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What do you know about didactic according to the video?

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What do you know about didactic according to the video?

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Didactics it means teaching sugest art of teaching, also it has to do with the process of teaching and learning, concentrate most of the time in how the teachers, students and the knowlodgment are coneccted between all of them.

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Which are the definitions of didactic according to the authors and the video?

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Which are the definitions of didactic according to the authors and the video?

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1. Phenomenos or forms, percepts and laws of teaching with no matter what subject is according to Storcker 1964.

2. Medina 2003: a discipline of pedagogical nature that focuses on teaching goals.

3. Sarre & White says that knowledge oriented, wich aims to understand how teaching leads to learning.

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 Since didactics focuses on how interactions occur between the teacher, the student, and the content, what strategies could you use to improve these interactions in your educational environment? 

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 Since didactics focuses on how interactions occur between the teacher, the student, and the content, what strategies could you use to improve these interactions in your educational environment? 

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To improve the dynamics between teachers, students, and the subject matter, I would focus on the following strategies:

1. Varied Instructional Techniques: Employ a range of teaching methods (lectures, discussions, group work, projects, multimedia) to cater to diverse learning styles.

2. Personalized Learning: Get to know students' strengths, weaknesses, and interests. Use this knowledge to differentiate instruction and provide tailored support.

3. Active Learning: Incorporate activities that require students to actively engage with the material (problem-solving, debates, presentations, hands-on experiments).

4. Feedback and Assessment: Provide regular feedback to students on their progress. Use a variety of assessment methods (formative and summative) to gauge understanding.

5. Classroom Climate: Create a positive, inclusive classroom environment where students feel comfortable asking questions, expressing opinions, and taking risks.

6. Technology Integration: Use technology to enhance teaching and learning (interactive whiteboards, educational apps, online resources).

7. Collaboration: Encourage collaboration among students through group projects and peer teaching.

8. Real-World Connections: Connect the content to real-life situations and examples to make it more relevant and engaging for students.

9. Reflection: Encourage students to reflect on their learning and identify areas where they need additional support.

10. Professional Development: Stay updated on the latest research and best practices in education to continuously improve my teaching skills.

By implementing these strategies, I can create a more dynamic and effective learning environment that meets the diverse needs of my students.

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Pedagogy and didactics have different approaches to the teaching process. How can you balance the practical application of pedagogy with the theoretical analysis of didactics to create a more dynamic learning environment? Reflect on how to integrate both approaches in your educational practice.

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Pedagogy and didactics have different approaches to the teaching process. How can you balance the practical application of pedagogy with the theoretical analysis of didactics to create a more dynamic learning environment? Reflect on how to integrate both approaches in your educational practice.

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Here's how I approach it in my own practice:

I see pedagogy as the art of teaching – the actual strategies and techniques I use in the classroom. It's about how I teach. Didactics, on the other hand, is the science of teaching – the underlying theories and principles that inform my pedagogical choices. It's about why I teach in a certain way.

To integrate both, I try to create a cycle of action and reflection. I start with a solid understanding of the didactic principles relevant to my subject matter and my students' learning styles. This might involve considering cognitive load theory, constructivism, or other relevant frameworks. This theoretical understanding informs my pedagogical choices. For example, if I know my students learn best through active learning, I'll incorporate more group work, discussions, and hands-on activities into my lessons.

Then comes the crucial part: reflection. After each lesson, or even after specific activities, I reflect on what worked well and what didn't. I analyze my pedagogical choices in light of the underlying didactic principles. Did the active learning strategies I used actually promote deeper understanding? Did they engage all learners? If not, why not? This reflective process helps me refine my pedagogical approaches and make them more effective.

It's a continuous loop. Theory informs practice, and practice informs theory. By constantly moving between the two, I can create a more dynamic and effective learning environment where students are not only engaged but also developing a deeper understanding of the material. This also allows me to be more responsive to the specific needs of my students, adapting my methods as needed. It's a process of ongoing learning and improvement, both for me and for my students.

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didactics and pedagogyc are related but they are not the same, the didactics is the art of teaching and how to make that process of learning and teaching a better model.

while the pedagogy reffers to the science or art of how the students teach and how the students learn.

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Balancing the practical "doing" of pedagogy with the theoretical "thinking" of didactics is key to creating a truly dynamic learning environment. Here's how I approach it in my own practice:

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Teaching is a complex endeavor, and understanding its various facets is crucial for effective practice. 1 Stöcker's work emphasizes the fundamental elements of teaching, suggesting we must first grasp its inherent phenomena and forms. This foundational understanding allows us to move beyond simply doing and begin to analyze what we do. Medina's perspective then brings focus to the pedagogical nature of teaching, reminding us that our actions should be guided by clearly defined learning goals. Without a target, our efforts become aimless. Finally, Sarre & White highlight the knowledge-oriented nature of teaching, stressing the vital connection between teaching practices and learning outcomes. They encourage us to explore and understand how our teaching translates into student learning. Taken together, these viewpoints offer a comprehensive framework, from the basic building blocks of teaching to the intentional design of learning experiences and, ultimately, the achievement of meaningful results. Considering these perspectives allows educators to refine their practice, becoming more deliberate and effective in their approach.

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All the authors who describe their definition are based on the same idea of a science to learn and teach.