Compendio Learning

LEARNING EXPERIENCES:
CONTEXTUALIZED AND
INCLUSIVE
Unit #: 3
Didactic Models
Topic #: 2
Relationship of the Didactics with the Learning Processes
MSc. Lourdes Bravo

Subtopics Barrier Game
Simon says
game Telling a story
» Subtopic 1: Determination of teaching-

learning Strategies. Magic Ball What’s the time, Mr.
Wolf?
» Subtopic 2: Teacher as a counselor in the

classroom.
Subtopics Determinate student
actions
• Interactive
teaching styles
• Applying
Flexibility in teaching training
methods
Practice makes • Interactive
» Subtopic 3: Interactive teaching and Learning perfect instruction
• Two-way
Strategies. Student motivation
teaching
» Subtopic 4: Using tech in Didactics methods

for Learning.
Objective
Identify the relationship between the Didactics and Learning processes.
Introduction
The relationship of didactics in the learning
process has allowed teachers to consider
themselves as a counselor in the classroom,
that is, considering different hats that
teachers should wear for the application of
their classes, which demands the need to
use tech strategies and maintain
improvement of their knowledge.
Warm-up activity:
What kind of hats do

teachers wear?
Think of your answer

to this question by
looking at the picture
and the information in
the box.
Subtopic 1: Determination of teaching-learning strategies.
Strategies used to determine teaching-learning

Barrier Game
Teaching and learning strategies can

incorporate a series of activities that help Simon says
Telling a story
students to identify the different abilities, game
skills, and styles of learning, in such a way

that they can participate in a productive
way for achieving learning outcomes.
What’s the
Magic Ball time, Mr.
Wolf?
[Figure] 1.- Strategies to be used in teaching-learning.

Barrier Game
This strategy is used to develop

speaking and listening skills, as
well as to share and cooperate.
Figure 2. Barrier Game

Source: Teaching and Learning Strategies https://www.sdera.wa.edu.au/media/1235/teaching-
and-learning-strategies.pdf
Telling a Story
The stories captivate the children's

interest and make them feel that
they are also participating in the
storytelling process.
(English, 2020)
Figure 3. Story TellingTime

Source: https://www.opencolleges.edu.au/informed/features/30-storytelling-tips-for-
educators/
What’s the time, Mr. Wolf?
It is a chasing game for a group

of students that involves a bit
of counting and talk of time of
day.
Figure 4. What’s the time, Mr. Wolf?

Source: https://www.teachingenglishgames.com/games/mrwolf.htm
Magic Ball
It is a funny game for a group

of students that involves a ball
to refer about vocabulary and
develop speaking skill.
(Lee, 2008, p. 98)
This strategy to throw a ball is Figure 5. Magic Ball or Catch the Ball
applied to students remember Source: https://www.cliffordelementarybilingual.com/highlights/
vocabulary, such as: months of

the year, adjectives, and so on.
(Lee, 2008, p. 98)
Simon Says Game
This activity is focused on math,

but it can easily be adapted for any
unit of study, whether science,
social studies, etc., due to is
simple, engaging, and effective.
Figure 6. Simon Says

Source: https://alexlancia.com/2018/10/29/simon-says-a-vocabulary-mastery-strategy/
(Navarro, D. & Piñeiro, M., 2012, p. 240)
TASK: Add it to your portfolio
Take an online quiz to test your understanding about this topic. Make a screenshot of it
when it is finished and write a 5-10 line paragraph explaining what you learned from it.
ACCESS THE ACTIVITY WITH THIS LINK: https://quizizz.com/join?gc=18521542

14
Subtopic 2: Teacher as a counselor in the classroom.
What does a counselor mean?
A counselor is a person who

provides counsel to another person
who is usually in some position of
need or requires help. As a verb, the
word counsel can mean: –to give
guidance or – to give advice.
(Cambridge, 2020).
Figure 7. Teacher as a counselor

Source: https://alexlancia.com/2018/10/29/simon-says-a-
vocabulary-mastery-strategy/
Teacher as Counselor
The teacher's role as a counselor is a
powerful one. It has been difficult Inspiring teachers …
for many teachers assume this role
because there is little training given ✓ Direct engagement
on the subject. ✓ Ignite a movement
✓ Actualize potential
✓ Form the character
This variety of actions requires frequent

role-switching (or hat-changing).
Source: https://www.youtube.com/watch?v=LzbUD_uaYmg
Characteristics of a counselor
There are some characteristic of a counselor, such as:
✓ Helping students in adjusting to their surrounding
✓ Helping students in their studies
✓ Giving awareness of the importance of education
✓ Helping students in making rational decision
✓ Solving students’ learning problem
✓ Helping the students with their learning routine
✓ Referring the students to the school counsellor
✓ Cooperating with school counsellor
✓ Cooperating with parents
• LEARN MORE:
https://koreatesol.org/sites/default/files/The%20Teacher%20as%20a%20Counselor_Kirsty_Clausen.pdf
• DISCUSSION: Do you think you could be a good counselor?

Subtopic 3: Interactive teaching and learning strategies.
Interactive Teaching styles
Interactive teaching styles are

designed around a simple opinion:
without practical application,
students often fail to understand
the depths of the study material.
(Aware, 2013)
LISTEN TO A PODCAST WITH VICKI HALSEY ONLINE:

https://leaderchat.org/2018/10/19/six-steps-to-becoming-a-better-communicator-with-vicki-halsey-on-brilliance-by-design/
TASK: Add it to your portfolio!
Watch a video and
reflect on its content
Make a screenshot of the

activity when it is finished
and shows your results. Your
answers will be recorded for
the teacher to check.
Add a 10-line summary

under the screenshot
explaining what your
learned from this activity.
ACCESS THE ACTIVITY WITH THIS LINK:

https://edpuzzle.com/assignments/60f4f831b46f7c4170186735/watch
19
Subtopic 4: Using tech in Didactics methods for learning.
Use of technology in Didactics methods
The application of tech has

generated changes in teaching
methods, since it is the student
who takes control of the process,
materials and resources are
adapted according to their needs.
(Mendoza, D.J. & Mendoza, D.I., 2018)

Importance of tech in learning
Tech in the field of

education is included as a
part of the curriculum, as an
instructional transfer
system, as a means of aiding
instructions and also as a
tool to improve the
complete learning process.
Figure 9. Anatomy of a Blended Learning Classroom

(Raja, R. & Nagasubramani, P., 2018, p. 34).
TASK: Add it to your portfolio
We have looked at various benefits of Mobile Learning. However, think about this quote:
“We have forgotten about the one and only thing that matters in
education: the people. E-learning can be used to teach everyone,
everywhere, but it is personal meaning, not clicking that drives
engagement.”
Aaron Barth (2020) – TED Talk: Why e-learning is killing education
Source: https://youtu.be/iwSOeRcX9NI
REFLECTION: Use this quote to brainstorm about 3 problems or

disadvantages of using tech for learning. After you have done this,
think about possible ways to address these challenges in modern
education.
22
Closing Ideas
Conclusion
The incorporation of teaching and learning strategies

allows identifying the different abilities, skills and styles
of learning.
In this process, teachers become in counselor and they

tend to use a variety of types of hats that make them
motivators, comedians, detectives, among others.
Bibliografía
Aware, S. D. (2013). Teaching and Learning Strategies . Australia: Department of Education WA .
Behrani, P. (2016). Teaching Counselling Skills to Teachers. Teaching Counselling Skills Trends & Practices, 17-25.
Cambridge. (2020). Obtenido de https://dictionary.cambridge.org/es-LA/dictionary/english/oxford
English, T. (2020). Obtenido de https://www.teachingenglish.org.uk/blogs/rama-meganathan/telling-a-story
Lee, W. (2008). Language Teaching Games and Contests. China: Oxford University Press.
Lindsay, C. & Knight, P. (2011). Learning and Teaching English A course for Teachers. China: Oxford University Press.
Mendoza, D.J. & Mendoza, D.I. (2018). Information and Communication Technologies as a Didactic Tool for the
Construction of Meaningful Learning in the Area of Mathematics. INTERNATIONAL ELECTRONIC JOURNAL OF
MATHEMATICS EDUCATION, 261-271.
Navarro, D. & Piñeiro, M. (2012). Didactic strategies for teaching English as a foreign language in seventh and eighth
grades in secondary schools in Costa Rica. Káñina, Rev. Artes y Letras, Univ. Costa Rica, 231-251.
Nkechi, E.; Ewomaoghene, E. & Egenti, N. . (2016). The Role of Guidance and Counselling in Effective Teaching and
Learning in Schools . International Journal of Multidisciplinary Studies,, 36-48.
Raja, R. & Nagasubramani, P. (2018). Impact of modern technology in education. Journal of Applied and Advanced
Research, S33-S35.
Washburn, K. (2016). Defined by Excellence Being an Inspiring Teacher. Retrieved from
file:///C:/Users/JACQUE~1/AppData/Local/Temp/HO-NWLead1InspiringTeacher.pdf
CONTEXTUALIZED AND
INCLUSIVE
Unit #: 3
Didactic Models
Topic #: 1
Teaching Models
MSc. Lourdes Bravo

Subtopics Methods and
Objectives
Teaching
techniques
Evaluation Motivation
» Subtopic 1: Traditional and Structural

Communication
Teaching Models. in class
Discipline
» Subtopic 2: Basic elements of Didactics.

