Types of techniques

There is a large number of teaching techniques, just as there are different ways
de clasificarlas.
The teaching technique is a didactic procedure that helps to carry out
a part of the learning pursued with the strategy. While the strategy
covers more general aspects of the course or a complete training process, the
The technique focuses on learning orientation in specific areas of the course.
In other words, the teaching technique is the particular resource that is used by the
teacher to carry out the planned objectives from the strategy.
A didactic technique is the logical procedure grounded in psychology.
intended to guide the student's learning.
Within the process of a technique, there may be different activities necessary for
the achievement of the intended results by the technique. These activities are still
more partial and specific than the technique and can vary depending on the type of technique or the
type of group with which one works.
Exhibition
2. Project Method
3. Case method
4. Questioning method
5. Simulation and game
6. Problem-Based Learning
7. Role play
8. Discussion Panel
9. Brainstorming
Types of strategies
The strategies aim to intentionally facilitate a deeper processing.
about new information and they are planned by the teacher... They are procedures and
resources that the teacher uses to promote meaningful learning from the
objective and of the independent learning strategies.
There are two types of teaching strategies:
Teaching strategies. They are procedures used by the teacher to make
Possible student learning. Includes physical and mental operations to
to facilitate the confrontation of the learner with the object of knowledge.
1. Mapas Conceptuales 2. Mapas Mentales 3. Estructuras Textuales 4. Organizador
Previous 5. Objectives or purposes of learning 6. Analogies 7. Questions
Intercaladas 8. Ilustraciones 9. Resumen
• Estrategias de aprendizaje. Procedimientos mentales que el estudiante sigue para
to learn. It is a sequence of cognitive and procedural operations that the
student develops to process information and learn it significantly.
Types of skills:
Teaching skills are a set of resources that enable an individual
develop the training action. It is about being able to give a class with
quality so that students learn and the educational objectives are achieved.
1) Mastering new technologies: Teachers must grow in this area and
take advantage of the progress that new technologies applied in the classroom represent,
adapting to the current reality.
2) Relate constructively with students: Have a good relationship and
communication with your students greatly helps the educational process and their
development, thereby providing the required individual attention and increasing the
possibilities of receiving the learning more easily.
3) Plan the teaching process: It is the fundamental competence that organizes what
what is wanted to be taught and what is expected for the students to learn. It is not only about
aplicar un manual al pie de la letra, es necesario saber seleccionar qué contenidos y
resources to apply in each class.
4) Manage the methodologies of teaching: It is necessary for every teacher
learn about various teaching methodologies to apply them appropriately in
each situation (individual classes, group work, reinforcement, etc).
5) Research on teaching: Not only should students learn, but also the
The teacher must be continually learning. To do this, they must research and
reflect on the teacher's practice, applying what they find appropriate and
modifying some processes, always looking out for the well-being of the students and their
development
Classifications and discourses on didactics:
Critical Didactics
This type of teaching works with factors that positively influence
cognitive activity, thus following certain approaches of the cultural perspective and
historic.

Specific didactics
It is also known as special didactics. Here, curricula are developed.
depending on the content that is intended to be addressed for the purpose of obtaining a
determined knowledge. Various methodologies are worked on and studied in this.
each subject of study that is intended to be addressed and from there work with the methods
of teaching in each area of study. This is often used in very advanced fields.
of learning, where the content to be taught is taken into account and from this it starts
with the planning to follow the best learning process.
Integrative didactics
This focuses on both the student and the teacher, where the basis of study reaches
to be the process of teaching and learning. With this, it is possible to stimulate development of
strategies.
Variable didactics
It is about trends in various teaching methods that gradually evolve over time.
changing, adding new modes and tools in the learning process.
Differential didactics
This type of didactics takes the situation as the basis for its approach.
sociocultural, the skills, the knowledge and above all the characteristics that
distinguishes a specific person or group of people to whom it will be applied
the methods. For this didactic approach, the subject or the information is set aside
rather relies on the abilities that the person has. This takes its
strong in pedagogy and psychology, where it focuses on the processes used
by the person to reach knowledge. This type of didactics is shown in
preschool areas, primary areas, and in those areas where teaching is required
specialized since the capacity of individuals is very limited. In few
words the content to be given is not important, focusing only on the path used
to achieve learning.
Differences between technique, strategies, and activities.

