Teaching guidelines

Instruction Learning Guide

focused on coordination centered on the activity of

of whom teaches guided by the professor

any of the methods

you can integrate both orientations

they represent systematic frameworks they can be combined

and general action guidelines in with others
the teaching
for your selection,
they must be taken into account:

educational purposes
*type of contents
conditions under which it is taught
Methods for knowledge assimilation and cognitive development

development of thought and of

the skills for handling the
information
assimilation of knowledge

active lasting process who teaches integrates

the object to be known
to their schemes of
knowledge
stimulation

interest affectivity shared work

collaborative

Inductive methods
they are directed towards the formation of concepts, the inference of
rules and regularities of phenomena, through the
observation, management, organization, and use of the
information
greater emphasis on learning guide orientation
The learning environment requires resources (empirical,
data sources, visual, text) and flows of
exchange (participation, promotion of discussion,
exchange and active interaction among students

Basic inductive method

•observation and direct handling of materials and
empirical processes and/or information processes
secondary
learning is guided by reasoning
(systematic and methodical) and intentionally oriented
for whom teaches through questions
It aims at understanding real phenomena and to
development of fundamental basic skills
of thought and cognitive skills to
process information
the role of the teacher is fundamentally
organizer and guide of the learning process
 Method of concept construction
• work is done based on sets of properties or
attributes qualified by the teacher as 'examples'
"positives" and "negative examples"; the students
compare the characteristics of each 'group of
examples,” contrast their attributes, in view of
build and understand concepts. One does not proceed through
observation and direct treatment with materials and
empirical processes.
the guiding thought process implies the
analysis (to compare and differentially analyze the)
attributes) and the synthesis (identify the traits
essential in a conceptual definition)

Didactic research method

teaches students to actively process the
information, using approaches and
study methodologies specific to the fields of
knowledge and scientific disciplines
The general proposal consists of proposing to the
students a problem or a research area,
involving them in your research, constituting them in
active searchers and organizers of information
aims to understand the valuation of knowledge
scientific and the provisionality of the findings,
in addition to the ethical reflection on knowledge.

Instruction Methods
greater emphasis on instructional guidance
The learning environment requires resources (texts,
articles, libraries; information tools and networks
virtual; visual supports) and exchange flows
favor the communicative process, participation, reflection,
debate

Methods of transmission of bodies of knowledge

organized
It consists of a person presenting to the students.
the participants in the development of a body of
valid knowledge on the topic in question
 Arguments in favor:
Teaching must fulfill the transmission
of bodies of knowledge that due to their
complexity cannot be taught through
the active research of the students
not only transmits the knowledge itself, but
also modes of thinking
3- adapts to any area of knowledge

Critical conditions
The teacher: must know, master the knowledge
what it teaches, having experience in its development,
believe in its value and show passion, motivation in
your treatment
2- Content: a) it is important to avoid treatment of
specific topics or convey themes or matters that
the students can read directly and in
more productive way, and b) must also include the
analysis of the assumptions that led to
structure it, avoiding the vision of knowledge
as something fixed and neutral
3- Communication and assimilation process: the
oral presentation is not the only way to
develop the transmission and the assimilation of
knowledge does not exhaust in a good
conference; learning involves a process of
elaboration and requires a methodical sequence
of activities, in which the conference is just a
moment

Meaningful transmission method

Those who teach must think about providing to the
students the necessary basis to understand how and
why new knowledge is related to
those that they already know, and provide them with trust
intellectual and emotional
The proposal is to enrich the transmission process.
through the use of a) prior organizers, b)
advanced organizers and c) maps or networks
conceptual.

a) presentation of brief introductory materials that

they gather the core elements of the subject. Function:
 present a basic summary of the topic, promote
logical and reflexive relationships, and facilitate the
relationships with students' prior ideas
about the topic and the material presented
b) readings and presentations by the professor that allow
to deepen and analyze aspects or dimensions
specific to the initial first synthesis
c) aim to graphically represent the
relationships between concepts, ideas, and facts,
focusing attention on the core elements
important aspects of the content. They can be presented
as: prior organizer, support for the oral presentation,
product built by the students

Reading and debate seminars

it consists of the possibility for students to read from
first-hand written productions around
a topic addressed and analyze it with the guidance of the
teacher and in the debate and exchange with their group.
it promotes the autonomy of the student, the
reflective interpretation, the active management of discourse
written, etc.
•prevents the transmission from being done only through the
teacher's instruction and facilitates construction
knowledge personnel

Cognitive flexibility methods

Teaching leads to the mobilization of beliefs and
personal representations, to promote development
reflective the flexibility of thought, expanding the
awareness and understanding of other approaches,
conceptions or ways of understanding the world
The references to the 'objective reality' are mediated by
people, exchanging their visions and conceptions to
through language
greater emphasis on learning guidance orientation
Reflective dialogue method
The fundamental core of the method is dialogue, in the
which two or more people participate by exchanging
observations, experiences, points of view and
visions on the teaching content in
issue. Through dialogue, they express
personal conceptions distinguish points of view
and contradictions, and they form (or reformulate) their ideas,
assumptions or concepts
The question plays a fundamental role guiding the
thought, as a reflective question that
it is based on curiosity, amazement, the search for
explanation and understanding. It can arise from whom
learn (and the teacher takes advantage of it) or start from
master provoking the reflective process.
The dialogue is horizontal and personalized

Conceptual change method

suggests generating conflicts of interpretation for
generate critical reasoning in response to a) the
knowledge and b) their own assumptions.

a) Empirical conflict: puts its own in tension

interpretations with information from a
determined reality; Theoretical conflict: contrasting
his interpretations with other approaches
conceptual.
b) Conflict between theories: contrasting different
approaches to the same reality or problem;
Practical conflict: contrasting one or more approaches
with the particular context.