Subtopics Formal education
• It is used in the
academic
environment.
• It is natural, not
Informal education structured.
» Subtopic 3: Education. Pedagogy and its • It adopts educational
Non-formal education processes outside the
perspective. school.
• Plan, organize, create

groups, prepare materials,
Instructional Role motivate the challenging,
tolerate learning activities.
• It is according to thinking,
» Subtopic 4: Roles and function of the teacher Faculty Role
objectives, and sceneries of
the teaching institution.
Leader, secretary, guidance
and the student in teaching and didactics. of students.
• Members of the family,

Individual Role community, citizen.
Objective
Identify the process of the Teaching Model from the
traditional approach considering the basic elements of
Didactics, Pedagogy, functions and roles of the teacher.
Introduction
Teaching models maintain their trajectory
throughout didactics and pedagogy, since,
through the experiences and diversity of the
educational curriculum, they have evolved,
rescuing what is necessary and adopting new
situations according to the needs of the
students to achieve the learning outcome.
Warm-up activity:
Observe a teacher applying
two different teaching
models:
• Traditional Teaching
• Progressive Teaching
Pay attention to details and

be prepared to answer this
question.
Discussion: How does the traditional teaching method make you feel?
Subtopic 1: Traditional and Structural Teaching Models.
Characteristics of the Traditional Teaching Models
Exam
(measure
Memorizing knowledge)
discourses to
Assessment do the task.
all time.
Deductive (Individual
Thinking. work)
Knowledge
acquisition.
Curriculum
Planning.
Master (Theory and
discourses concepts)
everyday.
(Knowledge
transmission)
[Figure] 1.- Characteristics of the Traditional Teaching Models

Teaching Models
They are structured plans which are used
in the development of a curriculum.
Source: (Translations, 2020)
https://youtu.be/X400aBuWLI4
Teaching Models allow the design of
teaching-learning materials to guide
teaching in classrooms, emphasizing the
students’ needs.
Source: (Translations, 2020)
https://youtu.be/gNdVTt0oFn0
TASK: ACTIVITY FOR THE PORTFOLIO
Create your personalized mind map about the teaching methods presented
in the previous videos using the ideas from the class discussions too.
Your mind map should name and describe at least 3 of these methods.
34
Subtopic 2: Basic elements of Didactics.
What is Didactics?
Objectives
Methods and
Teaching
Didactics is an important field of techniques
knowledge to teacher formation and

practice concerning the relations
established to teach and learn. Evaluation Motivation
(Barreto, G. & Andrade,P., 2017, p. 486).
Communication
Discipline
in class
[Figure] 3.- Aspects concerned by Didactics .

Basic Elements of Didactics
Geographical
environment
Methods
and
Didactic Techniques
Resources
Subject
Didactic
objectives
Teacher
Student
[Figure] 4.- Basic Elements of Didactics

What are Didactics’ elements?
They give learners support,

opportunities to create, exchanges
of real information, proof students´
own ability, and confidence.
[Figure] 5.- Basic Elements of Didactics

TASK: Add it to your portfolio!
Watch a video and
reflect on its
content
Make a screenshot of the

activity when it is finished
and shows your results.
Your answers will be
recorded for the teacher
to check.
Add a 5-line summary

under the screenshot
explaining what your
learned from this activity.
ACCESS THE ACTIVITY WITH THIS LINK:
https://edpuzzle.com/assignments/60f44068269640413f31bd29/watch
38
Subtopic 3: Education – Pedagogy and its perspective.
What Is Pedagogy?
It is a term concerned with what a

teacher does to influence learning
in others.
It refers to the study of teaching

methods, including the objectives
of education and the ways in
which such goals may be
achieved.
(Britannica, 2020). Age-Appropriate Pedagogies
SOURCE: https://youtu.be/j6_EqejKt7w
LEARN MORE: https://earlychildhood.qld.gov.au/earlyYears/Documents/foundation-paper-summary.pdf
What is the function of Pedagogy?
The exercise of tasks whose accomplishment requires competences acquired through
knowledge about ducation.
Diagram 1. Diagram 2.
Appropriate Pedagogies Program Appropriate Pedagogies Conceptual Framework
SOURCE: Age Appropriate Pedagogies Program Progress Report 2016 – Australian Governement.
Areas of Pedagogical perspective.
• It is used in the
Formal education academic
environment.
• It adopts educational
Non-formal education processes outside the
school.
[Figure] 5.- Areas of Pedagogical Perspective (Arce, H. & Chéve, F., 2016, p. 7).
TASK:
Read about one example of appropriate pedagogy applied in a school in Queensland
Australia. After you read, prepare a one minute video in Flipgrid summarizing the
information with your own ideas. Highlight the most important aspects you take with you
from this activity. Add a screenshot of the video recording in Flipgrid for the portfolio.
LINK FOR THE DOCUMENT:

https://earlychildhood.qld.gov.au/earlyYears/Docum
ents/milton-pdf.pdf
LINK FOR RECORDING THE VIDEO IN FLIPGRID:

https://flipgrid.com/6b14de98
Subtopic 4: Roles and Functions of the teacher and
students in teaching and didactics.
Teacher´s Role
The fundamental role of
teachers is to create the
right conditions for
student learning.
Teachers are
responsible for creating
a relaxing atmosphere in
which students
participate in decisions
about the learning
process. https://youtu.be/XgLcnhzplrk
Teacher´s Role
It is no longer to be an absolute
controller of the class and to
explain and direct each activity,
but rather to prepare and
organize the work of the
students and help them carry it
out. (Scrivener, 2009)
What are the teacher’s functions?
✓ Provide information to students.

✓ Organize and direct the class.
✓ Encourage the formation of groups.
✓ Provide security, and identify the students´ needs.
✓ Clarify doubts and create opportunities for students.
✓ Diagnose the learning problems.
✓ Apply the resources according to the study plan.
✓ Evaluate students’ knowledge.
(Scrivener, 2009)
Teaching Roles
• Plan, organize, create

groups, prepare materials,
Instructional Role motivate the challenging,
tolerate learning activities.
• It is according to thinking,
objectives, and sceneries of
Faculty Role the teaching institution.
Leader, secretary, guidance
of students.
• Members of the family,

Individual Role community, citizen.
(Scrivener, 2009)
Student´s Role
Student roles in an instructional
system are closely linked to the
teacher's status and function.
What are the students’ functions?

✓ Access and interact in the different
activities in class.
✓ Self-study.
✓ Cooperative with the class.
✓ Present tasks.
https://youtu.be/8hVRTjedgZ8 ✓ Study for the evaluation.
TASK: Do this activity to expand your knowledge, not required for the portfolio.
Individually, read more about the role of teachers and reflect on what it implies to be a
good educator.
READ THE FULL ARTICLE HERE: https://www.vox.com/2015/7/29/9034235/teacher-common-core

Closing Ideas
• Teaching models are a fundamental part of the curriculum

which have evolved their structure from the traditional to
the flipped class, producing positive effects on didactics as
teacher training.
• In addition, the characteristics of pedagogy serve to achieve

teaching-learning objectives.
Bibliografía
Arce, H. & Chéve, F. (2016). Perspectivas pedagógica, epistemológica y metodológica del programa de estudios de la
asignatura de Educación Cívica en Costa Rica. Revista Electrónica Educare , 1-15.
Barreto, G. & Andrade,P. (2017). The teaching of didactics and the teacher trainer’s role from the perspective of Visual
Arts teaching students. Educ. Pesqui., São Paul, 483-498.
Cambridge. (2020). Retrieved from https://dictionary.cambridge.org/es-LA/dictionary/english/oxford
Requesens, E. &. (2009). Una revisión de los modelos didácticos y su relevancia en la enseñanza de la ecología. Revista
Argentina de Humanidades y Ciencias Sociales.
Scrivener, J. (2009). Learning Teaching. Great Britain: Macmillan.
Seel, N. (2012). Encyclopedia of the Sciences of Learning. Retrieved from
https://link.springer.com/referenceworkentry/10.1007%2F978-1-4419-1428-6_1833
Translations, T. W. (2020, 6 18). Retrieved from https://www.definitions.net/definition/didactic+method
CONTEXTUALIZED AND
INCLUSIVE
Unit #: 4
Intercultural Education
Topic #: 1
Theoretical and Conceptual bases of Intercultural Education
MSc. Lourdes Bravo

Subtopics
Subtopic 1: The intercultural approach as a
metaphor for diversity in education.
Subtopic 2: Intercultural education: objectives,

budgets, lines of action and knowledge
construction.
Subtopics
Subtopic 3: Contexts and scenarios of

intercultural education.
Subtopic 4: Intercultural school environment.

Objective
Identify the importance of Intercultural Education, the
objectives, contents, scenarios, and the construction of
knowledge in this scenario.
Introduction
The Ecuadorian Constitution reformed in 2008, recognizes
interculturality, giving the opportunity to generate changes in the
Ecuadorian people. Undoubtedly, the intercultural process has
been a very strong barrier to eradicate, it is still in process,
however, thanks to laws and regulations, changes of action are
allowed, since there is freedom of opinion, respect for culture,
ethnicity, customs, ideologies, in such a way that this started
intercultural education, turning the educational environment.
Warm-up activity:
Source: https://www.youtube.com/watch?v=DKBuvRLbaUI
In pairs, try to respond this question:

What is Interculturality and the importance of the Intercultural Communication Regulation in Ecuador?
57
Introduction to the topic
Watch a video: ¿What

is interculturality?
Source: https://youtu.be/qdXk6HK8Tvo
Subtopic 1: The Intercultural approach as a metaphor
for diversity in education.
What is Culture?
Culture is understood as the behavior

patterns and beliefs of a social or ethnic
group. In addition, it is considered as the
set of human beliefs.
Culture is a complex concept that

influences all aspects of life.
(WordReference, 2020)
[Figure] 1.- Ethnic groups in Ecuador.
According to Hofstede:
Culture can be treated as “the collective

programming of the mind that
distinguishes the members of one group
by category of people from other”.
(Hofstede, G. 1984. p. 21).
[Figure] 2.- Culture in Ecuador.

What is interculturality?
Interculturality is the diversity of
conditions in human society, the same
that must be developed in an adequate
way, eradicating barriers of
understanding, tolerance and respect,
avoiding problems of discrimination,
xenophobia, among others.
[Figure] 4.- Interculturality
(Hofstede, G. 1984. p. 21).