It is defined by the type of person, society, and culture that an institution

the educational institution strives to fulfill and achieve. The conception of the student that one has and
of their attitude towards school work. The cognitive possibilities of the
students, Within the process of a technique, there can be different activities. The
activities are more partial and specific than the technique and will vary depending on
type of technique and of the participants in the group with which one works. The techniques
Didactics are considered as procedures that help to carry out a
part of the learning pursued with the strategy. The activities are part of the
techniques and are specific actions that facilitate the execution of the technique. They are flexible
and allow adjusting the technique to the characteristics of the group.

C Criteria for the selection of teaching strategies and techniques:

Validity refers to coherence regarding the objectives, that is, an activity is
valid to the extent that it enables a change in behavior or improvement of the subject in the
direction of some objective.
Comprehensiveness: Also in relation to the objectives. It is necessary to provide for the
students with as many types of experiences as areas of development are sought to be enhanced
(information, intellectual skills, social skills, motor skills)
beliefs, attitudes, values, etc.)
Variety: it is necessary because there are different types of learning based on
previous criterion.
Adequacy: it refers to adaptation to the various phases of development and levels
maturational aspects of the learning subject.

Relevance or significance: it is related to the possibility of transfer and

utility for the current and future life of the subject.

Adaptation to the characteristics and conditions of the group: the selection must be
based on the knowledge of the characteristics and conditions of the group
school
Moment for the application of a didactic strategy or technique
In the educational model proposed by the redesign*, the role of the teacher diversifies.
making two specific functions that are carried out extremely important,
two different moments:
At first:
Plan and design the experiences and activities necessary for the acquisition of the
Expected learnings, as well as defining the appropriate spaces and resources for it
achievement.
This teacher's activity precedes the course development. The above is related.
with the knowledge and proper application of criteria for the selection of strategies
and teaching techniques.
At a later stage: Facilitate, guide, motivate, and assist the students during their
learning process, and continuously guide the course towards the objectives
proposed. The latter is associated with the proper mastery of strategies and techniques
at the moment of its application in the classroom and its follow-up.

Differences between knowledge, skills, attitudes, and values:

Knowledge: it is the subject of study, or topic to be developed in the classroom, what is known.
about the topic.
Skills: they are the way or ability that the student has to solve or
understand the topic presented.
Attitude: it is the disposition in which the student finds themselves to undertake different tasks.
activities inside the classroom.

Values: the values we possess help us understand our way of acting and
behave ourselves.
Competence: ability or capacity to carry out a task.
Skills to develop in the student according to the selected technique:
1. Learn on your own
2. Analysis and Synthesis
3. Critical thinking
4. Creatividad
5. Innovation
High work capacity
7. Oral and written communication
Teaching theories
Instructional theories, or teaching theories, constitute the
complement to the needs for scientific explanation or justification of
teaching-learning process.
Discovery Learning Theory: This theory was conceived by the aforementioned
Jerome S. Bruner, and its spirit is to encourage active participation of
student during the teaching-learning process, based on the consideration of
that effective learning basically depends on a real problem being
presented as a challenge to the student's intelligence, motivating them to face their
solution, and even to go further, to the primordial end of learning which consists of its
transfer
Eclectic instructional theory: In summary, the theory of observational learning
It can be appreciated in the following points: The student retains in their memory the
images and verbal codes, resulting from the transformation of the model's behavior
observed, in addition to other external stimuli.
Systematic instructional theory: Robert Gagné, who develops it within a
context in which the background, processes, and products are structural
resulting from that learning scheme. It includes the phases of all learning and
of the teaching actions that motivate them.
For Gagné, learning is a process through which living organisms
they acquire the ability to modify their behaviors quickly and
permanentemente. El aprendizaje implica el concurso de cuatro elementos:
A social subject,
A conducive situation for learning,
An explicit behavior of the subject and
An internal change.
Theory of meaningful learning: The idea of meaningful learning with which
Ausubel's work is the following: true knowledge can only be born when
the new contents have a meaning in light of the knowledge that is already
they have.
That is to say, learning means that new learnings connect with the
previous ones; not because they are the same, but because they are related to these in a way
that a new meaning is created.