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SUBJECT: TEACHING APPROACHES
TASK: TO DO A RESEARCH FROM THE TOPIC GIVEN IN THE CLASS TO
YOUR GROUP.
GROUP NUMBER: 3
TOPIC: ORGANIZATION AND DEMONSTRATION OF A SESSION APPLYING
DIDACTICS STRATEGIES AND TECHNIQUES. CONCEPT AND
CLASSIFICATION OF DIDACTIC RESOURCES.
RESEARCH
Introduction to Didactics: Concept and
Relevance in the Educational Process
CONCEPT
The didactic is a scientific-pedagogical discipline whose purpose of study are the processes and elements that exist in learning. It’s the area of pedagogy that is responsible for the systems and practical methods of teaching intended to translate the guidelines from pedagogical theories. Here are some theories by some psychologist and educators who developed the didactics: Claparède understands the didactic as: "Methodology of Teaching". Aebli: It’s an auxiliary science of the pedagogy in which it delegates for its realization in detail of more general educational tasks: scientific didactics is deduced from the knowledge of intellectual training processes and the most suitable methodological techniques." Mattos: "Pedagogical discipline of a practical and regulatory nature that has the specific technique of education, this is, the technique of directing and effectively guide students in their learning." Stöcker: "Theory of instruction and school teaching of all kinds and at all levels. It deals with the principles, phenomena, forms, precepts and laws of all teaching.
RELEVANCE IN THE EDUCATIONAL PROCESS
Linked to the school organization and educational guidance, the didactic seeks to support and regulate the teaching and learning processes. Among the components of the didactic act, the teacher (professor), the disknase (student), the context of learning and the curriculum can be mentioned. Regarding the rating of the didactic, it can be understood in various ways: as pure technique, applied science, theory or basic science of the instruction. The didactic models, for their part, can be theoretical (descriptive, explanatory and predictive) or technological (prescriptive and regulatory). Throughout history, education has updated his teaching models. In principle, traditional models focused on teachers and content (model process-product), without paying attention to methodological aspects, to context or students. By the time, it was passed to a system of active models that promote understanding and creativity through discovery and experimentation. On the other hand, the medial model aims to develop the auto formation capabilities. With the application of cognitive sciences to didactics, the new didactic models have become more flexible and open. Currently, three large reference models can be described: the normative model (focused on content), the incitement model (based on the student) and the approximate model (focused on the construction of knowing by the student).
Didactic Strategies: Definition, Objectives,
and Types
CONCEPT
Didactics is a crucial discipline that plays a vital role in the field of education. It focuses on the study of teaching and learning processes, and aims to provide teachers with the necessary knowledge and tools to create effective and engaging lessons. By implementing the right
of what they learn. Games, challenges, and playful activities can be used to make learning fun and engaging. These strategies can help students see the relevance of what they are learning, making it easier for them to stay focused and motivated. For example, a history teacher can use a role-playing game to help students understand the events leading up to the American Revolution. By becoming characters from that time period, students can experience and understand the events in a more meaningful way.
- Active teaching-learning strategies: These strategies involve students in the learning process by requiring their active participation. By participating in group discussions, role-playing games, debates, and other activities, students are able to gain a deeper understanding of the subject. This type of interaction allows students to express their own opinions and ideas, which can lead to greater engagement and motivation. Additionally, active participation helps students develop critical thinking and problem-solving skills, making it easier for them to understand and retain the material. For example, a science teacher can use a debate to help students understand the different perspectives on a scientific theory. By participating in the debate, students can see the arguments from different points of view, which can help them understand the subject in a more comprehensive way.
- Problem-solving strategies: These strategies are designed to help students develop critical thinking and problem-solving skills. By presenting real or challenging problems, teachers can guide students in their search for solutions. This type of learning encourages students to think creatively and find new ways to approach problems, which can be an effective way to improve their understanding of the subject. Additionally, by working through these types of problems, students are able to develop their problem-solving skills, making it easier for them to tackle similar problems in the future. For example, a mathematics teacher can present a real-world problem, such as figuring out the optimal route for a delivery truck, and allow students to
work together to find a solution. By working through this type of problem, students are able to see the relevance of mathematics in their daily lives and develop their problem-solving skills.