What does Interculturality include?
Interculturality comprises aspects as
diversity, cultural dominion, politics,
economy, culture, language, social and
ideological hierarchies; as well as different
levels of ignorance between cultural
groups, such as differences in the exercise
of human and gender rights.
(Krainer, A. & Guerra, M., 2016, p. 28)

Importance of Intercultural approach as diversity in education.
The intercultural
An intercultural approach
approach guarantees a
recognizes that diversity
positive vision,
is part of our educational
generating self-
reality, the same that
awareness through
provides diversity of
understanding and
educational
improving the
opportunities and
interpersonal
experience.
relationship.
(University, 2020)
Art. 27. Constitution of Ecuador:
“Education will focus on the human being and
will guarantee its development as a hoist,
within the framework of respect for human
rights, the sustainable environment and
democracy; It will be participatory, compulsory,
intercultural, democratic, inclusive and diverse,
of quality and warmth; it will promote gender
equity, justice, solidarity and peace; …………”
[Figure] 6.- Constitution of Ecuador
(Nacional, 2018)
Art. 29. Constitution of Ecuador:
The State will guarantee the freedom of
teaching, the freedom of a chair in higher
education, and the right of people to learn
in their own language and cultural field.
And parents or their representatives will
have the freedom to choose for their
daughters and sons an education according
to their principles, beliefs and pedagogical
[Figure] 6.- Constitution of Ecuador
options. (Nacional, 2018)
https://www.shutterstock.com/es/image-
illustration/constitution-ecuador-concept-3d-rendering-
1082157923
UNESCO
“Interculturality refers to the presence
and equitable interaction of diverse
cultures and the possibility of generating
shared cultural expressions, acquired
through dialogue and an attitude of
mutual respect”.
[Figure] 3.- Diversity cultures
(UNESCO)
Higuera & Castillo argue that:
The Interculturality is not a phenomenon

of a society, but, an open process that
requires an effort and potential in the
political, economic, social and specifically
in education, for this, the processes of
ethnic vindication of peoples, social and
political movements that are undergoing
[Figure] 5.- Interculturality
transformation. https://sites.google.com/site/webquestuniversidad1/interculturalidad-en-el-ecuador
(Higuera, E. & Castillo, N., 2015, p. 150)

TASK: Activity for the portfolio
Learn more about our country’s cultural diversity. Visit the websites down below, read and
extract the most relevant information. After that, create a mind map under the name of
“Intercultural Diversity of Ecuador”.
https://www.chimuadventures.com/blog/201 https://kwekudee-
6/10/cultures-and-customs-ecuador/ tripdownmemorylane.blogspot.com/2012/10/african-
descendants-in-ecuador-afro.html
68
Subtopic 2: Intercultural education: objectives, budgets,
lines of action and knowledge construction.
Interculturality of teaching processes.
In Ecuador, the interculturality of teaching
processes is guaranteed at all levels indicated
in the Constitution of the Republic, approved
by the National Assembly in 2008; The
National Development Plan 2017-2021 “A
lifetime”; the Organic Law of Higher Education
and the Organic Law of Higher Intercultural
Education.
(García, S.; Herrera, Y. & Ramos, V., 2019, p. 48)
https://www.planificacion.gob.ec/wp-content/uploads/downloads/2017/10/PNBV-26-OCT-FINAL_0K.compressed1.pdf
Objectives of Intercultural education.
• To promote respect for human rights to be
instructed in their own language, respecting
cultural, political, economic, and language
diversity.
• To learn to live together peacefully and
constructively in a global world.
• To understand and learn from those who perceive

the world in a different way according to cultural
Source: https://prezi.com/qr9mc1horpfq/intercultural-education/
diversity.
What does intercultural education guarantee in Ecuador?
Intercultural education in Ecuador, according to Access
the laws and regulations, guarantees access,

permanence, mobility and graduation without
any type of discrimination, contemplated at all
levels of study, generating criteria of quality Graduation Interculturality Permanence,
and economic, social, cultural and language

equity.
Mobility

When does social exclusion originate?
The exclusion originates when the integration of all the members of the
educational system is not allowed, causing the first step for marginalization.
This problem is not cultural, but social, since cultural diversity is not respected as
the legitimate right of people.
(Arroyo, 2013, p. 146)
Lines of actions and knowledge construction in the Diversity and social justice.
Interculturality in higher education is

managed through the Organic Law of
Higher Education, through which the right
of students to receive an intercultural,
inclusive and diverse education is
articulated.
(Higuera, E. & Castillo, N., 2015, p. 154)

Subtopic 3:
Contexts and scenarios of Intercultural Education.
Languages in Ecuador.
Spanish is the most spoken language of the country.
According to the 2001 census, 94% of the population speaks
Spanish and 4.8% speaks a native language (3.7% speak both
a native language and Spanish; 1.1% only speaks a native
language).
Of the 13 native languages counted by said census, Quichua,

which is spoken by 4.1% of the population, is the most
widespread. The second most popular native language is
Shuar, spoken by 0.4% of the population.
Source: http://www.tradicionesdelecuador.com/about-ecuador.html
Subtopic 3:
Contexts and scenarios of Intercultural Education.
Scenarios of Intercultural Education in Ecuador.
Ecuador is the scene of great ethnic and cultural diversity, however, little has been
disclosed about the customs, values, language of indigenous and Afro-Ecuadorian
people.
The effort of interculturality is not applied in sectors of society that show

conditions of equality.
(Educación, 2011, p. 16)

Subtopic 3: Contexts and scenarios of Intercultural
Education.
Trends from scenarios of Intercultural Education.
The process of intercultural

education has been a long-standing
process in Ecuador, due to several
factors, including public policy that
has sown a multicultural
environment of diversity through
tolerance.

Intercultural Environment
The intercultural educational environment

allows students to take advantage of the
opportunities offered by diversity and learn to
interact in a global, diverse and challenging
world.
(Taleisnik, 2017)
Figure 8.- Intercultural education.
https://www.corban.edu/academics/majors-programs/ministry/intercultural-education/
The role of the teacher in the Intercultural Education.
The role of the teacher is fundamental in

the transformation to change, with the
capacity to love and make education a
disinhibiting, and non-restrictive process,
which gives students the opportunity,
respecting their culture, customs and
ideologies.
Source: https://youtu.be/B7EbaAz4duQ
What does Intercultural training mean?
It is a demand from initial training programs and progresses to education degrees,

as a pedagogical response to the educational needs of students, to build inclusive
schools in accordance with the laws and regulations of Ecuador.
(Taleisnik, 2017)
What is the main objective of Intercultural training?
It aims to respond to the demands,

concerns and needs of teachers in relation
to the multiple situations that generate
conflict in the teaching process.
Teachers are not fully prepared

to attend to interculturality and,
in turn, to own school
coexistence focused on contexts
of cultural diversity.
Figure 7.- Intercultural education environment
(Orellana, C. & Moya, A., 2017, p. 6)
http://interculturalidadmys.blogspot.com/2015/07/
How is intercultural education developed?
It is developed with planned programs

respecting the legal framework and through
which, a permanent change is built in the
educational field, respecting cultures, ethnic
groups, languages, social condition,
eliminating barriers such as prejudice, racism
or inequality of students.
The Importance of Intercultural Awareness
(Webquest, 2019) Source: https://youtu.be/sg_YIqqprB4
TASK: Add it to the portfolio
Learn more about this topic by reading a short slide presentation. Prepare to write a
10-to-15-line summary after you read this material.
Access the slide presentation here:
https://www.slideshare.net/apriliantywid/intercultural-
education-88975618
Conclusion
Interculturality is a topic of deep social and political

importance, which challenges humanity as a whole and all
sectors of society, since the possibility of its construction
becomes a requirement to guarantee general survival.
Bibliografía
Arroyo, M. (2013). La Educación Intercultural: un camino hacia la inclusión educativa. Revista de Educación Inclusiva, 144 -159.
Educación, M. d. (2011). Educación Inclusiva y Especial. Retrieved from https://educacion.gob.ec/wp-content/uploads/downloads/2013/07/Modulo_Trabajo_EI.pdf
García, S.; Herrera, Y. & Ramos, V. (2019). La educación intercultural en el contexto ecuatoriano de educación superior: un caso de innovación curricular. Tendencias
Pedagógicas, 47-58.
Higuera, E. & Castillo, N. (2015). Interculturality as a challenge for education in Ecuador. Sophia: colección de Filosofía de la Educación,, 147-162.
Hofstede, G. (1984). Culture's Consequences: International Differences in work-related values. New Delhi: Sage Publications The International Professional Publishers.
Krainer, A. & Guerra, M. (2016). Interculturalidad y educación. Desafíos docentes. Quito: Unidad Editorial de FLACSO.
Nacional, A. (2018, Diciembre 21). Constitución de la República del Ecuador. Retrieved from Registro Oficial Suplemento 653: https://www.ambiente.gob.ec/wp-
content/uploads/downloads/2018/09/Constitucion-de-la-Republica-del-Ecuador.pdf
Orellana, C. & Moya, A. (2017). Educación Intercultural, experiencias inclusivas: un recorrido por el siglo XXI en Ecuador. Retrieved from
https://www.pedagogia.edu.ec/public/docs/e130233e396753233e2bde12624a4b2f.pdf
Taleisnik, J. (2017, 2 23). Benefits of an Intercultural Classroom. Retrieved from AFS Programas Interculturales Argentina: https://medium.com/connect-intercultural-insights-
for-global-citizens/benefits-of-an-intercultural-classroom-e3555038d3f7
University, V. (2020). Considerations: An International approach to learning and teaching. Retrieved from https://www.vu.edu.au/learning-teaching/learning-teaching-
development/learning-teaching-approaches/intercultural-engagement-cultural-diversity-at-vu
Webquest. (2019). Interculturalidad en el Ecuador. Retrieved from https://sites.google.com/site/webquestuniversidad1/interculturalidad-en-el-ecuador
WordReference. (2020). Retrieved from https://www.wordreference.com/definicion/cultura.
CONTEXTUALIZED AND
INCLUSIVE
Unit #: 4
Topic #: 2
Social Mediation in educational contexts
MSc. Lourdes Bravo

Subtopics
Subtopic 1: Social mediation and community
development.
Subtopic 2: The ethnography and Cultural

Diversity.
Subtopics
Subtopic 3: Outcomes from International

Conferences on Education.
Subtopic 4: Multiculturalism and

Interculturalism.
Objective
Identify the importance of Intercultural Education, the
objectives, contents, scenarios, and the knowledge
construction.
Introduction
This topic is related to Social mediation, the same one that
rescues the importance of respect for the diversity of people; as
well as eliminating barriers so that the laws and regulations that
conduct aspects of Cultural Diversity are respected. In addition,
that governments promote educational programs that allow the
rescue of ancestral customs and develop the application and
use of the native language. Consequently, curricular guidelines
are established to help the harmonious experience between
different cultures and customs, in such a way that no person is
affected by having another type of life, clothing, custom,
language; that is, there is a true respect for diversity.
Warm-up activity:
Go to the link provided and

try to complete this activity.
https://www.educaplay.com/learning-resources/6640700-warm_up_activity_u4_t2learning.html
Subtopic 1:
Social mediation and community Development.
What does Social mediation mean?
Social mediation is a way of solving conflicts at an
early stage. In a way, it could compare with the
role of preventive diplomacy in a context.
In addition, it is an expression of empowering the

individual components of that good society,
motivating them to assume the responsibility for
maintaining social peace. Source: https://youtu.be/K0I3KEPxPqY
(Affairs, 2000)
Mediation should be considered as an arrangement or process used in the social sphere

in order to reduce the distance between two or more groups in which there is tension.
(Europe, 2015, p. 27)
Subtopic 1:
What does Mediation include?
The concept of mediation includes a

multiplicity of linguistic meanings, amongst
which are: the alternative modes of conflict
resolution, family, workplace, schools, socio-
community, intercultural, among others. The
notion of mediation has been commonly used
and it is associated with multiple practices.
(Costa, 2012, p. 2).
Figure 1.-Mediation in the community.
Source: https://dailygazette.com/article/2017/05/07/students-talk-it-
through-with-peer-mediation
Subtopic 1:
When is Mediation applied?
The result of the distancing that may occur based on

tensions, leads to the need to implement a broad dimension
of processes, which are firmly linked to different areas of
social life, among which are: legal, family, social, diplomatic,
economic, educational, among others.
(Europe, 2015, p. 27)

Subtopic 1:
How is Social mediation used?
The concept of ‘mediation’, which It is used in Human–Computer

is commonly used in social Interaction which refers to the
sciences as a situation where one ways in which computers shape
entity (a mediator) intermediates and come in between our daily
the causal relationship between interactions with other human
two other entities. beings and things.
(Raita, 2015, p. 28).

