A learning methodology in which students play an active role and academic motivation is favoured. The method consists of carrying out a project, usually in a group.
It is a learning style where the teacher provides the theoretical and procedural foundations, which serve as a basis for the students to carry out a set of previously designed activities (according to the topic discussed) with the aim of developing a tangible product. This basis, along with practice, leads to a better understanding of the topic at hand.
It is a methodology characterized by the interrelation between the theory and practice.
Cooperative learning is a type of learning that allows each student to learn alongside their peers, rather than individually. Student groups do not usually exceed five members. The teacher is the one who forms the groups and who guides them, directing the performance and distributing the roles and functions.
Collaborative learning is similar to cooperative learning. Here, the former differs from the latter in the degree of liberty in which the groups are formed and function. In this type of learning, it is the educators who propose a topic or problem and the students who decide how to approach it.
A pedagogical model in which student participation takes place outside of class time (presumably from home) through interactive means. In class, they put into practice what they have learned, often developing team projects with their classmates.
Debating involves skills such as: knowing how to speak, transmitting ideas and opinions, knowing how to listen, sharing positions, refuting and being prepared to change one’s mind.
A graphic technique in which concepts are organized starting from a single point and from which new ideas are generated, accompanied by other elements that are related to the main idea. Visual learning reinforces a better understanding, encourages the integration of new knowledge and helps to refine thinking. It is a technique that favours the development of creativity.
Problem-based learning is a cyclical learning process made up of many different stages, starting with asking questions and acquiring knowledge that, in turn, lead to more questions in an amplifying cycle of complexity.
Putting this methodology into practice, not only involves the exercise of inquiry by the students, but also transforms outcomes into useful data and information. According to many pedagogues, the four great observed advantages of using this methodology are:
- The development of critical thinking and creative skills.
- Improvement in problem solving skills.
- Increase in student motivation.
- Most efficient means of transferring knowledge to new situations.
Through gamification, children work on different problems through the dynamics of games and video games.
Game-design elements and principles are then applied to non-game contexts, so that both circumstances are integrated, helping to promote attention and cooperative learning.
Beyond memorising content, students must be taught to work with the information they receive. They must be taught to contextualise, analyse, relate, argue…In other words, convert information into knowledge.
The objective of this methodology is to develop thinking skills beyond memorisation, to develop effective thinking.
By definition, all learning processes aim to acquire knowledge, develop skills, and solidify work habits. Competency-Based Learning represents a set of strategies to achieve this goal.
Through assessment tools such as rubrics, teachers can deliver the academic curriculum without deviation from the current curriculum, by focusing on it in a different way, putting real examples into practice and, thus, transmitting to their students, a more tangible importance to the lessons.