conceptos:

| ### Actividad: “Comparando tamaños” |  |
| --- | --- |
| ##### Indicador | ##### Qué decir |
| Análisis y razonamiento *Piense: ¿Qué preguntas abiertas y que inviten a la reflexión puedo hacer en lugar de preguntas más rutinarias?* | - “Tengo tres fotografías aquí. ¿En qué se parecen estas imágenes? ¿En qué se diferencian?" - **“¿De qué otra manera podríamos saber si las cosas son pequeñas, medianas o grandes?”** |
| **Creando** *Piense: ¿Cómo puedo hacer que los niños hagan una lluvia de ideas y propongan sus propias ideas?* | - “I have three cards here with pictures on them. What could I do with these cards?” - “Veo que hay muchos otros objetos sobre la mesa. ¿Qué podríamos hacer con estos objetos? |
| **Integración** *Piense: ¿Qué más hemos hecho recientemente en el aula que se relacione con esta actividad?* | - “¡Esto me recuerda la historia de ayer, Los tres osos! ¿Por qué me recuerda esa historia? - **“¿Qué otras cosas tenemos en nuestra habitación que sean pequeñas, medianas y grandes?”** - “Los tazones para mezclar en nuestra casa son pequeños, medianos y grandes". - “Las cucharas medidoras que usamos ayer para hacer plastilina también caben una dentro de la otra: había una cucharada grande, una cucharadita mediana y ½ cucharadita pequeña”. |
| **Conexiones con el mundo real** *Piense: ¿Puedo conectar esta actividad con algo en sus vidas fuera del aula?* | - “¿Qué cosas tenemos en nuestras casas/parques/tiendas que sean pequeñas, medianas y grandes?” |

Por supuesto, esta estrategia de planificación de lecciones es sólo un primer paso. La parte más importante es involucrar a los estudiantes en la actividad utilizando sus estrategias en la hoja de planificación de la lección.

Con suerte, este pequeño ejemplo de una estructura que respalda el proceso le resultará útil. Recuerde, el desarrollo de conceptos no es algo en lo que sea “bueno” o “malo”, sino también un proceso de aprendizaje para adultos. Mejorar requiere planificación y práctica.

Si prueba esta estrategia, descubrirá que es más fácil analizar las actividades planificadas e incorporar más desarrollo de conceptos en ellas con el tiempo.

**[![RECURSO GRATUITO Lección de Desarrollo de Conceptos Disfrute de una descarga imprimible gratuita que le ayudará a construir, crecer y conectarse con su salón de clases.  ](https://no-cache.hubspot.com/cta/default/336169/interactive-170137310904.png)](https://info.teachstone.com/hs/cta/wi/redirect?encryptedPayload=AVxigLK8W33TwWkoLaRRe6WapuAk1IPGNQKAneVnXQbqj8dPYd5cltySNEca2vRke%2Fi1TSaXhpY6dYckJsl4fDS3Pzo%2BUHZKDQvODYFKjQFQrERRPglaL3vesKNpQwqxvcpSu8wdiPIH49ZKPjtAZzqtbjUQo6zcfBLZXLKD0sIHEeHrkzyVL%2FRyxlfsMClho3%2FUVqDw%2FQIz6LloOLw96W%2FRV4TtD4M7yJruDDsNggYSbd3EEUFtkQ%3D%3D&webInteractiveContentId=170137310904&portalId=336169)**

 

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