Subtopic 1:
According to Vygotsky.
Human beings interact with their environment through mediating means; as

the use of tools and symbols, including language, play a crucial role in the
formation of human intellectual capacities. In other words, knowledge is
built through mediation. (Heinotes, 2016, p. 29).
Figure 2.-Social Mediation.

Source: https://in-cyprus.philenews.com/social-mediation-a-powerful-tool-for-resolving-small-scale-conflicts/
Subtopic 1:
Importance of Mediation in Education.
In the educational field, the institutions Mediation in education tends to

seek to manage the processes in an facilitate interactions in the search
effective way, that allows them to for conflict resolution through
ensure adequate relationships with formal structures that develop
their community development through negotiation processes, preparing
the use of forms of cognitive and those involved through learning
relational mediation. competencies and social mastery.
(Europe, 2015, p. 35). (Caetano, A. & Freire, I., 2004, p. 2).

Subtopic 1: Social mediation and community
Development.
What is community development?
• Through dialogue people can resolve the tensions

and misunderstandings of communicative
development.
• These performs contribute to the prevention of
violence and the recognition of a place for all
within the city.
• Consequently, Social mediation also forges links Source:
between people coexisting within a school, a https://youtu.be/K0I3KEPxPqY
family, a neighborhood or a community
(Affairs, 2000, p. 12).
Subtopic 1:
More facts about community development
It demands a broad analysis since It has led to a progressive

from its inception the school was accumulation of a set of activities,
considered as an institution of guidelines, content and processes
change, improvement of that serve as an instrument to
behavior, and repair of the eliminate barriers and reflect
society. changes in a general way.
(Idílio Ferreira, 2008, p. 1).

Subtopic 2: The ethnography and Cultural Diversity.
The Ethnography.
Ethnography is the study of a

human society based on field work
and that is related to the culture
and daily life of the people who
are the object of its study.
Figure 3.-The Ethnography.

(Britannica, 2020)
Source:
https://uxdict.io/ethnographic-framework-s-e751cd31af07
The ethnography.
It provides theoretical and methodological elements that allow observing the

environment among all the elements, considering the awareness of the way of
life, customs, culture, daily activities and deep management of life
perspectives.
Ethnography is a research tool that allows information to be collected and

compared with each other.
(Webquest, 2019)
What about Cultural Diversity?
Cultural diversity is understood as the

variety of cultures, limitations and
barriers found in a society, recognizing
the importance of respect and
understanding of the cultures of the
peoples of the world.
Figure 4.-Cultual Diversity.
(Leal, Azul, Brandli, & Ozuyar, 2020, p. 5). Source: https://www.renaix.com/cultural-diversity-in-the-workplace-things-you-
didnt-know-you-didnt-know/
The importance of criticism of assimilation.
This perspective leads to variation in

minority cultures and identities and
how schools highlight the relationship
in a society where minority students
must be prevented from discard the
use of their mother tongue and move
away from their heritage.
(Leal, Azul, Brandli, & Ozuyar, 2020, p. 4)
Figure 5.-Criticism of assimilation.

Source: https://www.renaix.com/cultural-diversity-in-the-workplace-things-you-
didnt-know-you-didnt-know/
In a diverse society……
The environment of life requires that students
develop inhabitants who are willing to show
tolerance, harmony and respect towards
others, that is, respecting cultures, customs,
dialects or languages within a society.
(Leal, Azul, Brandli, & Ozuyar, 2020, p. 7) Figure 6. - Cultural diversity.
Source: https://ec.usembassy.gov/cultural-diversity-
exchange-program-2016/
Guidelines must be established that allow the Students must know why cultural diversity
conception of education in equal measure, deserves to be respected and tolerated with
that is, provide an inclusive education. initiative.

complete the activity. Make a
screenshot for the portfolio.
https://www.educaplay.com/learning-resources/6641281-progress_activity_u4_t2le.html
Subtopic 3:
Outcomes from International Conferences on Education.
World Conference on Education for All.
This Conference exhorted the importance of

universalizing basic services in education.
It established that every person, child, youth,

and adult, may profit from educational
opportunities considered to meet their basic
learning needs. Available at:
https://unesdoc.unesco.org/ark:/48223
(Educación, 2011, p. 16) /pf0000085625
Subtopic 3:
The Report of the World Commission on Culture and Development.
This report entitled Education for

intercultural understanding, not only
upholds the intrinsic value of culture
for its own sake, for sociocultural
development and for the heritage of
humanity.
But also, promotes the instrumental value of culture as a productive good which
fosters economic growth and development.
(Leo, 2010, p. 10).
Subtopic 3:
It asserts that the preservation of culture is necessary to ensure the creativity that
comes from rich cultural diversity.
It contributes to the economic and social development of cultures and the enrichment
of humanity.
(Leo, 2010, p. 11).

Topic Connection:
Watch two videos to learn about UNESCO
and its world initiatives for education and other fields.
World Education Forum 2015 explained

UNESCO in brief
Source: https://youtu.be/ZjNlKjm9mCo
Source: https://youtu.be/lWviSWlOhUk
109
Subtopic 3:
UNESCO World Report Investing in Cultural Diversity and Intercultural Dialogue.
UNESCO seeks to promote awareness of the

positive value of cultural diversity by
humanizing globalization, making it more
culturally sensitive, believing that inter-cultural
understanding is the best guarantee of peace.
(Issuu, 2016).
Figure 8. – World Report – Cultural Diversity.

Source: https://pt.slideshare.net/david20/unesco-world-report-investing-in-cultural-diversity-
and-intercultural-dialogue
Subtopic 3:
Cultural diversity arose out of a UNESCO has strongly held the

general concern. Some predict that opinion that recognition of
"diversity" is becoming a call for unity cultural diversity supports the
among those who denounce universality of human rights and
persistent socioeconomic inequalities guarantees their effective
in developed societies. exercise.
(Issuu, 2016).
Subtopic 3: Outcomes from International Conferences on
Education.
“Diversity challenges our intellect and emotions as we learn to work and live
together in harmony.”
“Teachers should therefore lead students to both cultural comparisons, variances,

and guide them to appreciation of diversity.”
(UNESCO, 2001)
Subtopic 3:
The World Report seeks to identify the new

perspectives open for reflection on the
challenges of cultural diversity, in such a way,
to outline new approaches to monitor and
shape the changes that are taking place.
(Issuu, 2016).
Figure 7. – World Report – Cultural Diversity.

Source: https://pt.slideshare.net/david20/unesco-world-report-investing-in-cultural-diversity-
and-intercultural-dialogue
Subtopic 3:
The Organic Law of Intercultural Education of Ecuador.
d. Recognition of Interculturality, understood

Art. 79.- The Intercultural as equitable coexistence and interaction, which
Bilingual Education System fosters unity in diversity, mutual appreciation
mentions: between people, nationalities and peoples in
the national and international context.
(Nacional, 2015)
Subtopic 3:
The Organic Law of Intercultural Education of Ecuador.
f. Recognition of self-determination as the

Art. 79.- The Intercultural
law of nationalities and peoples that
Bilingual Education System
guarantees education as a fundamental
mentions:
axis in the continuity of socioeconomic,
cultural and linguistic development.
(Nacional, 2015)
Subtopic 3:
Constitution of the Republic of Ecuador.
Art. 343. - The purpose of the national

education system will be to develop
individual and collective capacities and
potentialities of the population, which
enable learning, and the generation and use
of knowledge, techniques, know-how, arts
and culture.
Figure 9. – Constitution of Ecuador.
Source: https://www.shutterstock.com/es/image-
illustration/constitution-ecuador-concept-3d-rendering-1082157923
(Nacional, 2008)
Subtopic 3: Outcomes from International Conferences on
Education.
Art. 343. - The system will The national education system will
focus on the learner, and will integrate an intercultural vision in
work in a flexible and accordance with the geographical,
dynamic, inclusive, effective cultural and linguistic diversity of the
and efficient manner. country, and respect for the rights of
(Nacional, 2008) communities, peoples and nationalities.
Subtopic 3:
Art. 347.- Guarantee the intercultural bilingual education

system, in which the language of the relevant nationality
and Spanish as the language of intercultural relations
will be used as the main language of education, under the
guidance of public policies of the State and with full
respect for the rights of communities, peoples and
nationalities.
(Nacional, 2008)

complete the activity. Make a
screenshot for the portfolio.
https://www.educaplay.com/learning-
resources/6641858-progress_activity_u4t2lexp.html
Subtopic 4: Multiculturalism and Interculturalism.
Differences between Multiculturalism and Interculturalism.
While multiculturalism focuses on a

national level questioning the national
identity, Interculturalism emphases the
local level because of the geographical
and physical proximity among groups
that facilitate dialogue and exchanges.
(Schriefer, 2016). Figure 10. – Multiculturalism and Interculturalism.

Source: https://pt.slideshare.net/KarlitaDrogg/la-interculturalidad-en-el-ecuador/5
Differences between Multiculturalism and Interculturalism.
Multiculturalism refers to a society that

contains various cultural or ethnic groups.
People live together in an environment, but

they don't necessarily have attractive
interactions with each other.
(Schriefer, 2016).
Intercultural Communication
Source: https://youtu.be/wPwzDGPv1rA
Interculturalism in Ecuador.
Ecuador is the scene of great ethnic and cultural diversity. This fact, however,
although it seems evident or unquestionable, has not been recognized.
Interculturality is a search to overcome prejudices, racism, inequalities,

irregularities that characterize our country, under conditions of respect, equality
and the development of common spaces.
(Azuay, 2014, p. 42).

