Contenido
Varias de las tendencias clave en los modelos educativos a lo largo del siglo XX y principios del XXI incluyen la educación progresista, la educación constructivista y la educación basada en habilidades del siglo XXI. Estos pueden brindarse en escuelas integrales o especializadas en una variedad de modelos organizacionales, incluidos departamentales, integradores, basados en proyectos, académicos, pequeñas comunidades de aprendizaje y escuela dentro de una escuela. Cada uno de estos también puede combinarse, al menos en parte, con modelos de aprendizaje combinado, de escuela virtual, de aula invertida y basados en el diseño .
El aprendizaje pasivo, una característica clave de la instrucción directa, tiene como esencia la difusión de casi toda la información y el conocimiento de una sola fuente: el maestro con un libro de texto que brinda lecciones en formato de conferencia. Este modelo también se conoce como el "sabio del escenario". Un alto grado de aprendizaje se realizó mediante memorización . Cuando la educación pública comenzó a proliferar en Europa y América del Norte a principios del siglo XIX, un modelo de instrucción directa se convirtió en el estándar y ha continuado hasta el siglo XXI. La educación en ese momento estaba diseñada para proporcionar trabajadores para las sociedades industriales emergentes basadas en fábricas, y este modelo educativo y organización de las escuelas se conoció como la " escuela modelo de fábrica ", con un plan de estudios, estilo de enseñanza y evaluación fuertemente estandarizados y centrados en las necesidades y eficiencias de la gestión del aula y del profesorado.
Active learning
Active learning is an instructional model that centers the responsibility for learning on students, not teacher-directed instruction, a model also called student-centered. It is based on the premise that to learn, students must do more than simply listen: they must read, write, discuss, or participate in problem solving. It relates to three domains of learning called knowledge, skills and attitudes (KSA) (Bloom, 1956), through which students must engage in higher-order thinking tasks such as analysis, synthesis and evaluation.[3] Active learning involves students in two aspects: doing things and thinking about the things they are doing (Bonwell and Eison, 1991).[4] (See Bloom's taxonomy).
Differentiated learning has developed from awareness of the effectiveness of different learning styles that has emerged from late 20th and early 21st century neurological research and studies on different learning styles. As the impacts of factory model school design on learning became more evident, along with the emerging need for different skills in the late 20th century, so did the need for different instructional styles and different configurations of physical learning environments. Direct instruction is now expanding to include students conducting independent or guided research with multiple sources of information, increased class discussion, group collaboration, experiential (hands-on, project-based, etc.), and other forms of active learning. The “sage on the stage” role of direct instruction for teachers is being augmented or replaced by a “guide on the side” approach. In differentiation-based instruction, the classroom teacher alters the delivery and content of instruction for students based on each student's learning profile, readiness level, and interests [5].
Progressive education is a pedagogical movement using many principles of active learning that began in the late 19th century and has continued in various forms to the present. The term progressive was used to distinguish this education from the traditional Euro-American "Curriculum (education)" curricula of the 19th century, which were rooted in classical college preparation and strongly differentiated by social class. Progressive education is rooted in current experience. Many progressive education programs include qualities such as learning by doing (hands-on projects, experiential learning, integrated curriculum, integration of entrepreneurship, problem solving, critical thinking, group work, social skills development, understanding and action goals rather than rote knowledge, collaborative and cooperative learning projects, education for social responsibility and democracy, personalized education, integration of community service, selection of subject content based on skills that will be needed in the future, de-emphasis in textbooks, lifelong learning and evaluation by evaluating student projects and productions.
Constructivist education is a movement that includes active learning, discovery learning, and knowledge construction, and all versions promote free student exploration within a given framework or structure. The teacher acts as a facilitator who encourages students to discover principles for themselves and build knowledge by working through answering open-ended questions and solving real-world problems. Montessori education is an example of a constructivist learning approach.
A 21st century learning environment is a specific learning program, strategy and content. All are learner-centred and supported or use modern digital technologies. Many incorporate key components of active learning.
Blended learning is a learning program in which a student learns, at least in part, through the delivery of content and instruction through digital and online media with greater student control over time, place, path, or pace than with traditional learning.
Personalized learning is an educational strategy that offers pedagogy, curriculum, and learning environments to meet the specific needs, learning preferences, and interests of each student. It also encompasses differentiated instruction that supports student progress based on mastery of specific subjects or skills.[6].
21st century skills are a set of higher-order learning abilities, capabilities, and dispositions that educators, business leaders, academics, and government agencies have identified as content and outcomes necessary for success in 21st century society and workplaces. These skills include core subjects (The Three Rs), 21st century content, collaboration, communication, creativity, critical thinking, information and communication technology (ICT) literacy, life skills, and 21st century assessments.
Digital literacy is becoming critical to successful learning as mobile and personal technology is transforming learning environments and workplaces alike. It allows learning (including research, collaboration, creation, writing, production, and presentation) to occur almost anywhere. Its robust tools support creative thinking, through collaboration, generation and production that does not require manual dexterity. It encourages personalization of learning spaces by teachers and students, which supports learning activity directly and indirectly by providing a greater sense of ownership and relevance.[7].