2/10/22 Active methodologies | Thinkö Education

What are Active Methodologies?

Active methodologies in teaching are learning strategies.

focused on the student and achieving their training in a specific discipline
through an active and constructive process. These methodologies act in opposition
to traditional teaching, where the students are limited to receiving, in a quite
passive, a series of concepts and knowledge presented by the teachers.

Active methodologies can be defined as interactive teaching processes.

learning based on active communication and the interconnection between the
teaching staff, the students, and the teaching material.

In this type of methodologies, the protagonism in the classroom shifts from the teacher to the

students, who must adopt a level of involvement much greater than in the
more traditional or classic classes.

Active and participatory methodologies

Sometimes we talk about participatory methodologies or active-participatory methodologies.
to refer to teaching and learning processes where emphasis is placed on the
proactive role of students and their critical ability. For this, it is
they implement activities and techniques that enhance the reconstruction of the
thought of the stakeholders involved in teaching, especially the students,
but also from the teachers themselves.

These methodologies take as their main starting point the interests of

student body trying to acquire the necessary skills for their working life and
daily.

The teacher figure becomes a guide and facilitator of learning, contextualizing

knowledge to real situations of the current world and reorienting the needs of
the students throughout the process.

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Active and participative methodologies are based on development theory.

Cognitive of Piaget, which analyzes the way in which humans acquire,
building and analyzing the different forms of knowledgegradual.

Free Guide: Discover how to Connect your project to the Curriculum

foster creativity with pedagogical rigor.

Characteristics of active methodologies

The main characteristics of active teaching-learning methodologies are:

The students at the center: The student takes on a leading role, with a
very high implication on their part and a self-reflective role.

Productive: Learning is conceived as a constructive process and not

receptive.

Functional: These teachings take place in a context based on situations and

common and everyday problems in the real world, and in professional practice.

Transferable and lasting: The learning acquired through these methodologies is

applicable both to other subjects and to real life.

The evaluation is a visible and transversal process.

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In active methodologies, learning is conceived as a constructive and collaborative process.

Objectives of active methodologies

These educational practices are focused on the development of competencies.

students, which is reflected in the following objectives.

Get students to become responsible for their own

learning.

Achieve that students learn, in a practical way, useful knowledge and

concretes that they will commonly encounter in their daily and work life.

Enhancing critical and reflective thinking about the world around them,
knowledge they are acquiring, the way to assimilate them and the results that,
little by little, they are catching up.

Reward curiosity: That students ask questions and not just be able to answer.
answers.

Develop in students skills of searching, selecting, analyzing, and evaluating.

of the information.

Develop both individual autonomy and responsibility as well as teamwork.

team and group awareness.

Advantages and benefits of methodologies

active

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When these objectives begin to be achieved, the advantages become evident and
benefits of applying active teaching methodologies in educational centers:

Students can better understand the world around them and how
interact and intervene in it in a more positive way.

These types of methodologies allow for a much more direct association of the
students' interests with the curriculum content, which increases
notably their motivation and interest.

Participation, debate, and communication between teachers and students are encouraged.
and critical thinking.

They allow learning through inquiry, discovery and

practical experience.

You learn to solve everyday problems quickly and effectively.

They facilitate autonomous learning.

What are active educational methodologies?

Although they all share the common denominator of being focused on active participation
of the student and in associating knowledge in easily recognizable situations of
In the real world, there are various types or classes of active educational methodologies.

Next we will see what the main methods are, emphasizing their
identifiable and differential aspects.

Project-based learning or PBL

It is one of the most well-known and used active educational methodologies. It consists of the
design, programming and implementation of a set of tasks associated with a
same theme. It can be complex and transversal, involving several subjects or
areas.

Concludes with a presentation, product, or execution of the solution, which reflects what the
students capable of making use of the knowledge they have acquired during theproject.

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It is worked on in a group, although it may involve individual research tasks or

creation by the students.

Flipped Classroom or inverted classroom

Flipped Classroom, also known as inverted classroom, gives a 180º turn to the system
classic educational method of lectures. With this method, it is not the teacher who
prepare a topic and present it in class. The students develop learning outside of the
class (at home using multimedia content, in libraries, museums...) to leave
time in the classroom to other dynamics: ask questions, do tasks, activities
collective and participatory. The teacher acts as a guide or advisor.

