Background Information
Collaborative learning
A suitable strategy for young people is, as Salinas, J. points out, a strategy based on “collaborative learning", which focuses on the student rather than the teacher and where knowledge is conceived as a social constructor, facilitated by interaction peer evaluation and cooperation.
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Consequently, the role of the teacher changes from the transmission of knowledge to students to be a facilitator in the construction of their own knowledge on the part of it.
According to Collazos, C.A. this collaborative learning “is not a
simple mechanism, knowledge is constructed, transformed and extended by the students with an active participation of the teacher, changing her role ".
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In this way, students actively build their own knowledge, the teacher's effort is focused on helping the student develop talents and abilities using new teaching schemes, becoming a guide in the teaching-learning process.
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Blanchard, M. defends that collaborative strategies are
essential to respond to the diversity of the classroom, she defends a teaching in which the teacher has as objectives the motivation, involvement and autonomy of students in their own learning process, provoking a dialogue with them about what they are going to do, why, how will they do it, how will they evaluate it. In this way the student feels responsible for her task and feels the need to learn.
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Blanchard, M. indicates that knowing the learning conditions, the personal data that each student has, taking them into account and managing them in their favor, will greatly contribute to preventing failures in their learning process.
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The pedagogues critical of traditional teaching propose several challenges to teaching, among them is the individualized method that adapts the student's work to her attitudes to enhance school work.
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Individualized method
Individualized teaching is what allows each student to work to achieve the proposed objectives according to their own rhythm and possibilities, therefore the teaching process corresponds to the individual's learning conditions.
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The application of individualized teaching techniques requires taking into account the specific characteristics of each individual; the student is responsible for their learning of it, the teacher adapts his classes to the characteristics of the student, the center of the didactic process is the student's relationship with the content that is developed in learning and whose effect is knowledge.
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For Monereo, C. “learning strategies are conscious and intentional decision-making processes, in which the student chooses and recovers, in a coordinated way, the knowledge he needs to complete a certain demand or objective, depending on the characteristics of the educational situation in which the action takes place ".
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Didactic Method
It is the rational and practical organization of resources and procedures of the teacher, with the purpose of directing student learning towards the intended and desired results. Its purpose is to make students learn the subject in the best possible way, at the level of your current capacity, within actual conditions in which teaching takes place, taking advantage of intelligently time, circumstances and material and cultural possibilities present on the spot.
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some basic elements of the didactic method are:
1. Didactic language.
2. Auxiliary aids and didactic material.
3. Didactic action.
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Sirvent, M. D. defines the didactic strategy as: “is to plan
of the teaching-learning process for which the teacher chooses the techniques and activities that she can use to achieve the objectives of her course ”.