Interculturalism in Ecuador.
Ecuador has a long way to go to Our country has the merit of having
consolidate itself as intercultural, for created a special system of
which it must not only renew certain “Intercultural bilingual" indigenous
laws, but also the internal social sphere. education.
(Azuay, 2014, p. 42).
Figure 3. - Interculturalism in Ecuador

Source: http://mishellcabezas.blogspot.com/2013/05/concepto-de-interculturalidad.html
Conclusion
Despite the existence of laws and regulations that support the

right to diversity, the rescue of ancestral values, Interculturalism,
multiculturalism and even bilingual intercultural education; the
issue is focused on social mediation.
Social mediation influences the educational field because it
continues to generate much controversy due to the lack of interest
and awareness of the community,
Bibliografía
Affairs, I. D. (2000). New ways of conflict resolution in everyday life. Paris: Social Mediation.
Azuay, U. d. (2014, 12). Revista de la Universidad del Azuay. Retrieved from Ecuador Intercultural: https://www.uazuay.edu.ec/bibliotecas/publicaciones/UV-65.pdf
Britannica. (2020). Ethnography. Retrieved from https://www.britannica.com/science/ethnography
Caetano, A. & Freire, I. (2004). Mediation in education. A collaborative study between the university and practitioner-researchers in the field of education.
European Conference on the Educational Research, 1-4.
Costa, A. (2012). Education, Citizenship and Mediation. Citizenship , 2-10. Retrieved from
https://www.researchgate.net/publication/274575728_Education_Citizenship_and_Mediation
Europe, C. o. (2015). Education, mobility, otherness The mediation functions of schools. Retrieved from https://rm.coe.int/09000016807367ee
Heinotes. (2016). Which Learning Processes Facilitate Construction of Knowledge? Retrieved from https://heignotes.com/tag/social-mediation/
Idílio Ferreira, F. (2008). Education, social mediation and community development: an ethnographic research in a rural area. Oxford University Press and
Community Development Journal, 1-10.
Issuu. (2016, 6 2). Investing in Cultural Diversity and Intercultural Dialogue UNESCO World Report. Retrieved from
https://issuu.com/rodrigovelasquezangel/docs/investing_in_cultural_diversity
Leal, W., Azul, A., Brandli, L., & Ozuyar, P. &. (2020). Understanding Cultural Diversity and Diverse Identities. Switzerland: Springer Cham.
Leo, J. d. (2010). Education for Intercultural Understanding. Retrieved from UNESCO: https://unesdoc.unesco.org/ark:/48223/pf0000189051
Nacional, A. (2008). Retrieved from https://www.oas.org/juridico/pdfs/mesicic4_ecu_const.pdf
Nacional, A. (2015). Retrieved from Código Orgánico de la Función Judicial:
http://www.oas.org/juridico/PDFs/mesicic5_ecu_ane_con_judi_c%C3%B3d_org_fun_jud.pdf
Raita, E. (2015, 12 18). The social mediation of everyday user experiences . Retrieved from Helsinki: https://core.ac.uk/reader/33738260
Schriefer, P. (2016). What’s the difference between multicultural, intercultural, and cross-cultural communication? Retrieved from
https://springinstitute.org/whats-difference-multicultural-intercultural-cross-cultural-communication/
UNESCO. (2001, 11 2). UNESCO Universal Declaration on Cultural Diversity. Retrieved from
http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CLT/pdf/5_Cultural_Diversity_EN.pdf
Webquest. (2019). Interculturalidad en el Ecuador. Retrieved from https://sites.google.com/site/webquestuniversidad1/interculturalidad-en-el-ecuador
Topic 2: Social mediation in educational
contexts
Learning experiences: Contextualized and inclusive: curricular,

pedagogical, and didactic models
Unit 4. – Intercultural Education
Este compendio recoge textualmente documentos e información de varias fuentes debidamente

citadas, como referencias elaboradas por el autor para conectar los diferentes temas.
Se lo utilizará únicamente con fines educativos.

TABLA DE CONTENIDO
TOPIC 2: SOCIAL MEDIATION IN EDUCATIONAL CONTEXTS. .................................................................... 5

Subtopic 1:.............................................................................................................................................. 6
Social mediation and community development. ................................................................................ 6
What does Mediation include? ............................................................................................................. 6
What does Social mediation mean?................................................................................................. 6
How is Social mediation use in? ....................................................................................................... 7
Importance of Mediation in the Education. .................................................................................... 8
Communitive development. .............................................................................................................. 8
Subtopic 2:.............................................................................................................................................. 9
The ethnography and Cultural Diversity. ............................................................................................ 9
The ethnography. .................................................................................................................................. 9
What about Cultural Diversity? ............................................................................................................ 9
Subtopic 3:............................................................................................................................................ 10
World Conference on Education for All. ........................................................................................ 10
The Report of the World Commission on Culture and Development. ....................................... 11
UNESCO World Report Investing in Cultural Diversity and Intercultural Dialogue .................. 11
The Organic Law of Intercultural Education of Ecuador. ............................................................ 12
Constitution of the Republic of Ecuador. ...................................................................................... 13
Subtopic 4:............................................................................................................................................ 14
Multiculturalism and Interculturalism. ............................................................................................... 14
Differences between Multiculturalism and Interculturalism. .......................................................... 14
Interculturalism in Ecuador. ............................................................................................................... 14
COMPETENCIAS Y RESULTADOS DE APRENDIZAJE
Competencias Específicas
Se espera que a través de los temas estudiados en la presente Unidad; los
estudiantes logren las siguientes competencias:
✓ Competence 1
Capacity to distinguish the ethnography in Ecuador.
✓ Competence 2
Debate about different aspects to involve the Intercultural Education.
✓ Competence 3
Recognize the importance of Multiculturalism and Interculturalism.
Resultados de Aprendizaje
Se espera que a través de los temas estudiados en la presente Unidad; se logre
alcanzar el siguiente Resultado de Aprendizaje:
Learning outcome 1: Acquire knowledge regarding inclusive education promoting

respect for cultural, linguistic, gender, social, ethnic and religious diversity
Con este propósito se ha organizado la Unidad con los siguientes temas vitales para su
comprensión:
✓ Topic 1: Theoretical and conceptual bases of intercultural education.
✓ Topic 2: Social mediation in educational contexts.

DESARROLLO DEL CONTENIDO DEL TEMA 2
TOPIC 2: SOCIAL MEDIATION IN EDUCATIONAL CONTEXTS.
Topic 2
Social mediation
in educational
contexts.
Subtopic 1:
Subtopic 4:
Social mediation and
Multiculturalism and community
Interculturalism. development.
Subtopic 3: Subtopic 2:
Outcomes from The ethnography and Cultural
International Conferences Diversity.
on Education.
Figure 1. Social mediation in educational contexts.
Objective
Identify the importance of Intercultural Education, the objectives, contents, scenarios, and the
knowledge construction.
Introduction
This topic is related to Social mediation, the same one that rescues the importance of
respect for the diversity of people; as well as eliminating barriers so that the laws and
regulations that conduct aspects of Cultural Diversity are respected. In addition, that
governments promote educational programs that allow the rescue of ancestral customs and
develop the application and use of the native language. Consequently, curricular guidelines
are established to help the harmonious experience between different cultures and customs,
in such a way that no person is affected by having another type of life, clothing, custom,
language; that is, there is a true respect for diversity. This will contribute significantly to the
development of Interculturalism, Multiculturalism and Bilingual Education, respectively.
DESARROLLO DE LOS SUBTEMAS DEL TEMA 2
Subtopic 1: Social mediation and community development.
What does Mediation include?
The notion of mediation has been commonly used and it is associated

with multiple practices. The concept of mediation includes a multiplicity
of linguistic meanings, amongst which are: the alternative modes of
conflict resolution, family, workplace, schools, socio-community,
intercultural, among others; the modes of training, aimed at
autonomy, development, participation, and socio-professional and
personal transformation; the modes of conflict prevention and
the promotion of individual and social interaction; and the
modes of education for social and cultural change, and for the
exercise of citizenship using strategies and/or mechanisms for learning
(Costa, 2012, p. 2).
To begin with, mediation should be considered as an arrangement or process used in the social
sphere in order to reduce the distance between two or more groups in which there is tension.
This tension could arise from the misunderstanding or non-compliance with one of the parties,
whether authorized by the absolute incomprehension or ignorance of the development of the
process, of the contents, rules or regulations that support it. (Europe, 2015, p. 27)
The result of the distancing that may occur based on tensions, leads to the need to implement
a broad dimension of processes, which are firmly linked to different areas of social life, among
which are: legal, family, social, diplomatic, economic, educational, among others. Ultimately,
measurement is about conflict resolution and does not limit the attention of both parties.
(Europe, 2015, p. 27)
What does Social mediation mean?
Social mediation is a way of solving conflicts at an early stage. In a way,

it could compare with the role of preventive diplomacy in a context. In
addition, it is an expression of empowering the individual components
of that good society, motivating them to assume the responsibility for
maintaining social peace (Affairs, 2000).
How is Social mediation used in?
The concept of ‘mediation’, which is commonly used in social sciences

as a situation where one entity (a mediator) intermediates the causal
relationship between two other entities. On the other hand, it is used in
Human–Computer Interaction which refers to the ways in which
computers shape and come in-between our daily interactions with other
human beings and things (Raita, 2015, p. 28).
According to Vygotsky, fundamentally social mediation is a constructed and mediated activity.

Human beings interact with their environment through mediating means; as the use of tools
and symbols, including language, play a crucial role in the formation of human intellectual
capacities, that is, knowledge is built through mediation (Heinotes, 2016, p. 29).
Although Vygotsky's main interest was in higher mental operations, Leontiev changed this
approach, considering that activity theory is not interested in the mediators of experience but
in how experiences accumulate in the tools and practices used (Heinotes, 2016, p. 29).
Figure 1.-Social Mediation.