Problem-based learning
As indicated by its name, in class it presents a problem that the students and
students must solve and find the best solution.

Normally, the challenge must be resolved by working in a team through research.

and gathering information and also reasoning, analyzing, and debating.

The role of the teacher is to guide their students, also being able to provide them with hints or

suggest work lines.

Generally, the problem is fictional and does not require a real solution because it is
more focused on learning processes than on a product.

Challenge-based learning (CBL)

It is a learning method similar to the previous one, with the difference that instead of a
a simple and concrete problem, this time a more complex issue is raised.
generally of a real nature and related to an environment close to the student. It is
students demand a real solution that translates into a concrete action.
most suitable to overcome the challenge.

Service learning

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From the detection of an environmental necessity, students are required to

Create a service to provide answers. This service results in a benefit to the community.
For example, a campaign to recruit blood donors or to teach new classes
technologies in a nursing home.

Project-based learning prepares students to solve and manage problems.

Other learning strategies

Cooperative learning
More than a methodology, it is a learning strategy that fits into others.
active methodologies. It is characterized by the organization of the class into mixed groups and

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heterogeneous where students work together and coordinated

to solve academic tasks, trying to deepen their learning.

It is an educational process that especially values the importance of relationships.

interpersonal and the need for socialization and integration of each and every one of the
students.

Thecooperative learningit is one of the most common strategies in Learning

Based on Projects.

Discovery-based learning
The main characteristic of discovery or heuristic learning is that the
contents are not presented in class in a finished or final format, but rather
It is the students themselves who shape and complement them with their own.
discoveries and contributions. The goal is for the student to learn by themselves.

Discovery-based learning promotes curiosity and autonomy in our students.

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Teaching programming with methodologies

active

The emergence of active methodologies in the classroom is substantially changing

routines and strategies used since always in educational systems. The adoption
of this type of learning methods in schools, institutes, universities and, in general,
in all types of educational centers, it forces a change in many aspects of the programming
usual teaching

This favors the adoption and integration of new technologies in the classroom: Internet,
online classes, ICT tools, etc.

Educational centers stop working exclusively with textbooks, yielding

the responsibility of creating teaching materials for them.
methodologies, adapted to their students, flexible. It requires an effort in terms of time and
creativity, but new technologies make this task easier, as they access banks of
resources or tools for creation and management.

ICT also promotes interaction with students through tools,

platforms or materials that are more suited to them.

Adapt face-to-face teaching programming to online

After the Covid-19 crisis and the closure of schools, it became evident that
Active methodologies adapt particularly well to non-formal training.
in-person. Part of the activities that the student does (either individually or in
group) can be developed asynchronously, it does not require simultaneous supervision of the
teaching staff. In addition, students are sometimes accustomed to learning
autonomous and mixed since, unlike traditional classes, the engine of
search is not the teacher.

Blended learning: teaching programming

blended or B-LEARNING

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Blended learning is a type of programming that combines learning in

remote or through the internet (e-learning) with in-person meetings. What is
The aim of this system is to take advantage of the benefits of both types of learning.

Students can, therefore, work and research on their own from their home and
then share all the knowledge acquired in the classroom: ask questions to the
professor, comment on your experience with the other students, work on the concepts in
groups, debate, etc. In blended learning, activities do not always involve environments
digital (it can be, for example, a hand drawing or a model), but communication
It will always be a mix of in-person and online.

ICTs and Education: tools for design of

learning experiences
Resources based on Information and Communication Technology (ICT)
They can support active methodologies. The potential of ICT resources
reside, above all, in its interactive and self-learning possibilities, in addition to
its facilities for sharing and distributing all types of information. Therefore, it facilitates,
the processes of creation or adaptation of materials, as well as the interaction between the
education agents.

ICT tools play a fundamental role as practical instruments for

develop the abilities of students in an intuitive and fun way.
One of the best-known tools is the platformMoodlethat constitutes a channel
reliable, robust, and with great facilities for conducting e-learning courses and activities
online and create personalized virtual learning environments. There are also
online tools specialized in specific functions such asGliffythat serves to
easily create concept maps, or PowToon, a flashy ICT resource to create
videos and animated presentations.

