Key Concepts

Key pedagogical definitions to be integrated:

Motivation: Promotes the student's attention and interest. It implies: Connecting with the student's interests. Find out what they want to know about the topic. Use suggestive ways of presenting information. Start with a problem or challenge that arouses their curiosity. To show the usefulness of the contents in life. etc. The cooperative techniques that can be integrated are: Cooperative techniques:  Lightening the atmosphere  Academic controversy  Cooperative dramatization  The play on words  Simultaneous interview  Rotating folio  Phrase/photo/video wall mural  Exchanging difficulties  Listener's requests

Framing: Contextualize what, how and why you are going to learn. It involves: Reviewing the work done previously. Situate yourself within a map or previous organizer of the topic, in order to become aware of what has been done and what remains to be done. Present the work plan for the session or unit, etc. The cooperative techniques that can be integrated are: Cooperative techniques:  Cooperative correction of homework  Thinking twins/teams  Exchanging difficulties  The list  Cooperative note-taking pairs  Listener's requests  Setting out the work to be done  Preparing the task  Projecting the thought

Anchoring: Part of previous knowledge and experiences. This means: exploring what the student knows. Remember the previous session. Recall what they learned about the topic in previous sessions or even courses. Correct the work previously developed, etc. The cooperative techniques that can be integrated are: Cooperative techniques:  Lightening the atmosphere  Numbered heads together  Cooperative correction of homework  The play on words  Simultaneous interview  Phrase/photo/video wall mural  What I know and what we know  Listener's requests  One, two, four  One for all.

Scaffolding: Use analogies or comparisons to facilitate learning. It involves developing Actions to: Make exhibitions. To show films. Working with texts. Propose experiences. Develop research Study specific cases. Cooperative techniques that can be integrated are:  Academic controversy  Listening teams  Three-minute stop  Exchange difficulties  Cooperative Twitter  Cooperative podium  The list  Cooperative reading pairs  Cooperative note-taking pairs  Silent demonstration.

Consolidation: Iterative activities with variations and progressive effort. It is about ensuring the process of appropriating reality, becoming aware of what has been learned and developing the student's autonomous thinking. It involves developing actions to: a. Inventory what has been learned in a previous session or sessions. b. Review work that has been done previously. c. Make summaries, diagrams, mind maps... about what they have learned. d. Keep a learning diary, etc. Cooperative techniques that can be used are:  ́Collage ́ evaluation  Rotating sheet  Learning gallery  Cooperative inventory  The list  Pencils at the center  CCC (cooperative consensus building)  Cooperative podium  By this means solve  One, two, four.

Transfer: Apply what has been learned in new contexts. It is about students applying to a situation, the skills acquired in another situation or different contexts, often completely new, in a strategic way. It involves developing actions to: a. Relate the contents worked on with other subjects. b. Identify the usefulness of what they learn and its application in everyday life, etc. Cooperative techniques that can be used are:  ́Collage ́ of evaluation  Academic controversy  Cooperative dramatization  Phrase/photo/video mural  Learning gallery  Cooperative inventory  Pencils at the center  Transfer panels  By this means I solve  One, two, four.

Synthesis: Integrates relevant learning. The aim is for students to carry out a thorough review and integration of the relevant learning acquired. It involves developing actions to: a. Understand the contents. b. Apply what you have learned to different situations. c. Use learning to evaluate different situations, elements and realities. d. To create new products or new ways to use/improve them.

Metacognition: Reflects on the learning process itself. It is about students knowing and regulating their own mental and learning processes in order to self-regulate and apply/transfer it to other situations/contexts different from their lives. It involves developing actions to: a. Identify useful and useless strategies. b. Become aware of one's own learning profile. c. Know and manage learning strategies appropriate to their profile and the type of content.

Cooperative: We want students to work together for a shared goal with a sense of winning or losing, I learn with the help of others. Active: We want our students to participate critically and actively by being involved in the activity, being the protagonists of their own learning. Reflective: We seek the reflection and metacognition of students about what they do, make their thinking visible and help them to understand and interpret the world, as well as to reach a level of Critical Thinking When we talk about the "Cooperative Techniques" it is only necessary to list them, but to understand well what each one is about, consult your sources in the document "Techniques".