The Educational Scenario of Higher Education: Teaching Practices and Learning

We attach particular importance to the way the student, teacher and own content of teaching and learning in the specific educational scenario are located. We give it because we believe that, as how these dimensions are related, will promote one or another kind of learning, sometimes quite opposed to the one intended. In other words, the model of ethical learning we stand for citizenship, commitment to special and concrete to organize the pedagogical scenario forms, so that not everything goes when trying to teach content or block content to a set from students. In this regard, it is worth saying that we pay special attention to college essay help and the forms of joint organization between teachers and students that are committed to situations of interactivity, and where the teacher finished transferring control and responsibility of the activity to their students and that important meanings for all participants are shared.

This form of social organization of the classroom and learning styles is suitable for all types of higher education that seeks to influence the levels and objectives we have been presented as desirable in a model of information society, knowledge and technologies like ours. Indeed, a university classroom is to represent and reflect more than a process of transmission of scientific content, as has marked the tradition in recent years. We believe that the classroom is a place in which to develop processes that are managed from beginning to end situations of teaching and learning of a strategic nature, where not only some contents are learned, but fosters how to learn and be aware of process followed in their learning. Matter much the nature of the activities that the teacher starts and sequencing them.

Referring to the nature of the activities and taking into account that advocate a strategic learning that has to do with metacognition are relevant activities that involve the student an active and responsible manner, and where their work will carry significant weight in the development of the session or sessions duration of the training process. In other words, the role of the student must be active, while must take control and responsibility conscious of that process. Classroom sessions should represent true learning communities with a management process, as is the teacher, who is responsible for organizing and controlling the activities implemented so that each person can develop their own heuristic learning strategies, the time is shared among the group a way to work and learn and an own and concrete discourse that community learning. If we refer to the sequencing of the activities of teaching and learning, it is to be developed in an organized and coherent manner so as to go from strength to strength towards autonomy and responsible student activity control. Thus, we propose to place the more dependent on the teacher at the beginning of the training process activities sequences, and more autonomous, independent and complex at the end.

We have stated that the considerations on the social organization of the scenario in which teaching and learning take place are postulated based on better preparation of new professional sued for the information society, and based on current educational psychology trends The learning. We argue that these forms of planning, development and implementation of activities are more sensitive and appropriate to the incorporation of content and ways to make ethical and moral nature. Not all forms of social organization of the classroom and individual or collaborative work seeking to generate student learning are equally valid to learn to appreciate how valuable conditions as we set as minimum values in our proposal ethical learning. You learn to estimate the respect and promotion of autonomy, the value of dialogue and difference, and consideration it as a factor in individual and collective progress, when those qualities are present naturally in the scenarios of teaching and learning in the areas of participation and institutional climate of our universities. Among those scenarios and increasingly frequent, practices and stays through agreements with companies and institutions are optimal places to identify false values, to learn how to diagnose situations ethics key to learn to understand better and more critically the reality around us both work and socially, and to train us to make proposals and get involved in personal and collective projects that can transform and improve the conditions of our world. These scenarios can also be places where not learn any of this or otherwise learn. This is a task that cannot be displayed outside the university faculty. The classroom as a forum for discussion, analysis must integrate that take into account such issues. This institution, in which the student can participate in decision-making, is also a good place to learn to delve into the lifestyles and democratic values, but can also be a place to learn that participation and formal democracy are issues that only serve to increase the cohesion of the system, but that can hardly be avenues for progress and the transformation of our life contexts in other more fair and equitable. University teachers, especially one who exercises functions of academic and political responsibility, should be aware of this potentially forming the informal role of the institution.

However, despite the expressed far, it seems particularly important university classroom space. Class, seminar, reading room or the case study are spaces of privileged interaction, where perhaps for the progressive integration of communication technologies and documentation encounter between students and between students and faculty can design the treatment of curricular content in many different ways. Without losing rigor or decrease the level of learning, we can spend more or less time to pose problems or answer questions, to discuss results or review operations or seek positions to expose more perspectives on a subject of analysis, etc. Clearly that is not the same do one thing or another, and so is that, depending on the approach, teachers may use different strategies or interrogative exhibition in how to address or construct knowledge. We wish to emphasize that the incorporation of such strategies for the development of the dimensions we raised in the discussion on the construction of moral personality, ethics of adding quality to the process of teaching and learning. This is perhaps the most discreet deepening challenge as we propose from the ethical approach learning. It’s not about making major curriculum changes and new reforms in the curriculum, but to incorporate into the plans of each content and objectives terminals ethical nature subject, but mostly procedural and attitudinal. This requires changing the perspective of a broad sector of teachers; leverage and exchange good practices that exist in relation to the subject at hand; and make available to the same resources and appropriate strategies.

It is worth noting that if we do not make the effort to give a direction transverse to the proposal described, we run the risk of going towards the creation of many teaching situations and strategic learning and ethical and moral traits such subjects by transiting the student in their training period. In this sense, it is that teachers assume that an approach such as ethical learning at the university aims to address the development of the student, not only in their personal way to learn and address the exercise of their profession, but in their thinking and to behave as a citizen.


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