Gabonal Professor Margarita. Alfonso Ugarte IE
As a starting point must be identified clearly and properly articulate these four elements: skills and attitudes as goals and contents and methods as a means, not only in discourse but especially in practice. This approach is very old theory, but in fact comes down to good intentions, if not change of paradigm, which is moving from a model of teaching - learning a model of learning - teaching.
The apprentice learns their abilities (cognitive processes) and attitudes (affective processes) and the teacher as a facilitator of learning, should be identified to try to develop through the contents (forms of knowledge) and strategies / Procedures (ways of doing). Relevant concepts that underpin this debate are very large and complex, among them are the following: characteristics of social paradigm - cognitive and their underlying theories, learning to learn and develop cognitive and affective processes, curriculum and learning model - teaching, learning strategies and meta-cognitive, design and evaluation of cognitive and affective processes centered teaching, among others.
The apprentice learns their abilities (cognitive processes) and attitudes (affective processes) and the teacher as a facilitator of learning, should be identified to try to develop through the contents (forms of knowledge) and strategies / Procedures (ways of doing). Relevant concepts that underpin this debate are very large and complex, among them are the following: characteristics of social paradigm - cognitive and their underlying theories, learning to learn and develop cognitive and affective processes, curriculum and learning model - teaching, learning strategies and meta-cognitive, design and evaluation of cognitive and affective processes centered teaching, among others.
0 comments:
Post a Comment