What are didactic strategies?

The Didactic strategies They are Techniques that can be applied in laborious teachings, as it is the case of the beginning to the comprehensive reading. And in order to achieve it, a priority and generic objective is established, for example, to obtain autonomy in reading.

They arise as an alternative to traditional training. They are something new in the day-to-day classroom of teaching, in most cases mandatory (children, primary and secondary).

What are didactic strategies?

At present, many teachers are concerned with using novel methodologies to facilitate the teaching - learning process, as students often disconnect quickly from the task.

What are the teaching strategies used for?

In response to the demands of society, educational centers must have among their main goals to solve the problems that the community is generating. Therefore, it must train competent students to apply what is learned within the classroom in their daily lives.

They are based on the problems related to the decision making , to Problem resolution , Are the results that didactic strategies used or should be used by teachers within the classroom.

Strategies are the main axis of this new method of teaching - learning where activities are the main pillar, because it is the way to follow to achieve the objectives.

Nevertheless, the same strategy can be modified according to the group with which it is going to be used, since the different characteristics of the group with which one is working must be taken into account.

Therefore, it is essential to know that strategies have the ability to mark the development of learning, performing a set of activities within the classroom that optimize knowledge, control, regulate and use it in a positive way, favoring learning to the student. The skills required by the subject with which you want to work.

There is no script, a rigid structure, specific, to carry out a concrete didactic strategy. This procedure is born from the choice of a subject and, once decided, it is necessary to differentiate the strategies to use in the subject, the techniques that can be available and the resources that the teacher may have available.

Therefore, it is necessary to be clear that in order to establish a didactic strategy, in addition to the aforementioned, one must take into account the content, the level of application, the context, considering the way forward: the beginning, development and End of the strategy. It is a laborious and yet very beneficial task.

An example of a didactic strategy: reading

To define them more accurately it is possible to take as a standard example the didactic strategies used in the subject Spanish Language and Literature.

Reading-based strategies are critical to capturing reading comprehension of the text. Likewise, it favors other skills and abilities in the students and in those who are readers, in general.

Through this example we must point out that reading is a procedure where several Cognitive functions of the person. Understanding (through listening and reading) and production (through writing and speaking).

Therefore, it is very important that the teacher has at stake all these functions to obtain the expected results after using the didactic strategy employed.

In this case, reading gives rise to students being able to interpret, show interest and can understand their progress as a daily goal. For this reason, the aim of reaching continuous reading as an objective, favors the rethinking, confrontation and overcoming of problems in other contexts.

Also, the most opportune benefit is that the student learn to communicate effectively.

How can we carry it out in the classroom?

A strategy based on reading should be designed strictly from the organization and planning.

To do this, the following missions must be rethought:

- Understand the objectives, both explicit and implicit, that the reading has.

- Acquire previous knowledge before beginning to carry out didactic strategies.

-To focus attention on what is really important, leaving aside the least relevant.

-To promote the relationship between the action being carried out and the content of the activity.

- Continuously evaluate the scope of the proposed short-term objectives.

The didactic strategy, in this case reading, requires an object / material, the book, which needs the creativity And the ingenuity, through dynamic activity, of the students where all show their interest and contribute in community.

Providing meaningful learning, while constructive, gives the possibility of greater success after the use of didactic strategies. Likewise, reflection must be a great ally, since its promotion provides great benefits, beyond those that are intended at first.

In addition, it should be taken into account what the teacher intends to teach, because they do not work the same ones as other content. And, of course, from this election set the objectives that are intended to be achieved.

However, the teacher must be intimately linked to the process because he / she must evaluate how the events are developing and must attend to the diversity existing in the group.

Although it is true, even though the objectives are proposed, during the development of the same, the teachers must observe if they are being fulfilled and modify everything necessary to use the strategy correctly.

Finally, it is important to reflect on didactic strategies such as those that are framed before a constructivist learning where they should be considered as innovative and attractive, that is, attractive. In addition, it must include the contents that the curriculum dictates that the subject fulfills.

Benefit of using didactic strategies

The possibility of introducing didactic strategies such as reading in the curriculum will have positive repercussions on the school environment, the use of student books, and the promotion of good relations between students and their families.

In the case of our example, reading is a task where many factors are involved, such as the possibility of the interaction between the whole group and the teacher, within a specific place / context such as the classroom. The latter is very important, as it should encourage delivery to the task, in this case through the luminosity and comfort of the furniture itself.

As for the student, the benefits that it supposes are:

  • He is responsible for his actions and tasks, as he is building his learning.
  • It will develop its autonomy, because the teacher will be a mere advisor that will provide the indications to realize.
  • It will play an active role in your learning, learning while you understand forgetting the memory.

For its part, the teacher will / will:

  • It should develop the role of"facilitator".
  • It will be who guides the student, leaving aside the role of mere evaluator.
  • It will show complex situations that the students will have to solve and he will be the support to obtain the expected results. Showing them the possibility of focusing this learning to their daily life.
  • Have the student contrast what has been learned in relation to previous knowledge.
  • Encourage students through:
    • Explanatory instructions.
    • Language according to the age and situation of the students.
    • Establish the goal as a priority objective in each action.
    • Involve all members to recognize what is being learned.

How can it hurt misuse of teaching strategies?

Like any procedure, poor results can be obtained from the use of didactic strategies. Here are some of them:

  1. Memory : The strategy is based on the student's ability to cope with a problem, a practical event. That is why it is useless to memorize the answers to the questions.

The teacher must motivate in the resolution of problems and encourage reflection.

  1. Poor teacher training : Students have the teacher as the mirror in which they look. However, sometimes this example is not entirely positive, because there are teachers with little training, which are shown as an inappropriate reflection.

An example of this is the level of communicative competence that the teacher has.

  1. Promotion of the copy : The possibility of copying the message of a colleague, or the task of others may imply that the student does not learn. Therefore, the teacher must encourage that all the answers given can be valid and, therefore, each one has his own and individual.
  2. Insufficiency at home : The economic and social factors that the student finds when they arrive at their home can diminish and distract the student from the objective that the didactic strategy has proposed.

Sometimes this situation can be observed when the student does not have the appropriate materials, such as a computer. Or affective difficulties, such as not having the support of their parents, for example.

CONCLUSIONS

Finally, we must take into consideration that we are, as we have mentioned before, before a construction of the own learning.

The didactic strategies are taken to the classrooms to promote the autonomy of the student, favoring the construction of his own learning. For this reason, the interest of the student should be encouraged starting from the emotions until getting to involve in its own nearer context, that is to say, to the family.

Therefore, it is possible to verify that any strategy must be modified according to the characteristics of the student, without a doubt, the significant learning with which this teaching-learning methodology is used justifies that the execution of the activities is part of the self-interest of the Student and is modified based on it.

And finally, it should be noted that the strategy starts from the student's basic knowledge. That is, new knowledge will revolve around what is already known to be building, as we are moving away from your comfort zone.

References

  1. ALONZO RIVERA, D. L. AND VALENCIA GUTIÉRREZ, M.C. (2016). Competences and didactic strategies from the socio-educational approach. Quderns digitals.net, 82 (1), 28-38.
  2. SOLÉ, M. (2007). Didactic considerations for the application of reading strategies. Investigative News in Education, 3 (7), 1-15.
  3. ZABALZA BERAZA, M.A. (2000). Didactic strategies oriented to learning. Spanish journal of pedagogy, 217 (1), 459-4990.


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