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Motivation for homework.

Involvement and initiative.

Degree of understanding of what is done, how it is done and why it is done.

Mastery of procedures and concepts.

Development of critical thinking.

Acquisition of argumentation strategies.

Learning communication, relationship and conflict resolution.

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The focus of this method is to integrate students to organize work in the classroom, the students are responsible for their learning .

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Collaborative Learning Process - Teachers function

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Collaborative Learning Process - Teachers function

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Phase 1: Decision making prior to teaching in the classroom.

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Phase 1: Decision making prior to teaching in the classroom.

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Identify the learning objectives, decide of the size of the group, organize the learning material, organize the groups, prepare spaces and designates roles.

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Phase 2: Task structure and positive interdependence 

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Phase 2: Task structure and positive interdependence 

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Point out the task and evaluation criteria, structure positive interdependence, individual responsibility, intergroup cooperation and specify desirable behaviors in students.

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Phase 3: Intervention and process control

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Phase 3: Intervention and process control

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Observe the interaction and intervene if necessary.

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Phase 4: Assessment of learning and  group interaction 

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Phase 4: Assessment of learning and  group interaction 

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Closing activity and evaluation.

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In this sense, evaluation is an instrument for improvement that allows us to obtain valid and reliable information on the consequences of specific actions, in o

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The role of the teacher and student is important

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The student profile and the need for learning

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The student profile and the need for learning

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1. Conceptual contents are: Law of gravity. Rivers ordered by length.

2. Procedural contents: They indicate the teaching procedures and strategies.

3. Attitudinal contents: They indicate values, norms and attitudes.

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Case studies are analysis of persons, groups, events, decisions, periods, policies, institutions or other systems that are studied holistically by one or more methods.

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it will guide us instructionally to the achievement of a purpose at the end of the process.

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Situations in which the students are asked to respond correctly to the different activities.

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1. The teacher presents a specific case for study.

2. The teacher accompanies and gives guides to the students.

3. Presentation and familiarization with the case study.

4. Individual case study or analysis of the case in a group.

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Problem identification.

Detection of strenghts and weakness.

Search answers.

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Preparation of conclusions and recommendations

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Preparation of conclusions and recommendations

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Decision making.

Thinking in different alternatives.

Making a final reflection.

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The ability to analyze.

Intrinsic motivation for learning.

Training in solving real cases.

The connection with the reality of the profession.

The development of communication skills.

The progress in functional learning.

The possibility of experiencing an authentic evaluation linked o real events.

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It is the presentation of a logical and structured topic, information is provided and the criteria are followed appropriately.
The teacher provides information from different sources and in different ways, aimed at developing specific objectives.

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Expose content.

Explain phenomena.

Present experiences.

Conduct demonstrations.

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Listen and take notes

Contrast the information

Generate new ideas

Perform activities

Complete the information

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Perception, attention and motivation towards learning.

Acquisition and proper processing of the information provided.

Development of the student´s own thinking.

Personalization of information.

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They are a group of decisions on the procedure to be carried out and the resources that will be used in the different phases of the action plan.

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The purpose of the evaluation is to determine to what extent the goals associated with the learning that students are expected to achieve during their time at school are being met.

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The student-teacher relationship occurs when the teacher has the management of the methodology for teaching and the student adapts to the pedagogical model of the teacher.

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- Preparing needs and resources.
- Analyze and understand problems.
- Find and design a plan to solve the proposed tasks.
- Apply the selected procedures.

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Evaluation provides elements that support decision making in accordance with institutional development needs.

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The role of the teacher is a guide, a mediator, a person who accompanies the students in the construction of knowledge both individually and collaboratively.

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These are important elements for
the teaching process

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Any pedagogical element is related to the human being

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A constructivist approach is recommended as it builds a student's knowledge through social situations

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We as teachers have to find the best methodology to teach to our students, so we have to apply a methodology in which the teacher is a facilitator of processes

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Facilitates training in problem solving.
Promotes autonomous and collaborative work.
Understanding of the reality.

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A good methodology is needed

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This depends on which profile we seek to train in the student

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In the same way it is important to access the current technological resources, the teacher must be able to face this reality that will help him in the educational process

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The participation of students and teachers together is important