Uso del geoplano para contribuir a los conceptos de perímetro y área
The intervention proposal in the classroom consisted of determining the perimeter and area of flat figures without length measurements. The intervention allowed to consolidate the basic concepts of flat geometry and the development of metric thinking through the use of Geoplano as a concrete material. The pedagogical process was carried out with the organization and execution of a didactic sequence that started with the recognition of previous knowledge, from the diagnostic test and the continuous monitoring in the learning levels of the students, until the verification of results through the application of the post test. These results show the learning and characterization of the figures as well as the recognition of perimeter and area concepts in different plane figures.
Compartir este contenido
Uso del geoplano para contribuir a los conceptos de perímetro y área
Copia el enlace o compártelo en redes sociales
Uso de estrategias para fortalecer la comprensión lectora
This pedagogical intervention through its development evidences the analysis process that was carried out in the IED Divino Salvador de Cucunubá in Cundinamarca. Therefore, the incoherence between the teaching practice and the institutional model was found, the unsatisfactory results in the Saber Tests of 20l5 in the subject of Spanish Language and the lack of strategies for the teaching of reading comprehension. For this reason, it was considered pertinent to carry out a classroom project that included the fable in the application of strategies for the moments before, during and after the reading and in this way strengthen categories at the literal, inferential and intertextual levels of the Reading comprehension through flexible work according to the interests and needs of students.
The context that was considered for the intervention in front of the classroom problem is the unitary or multigrade rural headquarters Through the Divino Salvador Departmental Educational Institution in the municipality of Cucunubá, pre- school, first, third and fifth grades (6 students), which oscillate in ages of approximately 5 to 11 years and those belonging to strata I and 2.
Compartir este contenido
Uso de estrategias para fortalecer la comprensión lectora
Copia el enlace o compártelo en redes sociales
Una estrategia basada en indagación para mejorar el ambiente escolar y los aprendizajes en ciencias
The document consists of five chapters with the following information: Chapter One describes the institutional diagnosis and shows the teaching learning needs. Chapter two raises the problem to intervene, it delimits it, it shows the orientation question, the hypotheses of action and the theoretical and methodological references. In chapter three the proposal of intervention, its route of action and the didactic and methodological strategies to be implemented are presented. In the fourth chapter, the central objective is to show the systematization of the results, their analysis and the reflections that arise from them. Finally, in chapter five, the conclusions and recommendations are presented on the basis of the work carried out and an institutional projection plan that allows from the development of activities to be presented to the institutional problems identified during the diagnostic process described in the chapter l.
Compartir este contenido
Una estrategia basada en indagación para mejorar el ambiente escolar y los aprendizajes en ciencias
Copia el enlace o compártelo en redes sociales
Tras las sombras están los sentimientos y las palabras
Behind the shadows are the feelings and the words: it refers to the development of communicative competences understood how; listen, speak, read and write comprehensively, from the perspective of sentimental education (Santos Guerra, Maturana H., Amanda Cespedes, Casassus, Salmurri and Skoknic), taking into account the emotions as protagonists in the pedagogy, being they the ones that model the experiences. The project was carried out with grade 101, vulnerable population, day of the afternoon, of the IED Bolivarian Republic of Venezuela School, located in the town of Los Mártires in Bogotá. It was developed in eight sessions which took as a pretext a didactic sequence (Vidiella), with the shadow theater, in order to reach the students in an innovative, practical, sensory way, searching through the shadows; diverse constructions of words, phrases, dialogues: managing to disturb them, question them. Thinking that communication skills will result in life tools from a meaningful learning and a socio-cultural approach, depending on the experiences and interactions between their peers.
Compartir este contenido
Tras las sombras están los sentimientos y las palabras
Copia el enlace o compártelo en redes sociales
Textos multimodales, múltiples estrategias de comprensión
This document captures the systematization process of the intervention developed from the difficulties in the reading comprehension processes in third grade students, having a direct impact on learning. The fundamental purpose was to strengthen the levels of understanding through the analysis of multimodal texts. To achieve this objective, a didactic unit was developed in which the different stages of learning were carried out, implementing a formative evaluation. As a result, it was found that in the processes of reading comprehension, the use of multimodal texts generated contextualized environments, diversifying the strategies and tools necessary to approach the text from the different semiotic components, contributing to the construction of meaning. Likewise, thought processes were developed that directly affected a significant advance in the literal, inferential and critical levels. Likewise, it aroused a great deal of reflection on the need to transform conceptions from teaching, identifying the teacher as the process leader, responsible for directing and marking the learning until the student generates autonomy in the process.