Source: https://in-cyprus.philenews.com/social-mediation-a-powerful-tool-for-resolving-small-scale-conflicts/
Importance of Mediation in Education
“In the educational field, the institutions seek to manage the processes in an effective way that
allows them to ensure adequate relationships with their community development through the
use of forms of cognitive and relational mediation” (Europe, 2015, p. 35).
In this aspect, the development of criticism requires, therefore, the acquisition of habits through
activities that involve mediation dependent on language skills. These include: debate; argue
one's point of view; offer counter arguments to the views of others; information analysis and
conflict resolution; reflection and the application of guidelines based on respect for other people
(Europe, 2015, p. 36).
Mediation in education tends to facilitate interactions in the search for

conflict resolution through formal structures that develop negotiation
processes, preparing those involved through learning competencies and
social mastery. In this sense, it is possible to find different approaches
in school mediation, as a consequence of a more concentrated
orientation in education in values, justice and peace movement, in which
a broader concept of conflict is adopted, seeking a solution in the way
more accurate (Caetano, A. & Freire, I., 2004, p. 2).
Communitive development
At present, the formal education system has expanded, therefore, it demands a broad analysis
since from its inception the School was considered as an institution of change, improvement of
behavior, and repair of the society, which It has led to a progressive accumulation of a set of
activities, guidelines, content and processes that serve as an instrument to eliminate barriers
and reflect changes in a general way (Idílio Ferreira, 2008, p. 1).
Through dialogue people can resolve the tensions and

misunderstandings of communicative development. These performs
contribute to the prevention of violence and the recognition of a place
for all within the city. These performs contribute to the prevention of
violence and the recognition of a place for all within the city.
Consequently, Social mediation also forges links between people
coexisting within a school, a family, a neighborhood or a community
(Affairs, 2000, p. 12).
The ethnography
“Ethnography is the study of a human society based on field work and that is related to the
culture and daily life of the people who are the object of its study” (Britannica, 2020).
Ethnography provides theoretical and methodological elements that

allow observing the environment among all the elements, considering
the awareness of the way of life, customs, culture, daily activities and
deep management of life perspectives. In other words, ethnography
allows an analysis and interpretation of the information attached to the
thought and ways of seeing the world of the actors of that reality, their
codes and expressions, their daily life, their relationships and other
elements. Likewise, ethnography is a research tool that allows
information to be collected and compared with each other (Webquest,
2019).
“Human beings need the respect of others to live with dignity, in a society where cultural
diversity is a reality where you choose to believe or not, since recognition is about how people
should give each other” (Idílio Ferreira, 2008, p. 2).
What about Cultural Diversity?
Cultural diversity is understood as the variety of cultures, limitations and barriers found in a
society, recognizing the importance of respect and understanding of the cultures of the peoples
of the world. It does not emphasize that people should have familiar treatment, but that they
are clear that all people are fundamentally the same, with similar duties and rights, therefore,
they can be responsible in making decisions (Leal, Azul, Brandli, & Ozuyar, 2020, p. 5).
Moreover, to understand the roots of cultural diversity, it is important to understand the criticism
of assimilation from the very perspective that it leads to variation in minority cultures and
identities and how schools highlight the relationship in a society where minority students must
be prevented from discard the use of their mother tongue and move away from their heritage
In a diverse society, the environment of life requires that students develop inhabitants who are
willing to show tolerance, harmony and respect towards others, that is, respecting cultures,
customs, dialects or languages within a society. It must be borne in mind that in accordance
with various cultures where the classroom is monological, there is no place for students to
express or receive varied cultures and identities, however, guidelines must be established that
allow the conception of education in equal measure, that is, provide an inclusive education,
since students must know why cultural diversity deserves to be respected and tolerated with
initiative (Leal, Azul, Brandli, & Ozuyar, 2020, p. 7).
Therefore, authorities and educators have an arduous task based on the laws and regulations,
teaching all students to maintain the dialogue between different perspectives and the discussion
of issues, including culture and identity, which will be of great help for students to cultivate
tolerance and mutual respect (Leal, Azul, Brandli, & Ozuyar, 2020, p. 8).
Figure 2. - Cultural diversity.

Source: https://ec.usembassy.gov/cultural-diversity-exchange-program-2016/
Subtopic 3: Outcomes from International Conferences on Education.
World Conference on Education for All
In 1990, around 155 countries, and 150 governmental and non-governmental organizations met
at the World Conference on Education, to exhort the importance of universalizing basic
services in education, approving this Declaration through a framework of action to meet basic
learning needs. This Declaration establishes that every person, child, youth, and adult, may
profit from educational opportunities considered to meet their basic learning needs. In this
sense, Education for All is an expanded vision that encompasses programs, activities and
facilities for the public and private sectors aimed at satisfying the basic needs of children, youth,
and adults both inside and outside of school (Nations, 1990).
This report entitled Education for intercultural understanding , not only upholds the
intrinsic value of culture for its own sake, for sociocultural development and for the heritage
of humanity, but also promotes the instrumental value of culture as a productive good which
fosters economic growth and development (Leo, 2010, p. 10).
The report addresses the need to reinforce cultural heritage due to the
erosion of culture and traditional values caused by globalization, the
media and advances in transport and communication. It asserts that the
preservation of culture is necessary to ensure the creativity that
comes from rich cultural diversity, which in turn contributes to the
economic and social development of cultures and the enrichment of
humanity (Leo, 2010, p. 11).
UNESCO World Report Investing in Cultural Diversity and Intercultural Dialogue
The World Report seeks to identify the new perspectives open for
reflection on the challenges of cultural diversity, in such a way, to
outline new approaches to monitor and shape the changes that are
taking place. Therefore, the World Report does not seek to provide ready
solutions to problems that decision makers may face. Rather, it seeks to
identify the complexity of problems that cannot be solved with political
will, but instead requires a better understanding of the underlying
phenomena and greater international cooperation, in particular through
the exchange of good practices and the adoption of common guidelines
(Issuu, 2016).
Cultural diversity arose out of a general concern. Some predict that "diversity" is becoming a
call for unity among those who denounce persistent socioeconomic inequalities in developed
societies. Cultural diversity also poses an experiment to the principles of international
cooperation. UNESCO has strongly held the opinion that full and unconditional recognition of
cultural diversity supports the universality of human rights and guarantees their effective
exercise (Issuu, 2016).
Cultural diversity is a fact of the existence of a wide range of different cultures, even if the
contours that delimit a particular culture are more difficult to establish than it might appear at
first glance. In addition, the awareness of this diversity has today become a relatively common
place, facilitated by the globalization of exchanges and the greater receptivity of societies to
each other (Issuu, 2016).
UNESCO seeks to promote awareness of the positive value of cultural

diversity by humanizing globalization, making it more culturally sensitive,
believing that inter-cultural understanding is the best guarantee of
peace. It increases cultural diversity to the level of “the common heritage
of humanity”, making it an ethical imperative which accompanies respect
for human dignity. A high value is placed on cultural identity and
cultural heritage in all its forms, which the declaration states must be
preserved, enhanced and handed on to future generations (UNESCO,
2001).
The Declaration states that “we are distinguished and united by differences and similarities.
Such diversity challenges our intellect and emotions as we learn to work and live together in
harmony.” Teachers should therefore bare students to both cultural comparisons, variances,
and guide them to appreciation of diversity (UNESCO, 2001).
The Organic Law of Intercultural Education of Ecuador
The article 79. - Highlights the existence and rights of Intercultural

Bilingual Education, mentions:
The Intercultural Bilingual Education System is based on the following
foundations, which are mainstreamed in the National Education System:
d. Recognition of Interculturality, understood as equitable
coexistence and interaction, which fosters unity in diversity, mutual
appreciation between people, nationalities and peoples in the national
and international context;
e. Recognition of reciprocity as an element that articulates educational
management through coexistence and integral development of the
community linked to the community educational center; and,
f. Recognition of self-determination as the law of nationalities and
peoples that guarantees education as a fundamental axis in the
continuity of socioeconomic, cultural and linguistic development
(Nacional, 2015)
Constitution of the Republic of Ecuador
Art. 343. - The purpose of the national education system will be to

develop individual and collective capacities and potentialities of the
population, which enable learning, and the generation and use of
knowledge, techniques, know-how, arts and culture.
The system will focus on the learner, and will work in a flexible and
dynamic, inclusive, effective and efficient manner. The national
education system will integrate an intercultural vision in
accordance with the geographical, cultural and linguistic diversity of the
country, and respect for the rights of communities, peoples and
nationalities (Asamblea Nacional, 2008).
Art. 347. - Literal 9. Guarantee the intercultural bilingual education

system, in which the language of the relevant nationality and Spanish
as the language of intercultural relations will be used as the main
language of education, under the guidance of public policies of the State
and with full respect for the rights of communities, peoples and
nationalities (Asamblea Nacional, 2008).
Differences between Multiculturalism and Interculturalism
Multiculturalism refers to “a society that contains various cultural or

ethnic groups. People live together in an environment, but they don't
necessarily have attractive interactions with each other”. For example,
in a multicultural neighborhood, people may frequent ethnic grocery
stores and restaurants without actually networking with their neighbors
from other countries (Schriefer, 2016).
Interculturalism describes “communities in which there is deep

knowledge and respect for all cultures. Intercultural communication
focuses on the mutual interchange of ideas and cultural norms and the
development of deep relationships”. In addition, in an intercultural
society, no one is left unchanged because everyone learns from each
other and grows together (Schriefer, 2016).
Undoubtedly, multiculturalism as a history in progress which involves new compromises and

negotiations between states and groups. These terms of engagement take into account the
dynamics in defining national identity, but it is hard to conceive that the majority will be a group
like any group seeking equal recognition (Schriefer, 2016).
“While multiculturalism focuses on a national level questioning the national identity,

Interculturalism emphases the local level because of the geographical and physical proximity
among groups that facilitate dialogue and exchanges” (Schriefer, 2016).
Interculturalism in Ecuador
Ecuador is the scene of great ethnic and cultural diversity. This fact, however, although it seems
evident or unquestionable, has not been recognized. Throughout our history it has been hidden,
without making a serious effort to get to know the indigenous and Afro-Ecuadorian peoples, to
appreciate their values, to understand their specificities. In reality, not even the majority of
mestizo has made an effort to understand them (Azuay, 2014, p. 42).
Consequently, “interculturality goes far outside the coexistence of cultures; it is a sustained
relationship between them. It is an express search to overcome prejudices, racism, inequalities,
irregularities that characterize our country, under conditions of respect, equality and the
development of common spaces” (Azuay, 2014, p. 43).
In Ecuador there is awareness of the need to promote Interculturalism.

However, our country has a long way to go to consolidate itself as
intercultural, for which it must not only renew certain laws, but also the
internal social sphere. All of this supposes the promotion of new cultural
practices, taking into consideration that the educational system is
crucial. Ecuador has the merit of having created a special system of
"bilingual intercultural" indigenous education. This is a serious step,
which must be appreciated, above all, because interculturality is
proposed as an objective (Azuay, 2014, p. 44).
Figure 3. - Interculturalism in Ecuador

Source: http://mishellcabezas.blogspot.com/2013/05/concepto-de-interculturalidad.html
Conclusion
This issue is focused on social mediation, the same that influences the educational field,
continues to generate much controversy due to the lack of interest and awareness of the
community, despite the existence of laws and regulations that support the right to diversity, the
rescue of ancestral values, interculturalism, multiculturalism and even bilingual intercultural
education. This situation is global in scope, since it not only focuses on our country, but is part
of a global problem. When humanity breaks the barriers that prevent harmonious living, true
respect for diversity will have been achieved.
PREGUNTAS DE COMPRENSIÓN DE LA UNIDAD
1. What does Social mediation include?

