La planeación didáctica implica la organización de un conjunto de ideas y actividades que permiten desarrollar un proceso educativo con sentido, significado y continuidad. Constituye un modelo o patrón que permite enfrentar de forma ordenada y congruente, situaciones a las que el estudiante se enfrentará en su vida profesional o cotidiana y en el caso del profesor, a su práctica docente.La Universidad Latinoamericana (ULA) no contaba con un formato estandarizado de planeación didáctica, por lo que se hizo un análisis de los diferentes formatos empleados por los docentes de todas las licenciaturas presenciales de uno de sus Campi en distintos ciclos escolares, hasta obtener una propuesta que fusionó componentes de los syllabi y los planes de clase en un formato vanguardista y adecuado al modelo educativo de esta institución. El análisis de los formatos y las cartas descriptivas de algunos docentes permitieron determinar los ajustes requeridos al formato, del responsable del llenado de algunos apartados, así como hacer sugerencias de recursos adicionales requeridos por los docentes para facilitar una docencia de calidad.Descriptores: Planeación didáctica, Modelo educativo ULA, Metas de aprendizaje, Evaluación de aprendizajes, Calidad educativa.Educational planning involves the organization of a set of ideas and activities that develop an educational process with meaning, significance and continuity. It is a model or pattern that can deal in an orderly and consistent way, with situations that students will face in their professional or everyday life and in the case of the teacher, with his or her teaching practice.The Universidad Latinoamericana (ULA) did not have a standardized educational planning format, so that formats used by teachers in different school years were analyzed, until a proposal that combined components of syllabi and lesson plans in a modern and appropriate format were produced, one adapted to the educational model of this institution. The analysis of the formats and educational planning from some teachers allowed to determine the required adjustments to the format, the responsible for filling some sections as well as to make suggestions for additional resources required by teachers to provide quality teaching.

This department highlights language learning for bi/multilingual students worldwide, from our earliest learners to early adolescent writers. It also highlights exemplary teachers and ways that they include research‐based instruction to develop bi/multilingual learners.

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This department highlights language learning for bi/multilingual students worldwide, from our earliest learners to early adolescent writers. It also highlights exemplary teachers and ways that they include research‐based instruction to develop bi/multilingual learners.

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