- Collaborative learning strategies: These strategies are based on the idea that students learn more when they work together as a team. By assigning team projects or activities in which students debate and discuss ideas, teachers can help students develop their collaboration skills. Additionally, working together allows students to see different perspectives on a problem or subject, which can help them understand the material in a more comprehensive way. For example, a language arts teacher can assign a group project where students work together to create a play or short story. This type of collaboration allows students to work together to develop a creative solution, while also improving their communication and teamwork skills.
- Project-based learning strategies: These strategies involve students working together on a project to solve a problem or answer a specific question. This type of learning allows students to apply their knowledge and skills while working as a team and making critical decisions. This approach can help students develop critical thinking and problem-solving skills, while also improving their teamwork and communication skills. For example, a group of science students can work on a project on biodiversity conservation in a local ecosystem and present their findings and proposed solutions to the rest of the class. By working on this type of project, students are able to see the relevance of their studies to the real world and develop important skills that can be applied in their future careers.
- Discovery-based teaching: This type of teaching involves students in the learning process by encouraging them to explore concepts on their own. This approach can be highly effective because it allows students to take ownership of their learning and build their own understanding of the subject. Instead of
meaningful, and engaging. This leads to better learning outcomes and long-term retention of the material.
- Promote collaboration and teamwork: Collaborative learning strategies aim to help students work together as a team, developing their communication and teamwork skills. This is important for success in both their academic and professional lives.
- Prepare students for the real world: Project-based learning and discovery-based teaching are designed to help students apply what they have learned in real-world situations. This helps prepare students for success in their future careers and lives. There are a great number of didactic techniques, as well as different ways of classifying them. Some didactic techniques: Technique Objective Application Exhibition Presenting information to a group in an organized manner. Usually it is the teacher who presents; however, in some cases students may also present. It can be used to:
- Present course content.
- Present an informative lecture.
- Present results or conclusions of an activity. Project method Bringing a concrete reality closer to an academic environment through the realization of a work project. Recommended in:
- Terminal subjects of professional careers.
- Courses where contents from different areas of knowledge are already integrated.
- Courses where interdisciplinary work can be done.
Case method To bring a concrete reality closer to an academic environment by means of a real or designed case.
- Initiate the discussion of a topic.
- Promote research on certain contents.
- Verify what has been learned. Questioning method Based on questions lead students to discussion and analysis of information relevant to the subject matter.
- Initiate discussion of a topic.
- Guide the discussion of the course.
- Promote student participation.
- Generate creative controversy in the group. Simulation and gaming Learning by doing, both in terms of content and student performance in simulated situations.
- Contents that require experience to make them meaningful.
- Develop specific skills to face and solve simulated situations.
- Stimulate students' interest in a specific topic by participating in the game. Problem- based learning Students must work in small groups, synthesize and construct knowledge to solve problems, which are usually taken from reality.
- For students to identify learning needs.
- To open the discussion of a topic.
- To promote student participation in addressing problems related to their area of expertise Role playing Broaden the participants' field of experience and their ability to solve problems from different points of view. It is useful:
- To discuss a topic from different types of roles.
- To promote empathy in the group of students.
motivated. A lesson that is well-planned and well-executed is more likely to hold the attention of the students, which can lead to deeper learning and a better understanding of the material. Time Management: Preparation of a didactic session allows the teacher to be more organized and efficient with their time. A lesson that is well-planned and well-prepared will take less time to execute and will be more productive, as the teacher will have already thought through the necessary steps and materials. Building Confidence: When a teacher is well-prepared, they are more confident in their ability to deliver the lesson effectively. This confidence can be contagious and can help to build confidence in the students, which can lead to greater engagement and a more positive learning experience. Improving Quality: A well-prepared lesson is more likely to be of high quality and to achieve the desired learning outcomes. The teacher will have taken the time to think through the content, materials, and activities, and will have considered how best to present the information in a way that is accessible and meaningful to the students. PLANNING The planning of the session is to operate what we previously planned our annual programming, then our units and it is through planning according to the competences and didactic sequence, use of materials and others, that we will achieve the learning of our children. Planning a session is very important because it allows us to organize the daily work with the students and achieve the skills to achieve when it comes to a single grade and section; but planning is difficult when you have all the grades in one classroom.