Answer 1.
It includes a multiplicity of linguistic meanings, amongst which are: the alternative modes
of conflict resolution, family, workplace, schools, socio-community, intercultural, among
others.
2. What does Social mediation mean?
Answer 2.
Social mediation is a way of resolving conflicts at an early time.
3. How do Human beings interact with?

Answer 3.
According to Vygotsky, human beings interact with their environment through mediating
means; as the use of tools and symbols, including language, play a crucial role in the
formation of human intellectual capacities.
4. When do you think social exclusion originates?

Answer 4.
The exclusion originates when the integration of all the members of the educational system
is not allowed, causing the first step for marginalization.
5. What does Ethnography allow?
Answer 5.
It allows an analysis and interpretation of the information attached to the thought and ways
of seeing the world of the actors of that reality, their codes and expressions, their daily life,
their relationships and other elements.
6. How is Cultural diversity define?

Answer 6.
It is defined as the variety of cultures, limitations and barriers found in a society, recognizing
the importance of respect and understanding of the cultures of the peoples of the world.
7. What opinion has UNESCO held about Cultural diversity?

Answer 7.
UNESCO has strongly held the interpretation that full and unconditional recognition of
cultural diversity reinforces the universality of human rights and guarantees their effective
exercise.
8. What mention The Organic Law of Intercultural Education of Ecuador in

the article 79?
Answer 8.
The Intercultural Bilingual Education System is based on the following foundations, which
are mainstreamed in the National Education System:
d. Recognition of Interculturality, understood as equitable coexistence and interaction, which
fosters unity in diversity, mutual appreciation between people, nationalities and peoples in
the national and international context.
MATERIAL COMPLEMENTARIO
Los siguientes recursos complementarios son sugerencias para que se pueda ampliar la
información sobre el tema trabajado, como parte de su proceso de aprendizaje autónomo:
Bibliografía de apoyo:
Harmer, Jeremy. (2015). How to teach English. Pearson Longman.

Handwerker, P. (2002). The Construct Validity of Cultures: Cultural Diversity, Culture Theory,
and a Method for Ethnography. Obtainable from
https://www.researchgate.net/publication/264648578_The_Construct_Validity_of_Cultures_Cu
ltural_Diversity_Culture_Theory_and_A_Method_for_Ethnography
Kastoryano, Riva. (2018). Multiculturalism and Interculturalism: redefining nationhood and

solidarity. Obtainable from
https://www.researchgate.net/publication/325204457_Multiculturalism_and_interculturalism_r
edefining_nationhood_and_solidarity
Links de apoyo:
(PDF) Education, Citizenship and Mediation. Obtainable from:

https://www.researchgate.net/publication/274575728_Education_Citizenship_and_Mediation
[accessed Aug 17 2020].
Which Learning Processes Facilitate Construction of Knowledge? (2016). Obtainable from
https://heignotes.com/tag/social-mediation/
Raita, Eeva. (2015). The social mediation of everyday user experiences. Obtainable from
https://core.ac.uk/reader/33738260
Muhammad, R.; Razi, S.; Syed, S. & Sultan, T. (2011). Contexts and scenarios of intercultural
education. Obtainable from
https://redsocial.rededuca.net/en-qu-se-diferencian-multiculturalidad-e-interculturalidad
http://www.ugr.es/~javera/pdf/DB2.pdf
https://core.ac.uk/download/pdf/159157383.pdf
United Nations. Outcomes on Education. Obtained from
https://www.un.org/en/development/devagenda/education.shtml
REFERENCIAS BIBLIOGRAFICAS
Affairs, I. D. (2000). New ways of conflict resolutionin everyday life. Paris: Social Mediation.
Azuay, U. d. (2014, 12). Revista de la Universidad del Azuay. Retrieved from Ecuador
Intercultural: https://www.uazuay.edu.ec/bibliotecas/publicaciones/UV-65.pdf
Britannica. (2020). Ethnography. Retrieved from

https://www.britannica.com/science/ethnography
Caetano, A. & Freire, I. (2004). Mediation in education. A collaborative study between the
university and practitioner-researchers in the field of education. European Conference
on the Educational Research, 1-4.
Costa, A. (2012). Education, Citizenship and Mediation. Citizenship , 2-10. Retrieved from
https://www.researchgate.net/publication/274575728_Education_Citizenship_and_Med
iation
Coste, D. & Cavalli, M. (2015). Education, mobility, otherness The mediation functions of
schools. Retrieved from Council of Europe: https://rm.coe.int/education-mobility-
otherness-the-mediation-functions-of-schools/16807367ee
Heinotes. (2016). Which Learning Processes Facilitate Construction of Knowledge? Retrieved

from https://heignotes.com/tag/social-mediation/
Idílio Ferreira, F. (2008). Education, social mediation andcommunity development:an

ethnographic researchin a rural area. Oxford University Press and Community
Development Journal, 1-10.
Leo, J. d. (2010). Education for Intercultural Understanding. Retrieved from UNESCO:
https://unesdoc.unesco.org/ark:/48223/pf0000189051
Lin, C. (2020). Understanding Cultural Diversity and Diverse Identities. Quality Education,
Encyclopedia of the UN Sustainable Development Goals, 1-11.
Nacional, A. (2008). Retrieved from https://www.oas.org/juridico/pdfs/mesicic4_ecu_const.pdf
Nacional, A. (2015). Retrieved from Código Orgánico de la Función Judicial:

http://www.oas.org/juridico/PDFs/mesicic5_ecu_ane_con_judi_c%C3%B3d_org_fun_j
ud.pdf
Nacional, A. (2018, Diciembre 21). Constitución de la República del Ecuador. Retrieved from
Registro Oficial Suplemento 653: https://www.ambiente.gob.ec/wp-
Nations, U. (2000, 4 26). Outcomes on Education. Retrieved from

https://www.un.org/en/development/devagenda/education.shtml
Ogay, T. & Edelmann, D. (2016). ‘Taking culture seriously’: implications forintercultural

education and training. European Journal of Teacher Education, 388–400. Retrieved
from https://core.ac.uk/download/pdf/159157383.pdf
Raita, E. (2015, 12 18). The social mediation of everyday user experiences . Retrieved from
Helsinki: https://core.ac.uk/reader/33738260
Report, U. W. (2009). Investing in Cultural Diversityand Intercultural Dialogue. Paris: United

Nations Educational,Cultural and Scientific Organization.
Schriefer, P. (2016). What’s the difference between multicultural, intercultural, and cross-
cultural communication? Retrieved from https://springinstitute.org/whats-difference-
multicultural-intercultural-cross-cultural-communication/
UNESCO. (2001, 11 2). UNESCO Universal Declaration on Cultural Diversity. Retrieved from
http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CLT/pdf/5_Cultural_Diversity_
EN.pdf
Webquest. (2019). Interculturalidad en el Ecuador. Retrieved from

https://sites.google.com/site/webquestuniversidad1/interculturalidad-en-el-ecuador
Topic 1: Theoretical and Conceptual bases of

Unit 4. – Intercultural Education


TABLA DE CONTENIDO
TOPIC 1: THEORETICAL AND CONCEPTUAL BASES OF INTERCULTURAL EDUCATION. ............................. 5

Subtopic 1:.............................................................................................................................................. 6
The Intercultural approach as a metaphor for diversity in Education. ........................................... 6
What is “Culture”?.................................................................................................................................. 6
Sociologists Define Culture ............................................................................................................... 6
What does Interculturality include? ................................................................................................. 7
What does the Constitution of Ecuador guarantee? ...................................................................... 7
Interculturality in Ecuador, a view from social actors ................................................................... 7
Importance of Intercultural Approach as diversity in Education ................................................. 8
Subtopic 2:.............................................................................................................................................. 9
Intercultural Education: objectives, budgets, lines of action and knowledge construction. ........ 9
Objectives of Intercultural Education. ................................................................................................. 9
Lines of actions and knowledge construction in the Diversity and social justice. ....................... 10
Subtopic 3:............................................................................................................................................ 11
Contexts and scenarios of Intercultural Education. ......................................................................... 11
Trends from scenarios of Intercultural Education. .......................................................................... 11
Subtopic 4:............................................................................................................................................ 12
Intercultural school environment. ...................................................................................................... 12
Intercultural education. ....................................................................................................................... 12
✓ Competence 1
Capacity to distinguish the Intercultural Education.
✓ Competence 2
Argue about different aspects to involve the Intercultural Education.
✓ Competence 3
Know and value the importance of Intercultural school environment.
Learning outcome 1: Acquire knowledge regarding inclusive education promoting

respect for cultural, linguistic, gender, social, ethnic and religious diversity.
comprensión:
✓ Topic 1: Theoretical and conceptual bases of intercultural education.
✓ Topic 2: Social mediation in educational contexts.

