Technical Report · January 007 citations reads 320,648 author: Some of the authors of this publication are also working on these related projects

 
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Students’ characteristics.
Students’ psychoevolutive characteristics must be 
known and therefore, adequate adjustment to the teaching/learning process in 
each proposed didactic unit is needed. This issue is not something new. 
During the late 80’s an English report written by Warnock informed readers 
about the necessity of knowing and adapting the learning conditions for those 
students with more difficulties in terms of learning or using the standard 
school materials with which most students are provided. In this respect, the 
Organic Law of Education 2/2006, May 3
rd
, establishes that Education 
Authorities will be provided with the necessary resources in order to foster the 
personal and academic development of those students who require special 
educational attention and ultimately, to achieve the general goals and 
objectives imposed on all the students. Apart from the specific and special 
educational necessities the interests and expectations of students must be 
considered. One of the most serious issues, mostly in Secondary Education, is 
the lack of connection between what is taught in schools and the teenage 
world. Teachers shall include in their Lesson Planning some motivation 
strategies in order to establish a link between the official curriculum and 
teenagers’ necessities.
 
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Subject/area analysis.
Apart from conducting an epistemological analysis of 
the subject where all the key ideas shall be included, it is necessary to focus 
on how to organize the contents inside the Lesson Planning. There are several 
theories and proposals that present a specific terminology and that are 
classified in different ways by several authors. Taking into account the 
theories of Piaget (1979), Scurati (1974) and Zabala (1999) our proposal is the 
following: