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CONCEPTUAL APPROACH - Coggle Diagram

- - - - 1) Clarity
        Those teachers who propose specific tasks and indicate the precise academic goals of each activity are usually the most successful, according to Hattie. Likewise, students place a special value on those who provide examples and reference models.
        2) Discussions
        It is very convenient for teachers to propose discussions among their students. In addition to being very entertaining, these instances are an opportunity to evaluate how well the students adopted the knowledge, through their argumentation skills.
        3) Feedback
        In order to improve communication and relationships in the classroom, all teachers should provide “feedback” to their students, that is, inform them about their performance and let them know if they are responding as expected.
        
        4) Self-learning
        Hattie indicates that students should have the opportunity to direct their own learning. This is precisely the task of meta cognition, that is, the awareness of acquired knowledge and the ability to understand, control and manipulate the cognitive processes themselves.
      - What is active learning?
        This is a strategy that seeks the student's commitment to their study and learning through collaboration with other classmates, individual reflection, critical thinking and direct action to solve problems.
        
        These 3 tips outline the fundamentals for implementing active learning at the college level:
        1) Adapt the space: Making the student feel the center of the training process requires a physical space specially designed to convey this feeling and provide the necessary autonomy to learn.
        2) Adapt teachers: Teachers must act as guides for students, therefore, they must bear in mind the importance of their motivation.
        3) Incorporate technology: Technology allows the autonomy that this learning model requires, so it must be present in classrooms and allow permanent consultation.
        
        THE MONTESSORI METHOD: María Montessori is the woman who has created this teaching methodology that, today, is a worldwide trend.
        He considered that the child has an absorbing mind capable of carrying out free learning where he directs it. Therefore, he devised an educational system based on the freedom of interests, times and wishes of the students who, regardless of each age, could share a classroom with older or younger children.
        
        WALDORF PHILOSOPHY: Rudolf Steiner was a philosopher and scientist from Australia who developed this learning methodology focused on the corporal, spiritual and intellectual scope of the students, in 3 stages of 7 years.
        
        HARKNESS METHOD: This teaching methodology is focused exclusively on classroom furniture that, for Edward Harkness, its creator, should generate a rapprochement between students and teachers.
- - - - What is the Renaissance a summary?
        The Renaissance is an artistic and cultural movement that began together with the Modern Age, a period after the Middle Ages and that lasted between the fourteenth and sixteenth centuries. ... This is how the ideals of the humanist movement develop, a new way of thinking that breaks with the medieval vision of the world.
        What is the importance of the 20th century?
        Beyond the names or the moment of beginning and end, the 20th century was a period characterized by advances in various sectors, especially in technology, medicine and science in general, but also by a large number of deaths caused by wars , revolutions, ethnic massacres and state terrorism.
- - - - BASIC ELEMENTS OF THE TEACHING METHOD
        
        Didactic Language
        
        Auxiliary Means and Teaching Materials
        
        Didactic Action
        
        Language is the means of communication, explanation and orientation that the teacher uses to guide learning. The auxiliary aids and the didactic material are the work instruments that the teacher and students use to illustrate, demonstrate, specify, apply and record what is studied.
        The didactic action activates the study with tasks, exercises, demonstrations and other activities. The above elements enter in a variable proportion in the composition of any didactic method, but none of the three can be excluded and each one serves as the basis for various specific teaching techniques and procedures.
        
        THE DIDACTIC METHOD HAS CHARACTERISTICS. BE:
        
        Simple and natural, but well thought out and safe. Students should not have difficulties adjusting or following you in study or work.
        
        Flexible and adapted to the variable psychology of the students, their ability, their intelligence, their preparation, their needs and interests in continuous transformation. The student is a dynamic reality in constant change.
        
        Practical and functional, to produce concrete and useful results, without unnecessary difficulties.
        
        Economic in relation to the time and effort of the students so that they learn well and without fatigue.
        
        Progressive and cumulative, since each phase or stage of the work completes and consolidates the previous one and prepares the ground for the next.
        
        Educational, since it is not limited only to instructing, but it educates by creating profitable habits, healthy attitudes and higher ideals, by enriching and vivifying the personality, opening new mental horizons and new possibilities of life and work.
- - - - Definitions on Strategies, Techniques and Activities
        The strategy
        The strategy is a planning system applied to an articulated set of actions that allows to achieve an objective; it serves to obtain certain results, so that it is not possible to speak of using strategies when there is no goal towards which actions are directed. Unlike the method, the strategy is flexible and can be shaped based on the goals you want to reach.
        The technique
        Regarding the concept of technique, this is considered as a didactic procedure that is provided to help carry out a part of the learning that is pursued with the strategy.
        The Technique is also a logical procedure with a psychological foundation, destined to guide the student's learning; What is specific about the technique is that it affects a specific sector or a phase of the course or subject that is taught, such as the presentation at the beginning of the course, the content analysis, the synthesis or the criticism of the same. The didactic technique refers, in synthesis, to the particular resources that the teacher uses to carry out the purposes planned from the strategy.
        
        The activities
        Within the process of a technique, there may be different activities necessary to achieve the results intended by the technique, these activities are even more partial and specific than the technique. They can vary according to the type of technique or the type of group with which one works. Activities can be isolated and defined by the learning needs of the group.
        
        DIFFERENCE BETWEEN STRATEGIES AND TECHNIQUES
        The techniques would be specific activities that students carry out when they learn: repeat, underline, outline, ask questions, deduce, induce, etc. They can be used mechanically.
        The strategies are considered guides of actions to be followed. Therefore, they are always conscious and intentional, directed towards a goal related to learning.
        The strategies are in charge of establishing what is needed to solve the study task well, determining the techniques (diagrams, underlines, repetition of information, mnemonic rules, etc.) most appropriate to use.
- - - - Conclusions
        The definitions of the teaching methods until now universally standardized, have not allowed to elucidate exactly the necessary and sufficient conditions to differentiate the teaching method from the learning method.
        The teaching method constitutes the sequence of actions, activities or operations of the teacher, which express the nature of the academic forms of organization of the teaching process.
        The learning method also constitutes a sequence of actions, activities or operations of the learner that allow him to process and integrate the information or part of it that is useful or significant, to acquire and assimilate the teaching content with the consequent changes in his system. knowledge and behavior; it attends to the internal structure of the academic form of organization, but it is expressed inside and outside of it.
- - - - What should be considered before choosing a teaching strategy?
        The dynamics of teaching is supported by certain strategies:
        
        Definition of learning objectives.
        
        Use of summaries.
        
        Preparation of illustrations and infographics.
        
        Orientation with guides.
        
        Interleaved question turns to retain attention.
        
        Use of discursive references.
        
        Establishment of analogies.
- - - - Innovative Dimension
        It foresees the innovative capacity of the teaching staff and favors their flexibility and originality.
        The right time to put it into practice is when the objectives are designed, since it is in the projection of learning that the students are truly offered possibilities for renewal.
        The innovative methodology supposes promoting the interrogative attitude of the students towards the changing reality and providing them with tools that guide them towards innovative thinking rather than conservative thinking.
        Flexible dimension
        It allows the entry of new information, coming from society, culture and science, to generally update the contents of the curriculum in accordance with the scientific, cultural and educational events of the social context.
        Critical dimension
        It takes into account that a didactic project is an action open to the world and therefore must be subject to constant critical review.
        Sociopolitical dimension
        It engages with the surrounding reality in order to improve it.
        Prospective dimension
        Part of the fact that students must put into practice what they learn at a given time. Therefore, it is essential that you safely handle diverse concepts and that you know how to use the information and training you have in a society in constant change.
        Guiding dimension
        Considers guidance as a substantial part of education, since students need intellectual knowledge, but also orient their work in a way that makes the most of their possibilities for personal development through the learning that is offered to them.