ORGANIZATION
1 .- Create an initial context. We must take into account the subject and the theme that we are going to work on. Sometimes we can work on more than one subject; In these cases, it is advisable to contextualize them all. 2.- Determine learning objectives. It is important to be very clear about what aspects you are going to work with your students in said unit. 3.- Choose content or personalize it. You can connect your programming to the curriculum through the associated content or customize it for your class. 4.- Propose activities. You have to think of activities and exercises that are versatile. Think about the differences that can arise between the online and offline format. For example, if in the programming of the didactic unit you plan to make an oral presentation, select a platform that is agile and that allows live broadcasts, such as meet or zoom. 5.- Establish a schedule. Determine how much time your students will have to carry out individual or group activities. The timing of the feedback will also depend on this. Establish realistic sessions and take into account possible incidents such as connection errors or slow connection. 6.- Assessment. In order to know if the students are reaching the objectives and indicators, we must carry out one or more evaluations. You can apply formative assessment, peer assessment and self assessment, for example. When deciding techniques and instruments,
skills required for the use of these materials... All teaching materials require users to have certain prerequisites. − The characteristics of the context (physical, curricular...) in which we develop our teaching and where we plan to use the didactic material that we are selecting. Perhaps a very unfavorable context may advise not to use a material, however good it may be; for example, if it is a multimedia program and there are few computers or the maintenance of the computer classroom is poor. − The didactic strategies that we can design considering the use of the material. These strategies include: the sequencing of content, the set of activities that can be proposed to students, the methodology associated with each, the educational resources that can be used, etc. Thus, the selection of materials to use with students will always be contextualized within the framework of the design of a specific educational intervention, considering all these aspects and taking into account the particular curricular elements that affect. A careful review of the possible ways of using the material will make it possible to design efficient learning activities and teaching methodologies that will ensure effectiveness in achieving the expected learning. Each teaching medium, according to its structural elements, offers specific benefits and opens up certain possibilities for use in the framework of learning activities which, depending on the context, can offer significant advantages over the use of alternative means. In order to determine advantages of one medium over another, we must always consider the application context since, for example, a hypertextual multimedia material is not "per se" better than a conventional book. CONSIDERATIONS ON THE STRUCTURAL COMPONENTS OF THE MEDIA COMPONENTS CONSIDERATIONS
System of symbols (textual, iconic, sonorous). All didactic means use a symbolic system. In the case of a video, images, voices, music and some texts almost always appear. Books only use texts and images. These differences have pedagogical implications, for example: there is information that is better understood through images, students who better capture concrete iconic information than abstract verbal... Material content (software). The content it presents and how it does so. It includes: the semantic elements of the information presented, their structure, the implicit conception of learning, the didactic elements used (introduction with previous organizers, underlining, questions, application exercises, summaries, etc.), the form of presentation and style... Even dealing with the same subject, two didactic materials may differ by their greater or lesser structuring, by the examples and anecdotes they include, by the exercises they propose, etc. Technological platform (hardware). It serves as a support and acts as a mediation tool to access the material In the case of a video the medium will be for example a cassette and the instrument to access the content will be the magnetos cope. Infrastructure required by certain media is not always available, nor do students have the skills needed to use technology from some materials Communication environment with the user. Through the communication environment the user accesses the teaching material. It promotes certain systems of mediation in the teaching and learning processes, according to the interaction it generates, the pragmatic use it facilitates, the organizational aspects it implies...
− The organizational support. We will ensure the availability of the appropriate spaces and think about the way in which we will distribute to the students, the time that will last the session, the methodology that we will use (directive, semi-directive, free use of the material)
Application of Didactic Strategies and
Techniques in a Concrete Example
How to apply a Didactic Strategy in class?
- To be truly effective, a didactic strategy requires planning and organization. It is important to understand what learning strategies are. In reality, they are nothing more than a set of activities, procedures and resources that we use consciously to achieve specific learning objectives. In short, learning strategies guide and help a student to find the most effective way to learn. Examples of Didactic Strategies to implement in a class are: •Collaborative Learning •Active Learning •Project-based Learning •Among others. For example: The practice Learning by doing practice is an ideal strategy for those who learn more concretely. But it can be applied for various contents. For example, we can learn to pronounce English better by listening to a video about music that we like with its respective lyrics, so we can recognize the pronunciation according to each of the words through practice.