Compartir este contenido
Textos multimodales, múltiples estrategias de comprensión
Copia el enlace o compártelo en redes sociales
Solución de problemas con Scratch para la comprensión de la medida del área en polígonos
This research describes sorne of the difficulties that have arisen in the teaching and learning of the measurement of the a rea in polygons and in the solution of geometric problems that involve said measure. He proposes to demonstrate how the design of didactic sequences in Scratch software, contributes to the reduction of these difficulties, which are evidenced in a group of sixth grade students, such as: solution of problems that involve the measurement of the area in polygons, measurement by approximation, use of instruments and units of measurement, differentiation between area and perimeter, calculation of the area by surface paving and composition, conservation of the measure and conversion of units.
Compartir este contenido
Solución de problemas con Scratch para la comprensión de la medida del área en polígonos
Copia el enlace o compártelo en redes sociales
Sistemas de representación: una estrategia para resolver problemas multiplicativos
Esta propuesta nació a partir de la dificultad que presentaron los estudiantes de grado cuarto y quinto de la IERD San Javier Sede Alto del frisol Escuela Unitaria al momento de solucionar problemas. Se pensó en apoyar la superación de errores recurrentes mediante una estrategia centrada en sistemas de representación al resolver situaciones multiplicativas, debido a que permite mejorar el pensamiento matemático y la creatividad, además, se fortalecieron las habilidades haciendo un seguimiento continuo de la enseñanza. La estrategia metodológica del proyecto es la sistematización de la experiencia desarrollada a partir de la resolución de problemas, permitiendo contrastar las diferentes formas de hallar respuestas al comprender y analizar situaciones multiplicativas, empleando representaciones gráficas que llevaron a construir múltiples métodos que ayudaron a la identificación de modelos. Además, apoyar este proceso desde el aula de clases con diferentes representaciones fortaleciendo en los estudiantes su capacidad de razonar, logrando una interpretación adecuada de las situaciones problemas trabajados, fortaleciendo el pensamiento simbólico, las imágenes mentales, las representaciones pictóricas de un problema planteado. Finalmente, consideré importante fortalecer mi práctica con estrategias aplicables al contexto rural en que estamos inmersos, sin dejar de lado el modelo pedagógico de la institución.
Compartir este contenido
Sistemas de representación: una estrategia para resolver problemas multiplicativos
Copia el enlace o compártelo en redes sociales
Sexo y sexualidad en el aula de lenguaje
This document is the result of an intervention in the eleventh grade classroom at the Mariano Ospina Rodríguez School in Guasca, Cundinamarca. It arises from the need to guide the teenagers of this institution in the construction of deep arguments that enrich their opinions and, at the same time, encourage them to work straightening of an individual identity by creating a discursive voice. To this end, it was proposed the perspective
of situated learning as methodological approach, which suggests that teaching actions must emerge from the
characteristics and interests of the students, in order to the different processes within the classroom are
pertinent for them. Therefore, it was posed as core topic: "Taboo: sex and sexuality", seeing it as a social and
cultural imaginary, whose importance in the daily life teenagers would be the key to motivate them to express
profound points of view, also to analyze critically and reflexively their behaviors and conceptions about the
subject. The evidence of learning developed by students is an illustrated opinion article where both the written
and the symbolic elements reflect a speech created by each one of them.
Compartir este contenido
Sexo y sexualidad en el aula de lenguaje
Copia el enlace o compártelo en redes sociales
Secuencia didáctica para la motivación y aprendizaje de los ecosistemas
Este trabajo presenta una propuesta que privilegia espacios en el aula para impulsar la motivación por el aprendizaje de las ciencias naturales. Para ello, se realizó una intervención educativa en la que se aplicó una secuencia didáctica en 36 estudiantes de cuarto de primaria, niños entre 9 y 13 años de edad. Además, se implementó una idea transformadora denominada "Cuadernos vemos, mentes no sabemos", la cual tuvo un impacto positivo, porque recobró el sentido del registro escrito en el cuaderno de ciencias, como parte de sus procesos de aprendizaje.
Compartir este contenido
Secuencia didáctica para la motivación y aprendizaje de los ecosistemas
Copia el enlace o compártelo en redes sociales
Secuencia didáctica para la enseñanza de ecosistemas desde una estrategia basada en indagación
La propuesta de intervención corresponde a una secuencia didáctica implementada en el colegio Nelson Mandela IED jornada tarde. Tiene como objetivo de generar procesos de evaluación formativa que contribuyan al aprendizaje de la temática de ecosistemas a través de la implementación de la estrategia de enseñanza de las ciencias basada en indagación. Se distribuye en cuatro capítulos a través de los cuales se identifican las problemáticas institucionales (Diagnóstico Institucional) y se presenta el diseño, implementación y evaluación de la propuesta para sobre ella llegar a conclusiones que generen un impacto positivo tanto para el docente como para la institución.
Compartir este contenido
Secuencia didáctica para la enseñanza de ecosistemas desde una estrategia basada en indagación