Thinkö: technopedagogical tool for the

design of learning experiences all in
one

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Thinkö is a platform for designing learning experiences based on

active methodologies, useful for online, face-to-face, or blended education.

Thinkö is born to assist in the entire process of didactic programming: creation of

didactic units, projects or activities, sequencing, organization of feedback and
formative assessment.

Offers, already integrated, the educational curriculum of each territory, and step-by-step guidance.

so that teachers do not waste time diving into documentation and have support
pedagogical they need.

Are you applying ABP well in your school? Access the Checklist with the

keys to apply the PBL 100% effectively.

How to apply active methodologies in the classroom

Active methodologies in the classroom are beneficial due to their ability to foster
the active participation of the student, improving their motivation and stimulating their spirit

critical. However, its practical application, both in primary education and in

secondary education is not always easy. To implement them successfully, it is necessary to overcome

habits, customs, and mental frameworks that are deeply rooted in a system
educational sometimes conservative and reluctant to change.

To facilitate the implementation of this type of methodologies in a specific classroom, some

experts recommend preliminary work by the teacher. It is important to carry out
a preliminary study or survey that provides information about the starting point in which
we find ourselves, both at a general and individual level, regarding: concerns
of the students, motivations, knowledge in computer science, etc.

It is also advisable to try to involve the students from the beginning of the project.
making them participants and valuing their opinion on the type of active methodology to
to use or the choice of projects.

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Active methodologies in primary education

The primary education stage is ideal for introducing teaching methods in the classroom.
innovators, taking advantage of the curiosity and desire to experiment that most possess
of young students.

The most recommended methods and that experience has shown are those that
work better in elementary school, are those teaching-learning processes that
they promote active participation and discovery, such as learning
of projects (ABP) and collaborative learning.

Among primary school students, it is advisable to reinforce the playful aspect (through
The kids learn a lot without even realizing it in a context.
relaxed and fun), the interactivity (it is important to promote dialogue and the
respectful discussion among students) and group awareness (promoting values
like solidarity and empathy).

Active methodologies in secondary education or ESO

In thesecondary educationsince the student's level of maturity is higher, it is

possible to design and implement active methodologies with a higher degree of
complexity and that require work of research and analysis of a higher level.

It is also possible to use complex computer tools, which

require a higher level of user experience and knowledge but that, in
counterpart, allow obtaining quality results that motivate students and
raise your self-esteem.

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Active methodologies promote student participation.

Feedback in active methodologies: tips

and mechanisms for feed

In active methodologies, the involvement of all students is fundamental.

to achieve this, a quality feedback must be established between the teaching staff and the
student body

Tips for establishing optimal feedback:

Inform the students in advance and, as far as possible, reach a consensus with them.
all aspects related to the objectives that are intended to be achieved, ways to
evaluation, programming, etc.

Encourage students to constantly reflect with questions like: what do you think
About this learning method? Do you find it suitable? What interests you the most?
learn?, how would you improve it?

Once the methodology is implemented, take the necessary time to evaluate the...
results obtained with the students and propose changes and improvements
necessary for specific tasks.

The evaluation in active methodologies:

typologies and instruments

One of the aspects that most concerns teachers and especially students
Regarding active methodologies, it is about how to evaluate them. To do so using criteria.
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it is very important to keep the following in mind:

It is necessary to define the previouslycompetencieskey and the standards of

learning associated with these new methods of learning, taking into account that
may differ from those used in traditional educational systems.
The evaluation must be done based on objectives and taking into account the entire process, not
only the final result.
Open the evaluation to other agents, so that it is not only the teachers who evaluate:
co-evaluation (among students), hetero-evaluation (families, other teachers) and
self-assessment.

What matters is the coherence between the method and the instrument.
evaluation we use. Traditional instruments can be combined (exams
or written tests) with others that are more innovative, as long as it is coherent with the
chosen learning methodology.

Now you know all the necessary aspects about active methodologies and their
application in the classroom. Keep in mind that the world of education is in constant
innovation and it is very important to stay informed in order to always provide teaching
of better quality to our students.

If you want to stay updated with all the news about the methodologies
active, join Thinkö!

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