Learning techniques are teaching methods and resources used by students to understand and assimilate certain knowledge, value, skill or ability. In general, teachers use these techniques in the different stages of teaching with the aim of bringing students closer to a certain content. These techniques are usually individual activities and group dynamics that contribute to student learning. The truth is that studing techniques and strategies are closely linked because a learning strategy cannot be effective if the learning techniques are not previously known and mastered. Examples of didactic techniques are: Debate, Dramatization, Brainstorming, Oral Presentations, Conceptual Mapping, among others. For example: Expository Technique: Technique that consists of the oral presentation of a specific topic. In this technique, the aim is for the student to do research on a topic and to understand it so that he can later present it in front of his other classmates. This technique focuses on the oral presentation of a particular topic. The purpose of this method is to help students understand a topic through research, so they can present their findings to their classmates. In other words, the objective of the expository technique is to promote research and understanding of a specific topic, and to develop the students' public speaking and presentation skills. By presenting their findings to their peers, students can further reinforce their own understanding of the topic and receive feedback from others. It is also important to keep in mind that the effectiveness of a didactic strategy and technique may vary depending on the age group, subject matter, and learning style of the students. It is therefore essential for teachers to take these factors into consideration when selecting and implementing strategies and techniques in their classroom. Additionally, it is recommended to use a combination of different strategies and techniques to cater to the different learning styles and needs of students. This can help create a more dynamic and engaging learning environment, which can lead to higher student engagement and better retention of knowledge.
Teaching resources can be classified into several types, each with a specific objective: Working permanent materials: daily tools used in teaching, such as pencils and blackboards, for recording teaching and performing other tasks. Informative material: resources that contain information and are used as a source of knowledge. Illustrative material: visual, audio- visual or interactive elements that accompany and complement the content taught. Experimental material: resources that allow students to experiment and verify the knowledge acquired in class. Technological material: electronic tools that allow for the creation and distribution of content using Information and Communication Technologies (ICT). In addition to these categories, there are also play materials, which are those used to enrich and complement the learning process in a more fun and entertaining way. These materials include games, activities, puzzles, and other similar elements that can be used to help students learn while having fun. Currently, technology has revolutionized the way we teach and learn, so more and more technological materials are being used in the classroom. From multimedia presentations to online learning platforms, technology has allowed educators to reach a wide audience and provide more interactive and personalized learning. However, it is important to note that the use of these materials should not be seen as a magic solution, but rather as a complement that helps improve the teaching and learning process. For this reason, it is essential that educators have a deep knowledge of their use and know how to integrate them appropriately in the classroom. USE OF DIDACTICS RESOURCES The use of didactic resources is a very important tool for the teaching and learning process. These resources are used to improve the understanding of the contents and make the educational experience more interesting and motivating. Some of the most common uses of didactic resources are:
Enhancing motivation: attractive and playful didactic resources can help to arouse students' interest and increase their motivation towards learning. Improve comprehension: learning resources allow concepts to be presented in a clearer and more visual way, facilitating understanding and long-term retention. Encourage active participation: teaching resources that promote interaction and active participation of students, such as experimental or technological materials, contribute to deeper and more meaningful learning. Adaptation to different learning styles: varied didactic resources allow educators to adapt to the different learning styles of students, thus facilitating more effective learning for all. An appropriate use of these didactics resources can significantly improve the effectiveness of teaching and learning, allowing students to acquire knowledge in a more efficient and playful way.
Conclusion and Recommendations for the
Implementation of Effective Didactic Strategies
and Techniques
In conclusion, effective didactic strategies and techniques, as well as the appropriate selection of resources, play a crucial role in improving the quality of teaching. By combining these two elements, educators can create an effective learning environment that fosters student engagement, autonomy, and critical thinking. The curriculum design is a crucial aspect in the implementation of these strategies, as it provides a framework for the interrelationships between content, methodology, evaluation, and other elements. To optimize the implementation of effective didactic strategies and techniques, it is recommended to improve the consultation process and involve students in the process, as well as to extend the inquiry to different levels of the teaching staff. Additionally, the creation of a commission of physical education teachers focused on the
