TEACHER ROOM: Methodological Strategies, # 3

Education is the help for students to learn to use tools or strategies to create meaning and build their own knowledge, to better adapt to the world they are in and help them in the process of changing it as necessary. This aid is nothing more than a set of mediation processes between the different components of the teaching situation.

Source

Learning strategies include thoughts, actions, beliefs and emotions that facilitate the acquisition, understanding and then the application and transfer of new knowledge and skills in different activity contexts.

Learning strategies help create a context for new information that helps to store it in memory in a way that facilitates integration with the knowledge that is significantly associated with it (which increases the likelihood of the information being reproduced).

These strategies include a series of methods: from active repetition to the memorization of words, to integral strategies to organize and develop a learning topic through the aggregation of information, and then the arbitrary reproduction and application in essentially different areas.

The analysis for the election of strategies is part of the work that must be done by the teacher of the activity in the classroom, considering this activity to achieve a complex interaction between agents (teachers, students and community).

It is not a method, or a list of them, but a set of tools capable of providing a range of solutions adapted to the educational needs of students in their significant contexts. The use of these tools requires the complex experience of teachers and the contribution of numerous disciplines, which are taken advantage of from a pedagogical perspective.

Current curricula, to allow a more complete attention to diversity, are more flexible and leave important decisions in the hands of teachers and management teams of instructions. These elaborative processes in the curriculum increase the responsibility of the teachers and teams in each establishment.

It is no longer a blind application of a set of methods to obtain certain returns from students, but a collective production process that allows the use of social and ecological contexts to provide meaning, not only the proposed learning but, in addition, the task of the educational institution.

Therefore, teachers and students in the knowledge transfer share not only the collective methods of work, the debate, the negotiation of differences to establish shared objectives and strategies, but also the gradual process of taking charge progressively of the objectives of learning outcomes.

It should not be forgotten that for both teachers and students, classroom practices, in the institutional context, are the fundamental places of learning.

Refernce:

1, 2

Previous publication:

TEACHER ROOM: Methodological Strategies, # 1, 2

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Posted from my blog with SteemPress : http://deisip67.vornix.blog/2018/08/11/teacher-room-methodological-strategies-2-2/

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