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Didactic Sequence

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A sequence It is a succession of elements or facts that maintain a link with each other. Didactic , on the other hand, is an adjective that is linked to the techniques, methods and guidelines that favor an educational process. These are the two concepts that make up the definition we bring today: teaching sequence , and which refers to the set of educational activities that, chained, allow address an object of study in different ways . All activities must share a common thread that allows students to develop their learning in an articulated and coherent way.

It can be said that a didactic sequence is intended to order and guide the teaching process that drives an educator. In general, this set of activities is indicated within a systematic educational process linked to a specific organism. However, in some cases it is the teachers themselves who develop the didactic sequence that they consider appropriate to work in the classroom with their students .

Suppose a teacher has to develop in a class the kind of life that the students led dinosaurs ; In order for your class to be productive, it will make a didactic scheme with the way in which the content in the class will be worked and will try to ensure that all students reach the expectations that they propose during the teaching. In this way you will first have to present the topic to the group and offer content related to the life of these creatures; Then I could prepare a visit to a museum and, finally, the screening of a film so that students can relate the concepts. After these activities, the teacher could dedicate another class to solve the doubts of the group, before asking them to develop a practical work on dinosaurs.

It is important to note that the usual thing is that the complexity of the activities is progressive and according to the knowledge that students acquire. The duration of the teaching sequence will depend on the thematic unit and the objectives.

Guidelines for planning a didactic sequence

In order to develop the planning of a didactic sequence it is important to take into account not only what is the fundamental issue to be addressed but also the degree knowledge that students have at the general level of it. Ideally, before planning the teacher converse with the group or take an exam that allows him to access the idea that students are made on the subject. The next thing you will have to take into account are the main interests of the students; in this way, you can raise a type of activities that captivates your attention and the didactic sequence will give the expected results by offering students positive learning.

Depending on the type of activities that the teacher proposes for the didactic sequence, different stages can be identified, divided as follows:

Presentation : It is the moment in which the teacher will make an introduction on the subject to be treated in front of the group of students and will try to arouse interest in them.

Understanding : At this stage you will try to discover how much students know about the topic to be developed and will also offer them the necessary content to expand their knowledge.

Practice : It consists of raising activities that help students exercise the theory to accentuate learning. Seeing that what has been learned has a practical application they will be able to reinforce the usefulness of that knowledge.

Transfer : The end point of the didactic sequence is composed of a series of educational activities that are focused on improving students' communication tools. At this stage they will try to encourage them to share what they have learned by using the language tools they have. Is one of the fundamental phases of the didactic sequence because it consists of helping them to expose their points of view and to defend them with security against the rest of the students.

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