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Didactic Fundamentals Module - Coggle Diagram
Didactic Fundamentals Module
Unit 1: Conceptual approach
Teaching methods: It is the set of logically coordinated moments and techniques to direct the student's learning towards certain objectives.
Teaching methods arise with teaching itself, its rationality and scope are determined by social conditions and the development of science.
Concept of the didactic method: It is the logical and unitary set of the didactic procedures that tend to direct the learning, including in it from the presentation and elaboration of the matter to the verification and competent rectification of the learning.
Model: it is the way in which the educational process itself is conceived to develop.
Unit 2: Bases of methodical strategies
The didactic intuition: The educational intuition is made up of a not always well proportioned mixture of common sense, which is the accumulated experience of the teacher and the knowledge of reality.
The didactic activity: It is that human potential (cognitive and emotional), capable of generating new ideas from the available information, to respond to requirements posed by the sociocultural environment with which it interacts constructively.
Didactic communication: Didactic communication is the communication process that aims to educate students through the teaching and learning processes.
Unit 3: Group learning techniques
The group in learning: In the educational field, work teams are organized to achieve certain goals.
Cooperative learning represents a group learning strategy that facilitates the resolution of social problems that the growing cultural plurality experienced in our society poses in the classroom. Likewise, it constitutes a strategy that improves inter-group relationships and attitudes, and it turns out to be very effective in obtaining better performance in learning.
Collaborative / cooperative learning is a personal philosophy, not just a simple classroom technique that takes place through interaction with others in a "face-to-face" or "network-to-network" context.
Unit 4: Cooperative learning
Cooperative learning: cooperation is about working together to achieve common goals. In a cooperative situation, individuals seek to obtain results that are beneficial to themselves and to all other members of the group.
Formal cooperative learning groups operate over a class period ranging from one hour to several weeks.
Informal cooperative learning groups operate for a few minutes to one hour in class.
The puzzle method: Another way to make students interdependent is to give them the information distributed in different parts, as if they were the pieces of a puzzle.
Teams-Games-Tournaments: DeVries and Edwards (1974) created an intergroup procedure called Teams-Games-Tournaments to compare the performance level of cooperative learning groups.
Unit 5: Case Methodology
The case method teaches based on cases, installs the participant in a real situation and gives him the opportunity to dramatize his own approaches and her decisions, which prepares him for action.
The purpose of a case method: is to give students the opportunity to acquire a general understanding of the problems they may encounter and to help them develop skills and abilities for their solution, in a systematic way, leading to viable solutions.
How a case is analyzed: Students are told that there are no right or wrong answers when analyzing and solving cases. They are also told not to try to convince the teacher to execute the courses of action or solutions that they propose. Here the teacher's job is to help students identify and develop contexts based on specific practices based on theories or models.
Unit 6. The master lesson
The exposition method is known as "the presentation of a logically structured topic in order to facilitate organized information following appropriate criteria for the intended purpose".
This methodology -also known as lesson (lecture) is fundamentally centered on the verbal presentation by the teacher of the contents on the subject under study.
The term "lecture" is often used to refer to a specific type of lesson given by a teacher on special occasions.
Phases to follow in the evaluation of the Master Lesson. They are as follows:
Motivation and selection of teachers.
Carrying out the surveys.
Data processing and profiling.
Goal setting interview.
Recording of the classes.
Measurement of learning.
Class observation.
Final evaluation.