TOPIC 1: THEORETICAL AND CONCEPTUAL BASES OF INTERCULTURAL EDUCATION.
Topic 1
Theoretical and
Conceptual bases
of Intercultural
Education.
Subtopic 1:
Subtopic 4: The intercultural
approach as a metaphor
Intercultural school for
environment.
diversity in education.
Subtopic 2:
Subtopic 3: Intercultural education:
Contexts and scenarios of objectives, budgets, lines of
intercultural education. action and knowledge
construction.
Figure 1. Theoretical and Conceptual bases of Intercultural Education.
Objective
Identify the importance of Intercultural Education, the objectives, contents, scenarios, and the
knowledge construction.
Introduction
This topic is related to the importance of interculturality, of the general aspects that have
evolved over time. The Ecuadorian Constitution reformed in 2008, recognizes
interculturality, giving the opportunity to generate changes in Ecuadorian people.
Undoubtedly, the intercultural process has been a very strong barrier to eradicate, it is still
in process, however, thanks to laws and regulations, changes of action are allowed, since
there is freedom of opinion, respect for culture, ethnicity, customs, ideologies, in such a
way that this started intercultural education, turning the educational environment, of course,
initially with rejection of change, however, through the years, intercultural education has
achieved a high level of trust and respect for each person. The educational system became
an active entity, ready to rethink the teaching model, through educational programs that
allow the social and educational inclusion of people, thereby accepting the diversity of the
educational environment as a metaphor for interculturality.
The Intercultural approach as a metaphor for diversity in

Subtopic 1: Education.
What is “Culture”?
Culture is understood as the behavior patterns and beliefs of a social or

ethnic group. In addition, it is considered as the set of human beliefs.
Therefore, culture is the result or effect of cultivating human knowledge.
Culture is a complex concept that influences all aspects of life.
(WordReference, 2020) (Britannica, 2020)
Sociologists Define Culture
Culture is a term that consists of a set of intangible aspects of social life. According to the
opinion of sociologists, culture refers to the beliefs, values, language and communication that
people share. Despite the fact that culture is different from the economic, social structure,
nevertheless, they are related to each other through general information. (Lebrón, 2013, p.
126)
Therefore, culture is focused on knowledge, common sense,

assumptions and expectations, all of which is encompassed in principles,
rules, ends, norms and laws that are and are part of society. From the
point of view of Psychology, societies face problems of regulating
characteristics such as human activity, which are expressed in different
emphases on social value, in such a way that the culture of different
societies is identified through analysis for define cultural profiles.
(Lebrón, 2013, p. 127)
According to Hofstede, (1984), culture can be treated as “the collective programming of the
mind that distinguishes the members of one group by category of people from other" (p. 21).
What does Interculturality include?
Interculturality comprises aspects as diversity, cultural hegemony, politics, economy, culture,

language, social and ideological hierarchies; as well as different levels of ignorance between
cultural groups, such as differences in the exercise of human and gender rights. (Krainer, A. &
Guerra, M., 2016, p. 28) Therefore, it is not a phenomenon of a society, but, an open process
that requires an effort and potential in the political, economic, social and specifically in
education, for this, the processes of ethnic vindication of peoples, social and political movements
that are undergoing transformation. (Higuera, E. & Castillo, N., 2015, p. 150)
Figure 1.- Interculturality in Ecuador

What does the Constitution of Ecuador guarantee?
The Constitution of the Republic of Ecuador, in article 29, mentions: "The

State will guarantee the freedom of teaching, the freedom of a chair in
higher education, and the right of people to learn in their own language
and cultural field. And parents or their representatives will have the
freedom to choose for their daughters and sons an education according
to their principles, beliefs and pedagogical options ". (Nacional, 2018)
Interculturality in Ecuador, a view from social actors
Despite the fact that interculturality is included in the Constitution of Ecuador 2008, there is no
definition in said law, which generates a diversity of views on this subject that is embedded in
the Ecuadorian educational system, as well as the contradictions and conflicts that the concept
of interculturality. (Higuera, E. & Castillo, N., 2015, p. 24)
It must be borne in mind that interculturality begins with the affirmation of one's identity, which
constitutes the value of the internal of the culture but with the capacity for self-criticism. Once
one's identity is affirmed, one can speak of an external interculturality that requires a
relationship on equal terms. (Rodríguez, 2018, p. 223)
Importance of Intercultural Approach as diversity in Education
An intercultural approach recognizes that diversity is part of our educational reality, the same
that provides diversity of educational opportunities and experience. Therefore, the intercultural
approach guarantees a positive vision, generating self-awareness through understanding and
improving the interpersonal relationship. (University, 2020)
To understand how the concept of interculturality has developed in Ecuador, it is important to

introduce some background and the first meanings on the subject in relation to the educational
context in different regions, as well as the actors that have been present. (Krainer, A. & Guerra,
M., 2016, p. 18)
In Ecuador, the indigenous movement introduced the issue of

interculturality into political agendas. This is in the order of a process of
vindication of the difference and of the exposition of the conditions of
exclusion and marginalization that they were subject to for hundreds of
years. The process led to the constitutionalization of interculturality and
plurinationality as fundamental principles of the State. (Krainer, A. &
Guerra, M., 2016, p. 18)
The Constitution of Ecuador, in article 27, states:
Education will focus on the human being and will guarantee its
development as a hoist, within the framework of respect for human
rights, the sustainable environment and democracy; It will be
participatory, compulsory, intercultural, democratic, inclusive and
diverse, of quality and warmth; it will promote gender equity, justice,
solidarity and peace; It will stimulate critical sense, art and physical
culture, individual and community initiative, and the development of
skills and abilities to create and work. (Nacional, 2018, p. 27)
The notion of the intercultural starts from the fact that cultures are neither isolated nor produced
by spontaneous generation; in their daily events they tend to encompass spaces that lead them
to enter into relationships with other cultures. Those relationships that are established between
cultures is what is called interculturality. (Pech, C. & Rizo, M., 2014, p. 12)
It is important to recognize that intercultural education fosters critical analysis of pedagogical

models, programs, and projects that constitute the foundations for creating intercultural
education, with sufficient command to interpret complexity, eradicating the traditional principle
of compensatory education. (Higuera, E. & Castillo, N., 2015, p. 152)
Intercultural Education: objectives, budgets, lines of action

Subtopic 2:
and knowledge construction.
Objectives of Intercultural Education.
According to the laws and regulations, in Ecuador, the interculturality of

teaching processes is guaranteed at all levels indicated in the
Constitution of the Republic, approved by the National Assembly in
2008; The National Development Plan 2017-2021 “A lifetime”; the
Organic Law of Higher Education and the Organic Law of Higher
Intercultural Education. Each of these guidelines promote the right of
people to be instructed in their own language, respecting
cultural, political, economic, and language diversity. (García, S.;
Herrera, Y. & Ramos, V., 2019, p. 48)
The Ecuadorian Higher Education System is based on academic and professional training from
a scientific and humanistic perspective; by means of which science and ancestral knowledge are
related to the construction of solutions to the country's problems; to promote the development
of the competences of the students. (Nacional, 2018)
The implementation of interculturality as a transversal axis in the

different training processes, which are carried out at the educational
levels, require professionals capable of taking on this challenge. In
relation to this topic, the literature presents a variety of elements about
inclusion within the social scheme, the same that must be developed by
the educator. (Rojas, A. & González, E., 2015, p. 75)
Figure 2.- Intercultural education

https://educa593.wordpress.com/2016/01/09/fortalecimiento-de-la-educacion-intercultural-bilingue-en-el-pais/
Intercultural education in Ecuador according to the laws and regulations guarantees access,
permanence, mobility and graduation without any type of discrimination, contemplated at all
levels of study, generating criteria of quality and economic, social, cultural and language equity.
Why does social exclusion originate?
The exclusion originates when the integration of all the members of the educational system is
not allowed, causing the first step for marginalization. This problem is not cultural, but social,
since cultural diversity is not respected as the legitimate right of people. (Arroyo, 2013, p. 146)
Lines of actions and knowledge construction in the Diversity and social justice.
Interculturality in higher education is managed through the Organic Law of Higher Education,
through which the right of students to receive an intercultural, inclusive and diverse education
is articulated. (Higuera, E. & Castillo, N., 2015, p. 154)
In the same sense, guidelines are established for the strengthening of

an intercultural and plurinational society, according to the right of good
living. One of the functions that this legal framework focuses on is that
of promoting and strengthening the development of the
languages, cultures and ancestral wisdom of the people and
nationalities of Ecuador within the framework of interculturality. (García,
S.; Herrera, Y. & Ramos, V., 2019, p. 49)
In Ecuador, unity is not identified through ethnicity, culture, customs or language, but through
the recognition of diversity, demonstrated in aspects of equity and social justice. (García, S.;
Herrera, Y. & Ramos, V., 2019, p. 50)
Subtopic 3: Contexts and scenarios of Intercultural Education.
Ecuador is the scene of great ethnic and cultural diversity, however, little
has been disclosed about the customs, values, language of indigenous
and Afro-Ecuadorian people. Consequently, the effort of interculturality
is not applied in sectors of society that show conditions of equality. The
relationships between them, in general, occur in the middle of the
prevalence of racism, poverty and social exclusion. Therefore, the path
of interculturality lies in recognizing and respecting the differences of
people within the intercultural approach. (Educación, 2011, p. 16)
Trends from scenarios of Intercultural Education.
The process of intercultural education has been a long-standing process

in Ecuador, due to several factors, including public policy that has sown
a multicultural environment of diversity through tolerance, which points
to the achievement of more societies. Fair and equitable, where the
exercise of difference is truly a citizen's right and education really
contributes to transforming situations of inequity and exclusively for the
benefit of the entire community. (Krainer, A. & Guerra, M., 2016, p. 38)
Interculturalization leads to adequate teacher training by the universities of Ecuador, which

offers professional training for teachers, who must take responsibility not only for strengthening
curricular knowledge and diversity of teaching skills, but also providing useful tools. That allows
the construction of an intercultural society in daily practice. (Krainer, A. & Guerra, M., 2016, p.
49)
In the intercultural setting, teacher training should be aligned to societal
objectives as one of the ways to transform reality, therefore, education
must be a transformative, reflective, critical and self-critical process,
capable of considering the construction of radically fairer societies. The
role of the teacher is fundamental in the transformation to change, with
the capacity to love and make education a disinhibiting, and non-
restrictive process, which gives students the opportunity, respecting
their culture, customs and ideologies. (Krainer, A. & Guerra, M., 2016,
p. 51)
The concept of diversity identifies own and specific individual educational needs in order to
access the learning experiences necessary for their socialization, whose satisfaction requires
individualized pedagogical attention. In fact, many individual needs can be met by using
strategies that the teacher must link in response to diversity, being more patient, providing
confidence and more time for the development of activities, in such a way that creates a climate
of trust with the support of complementary activities. (Educación, 2011, p. 18)
Intercultural education.
The intercultural educational environment allows students to take

advantage of the opportunities offered by diversity and learn to interact
in a global, diverse and challenging world. Skills such as empathy and
flexibility to understand others and see the world from their perspective,
being more flexible to the needs of students, which allows considering
empathy in social situations and human behavior. (Taleisnik, 2017)
https://www.youtube.com/watch?v=wy-IGa2gpuY
Intercultural training is a demand from initial training programs and progresses to education
degrees, as a pedagogical response to the educational needs of students, to build inclusive
schools in accordance with the laws and regulations of Ecuador. (Taleisnik, 2017)
The main objective of intercultural training aims to respond to the demands, concerns and needs
of teachers in relation to the multiple situations that generate conflict in the teaching process
because they are not fully prepared to attend to interculturality and, in turn, to own school
coexistence focused on contexts of cultural diversity. (Orellana, C. & Moya, A., 2017, p. 6)
Figure 2.- Intercultural education envoronment

http://interculturalidadmys.blogspot.com/2015/07/
Intercultural education is developed with planned programs respecting

the legal framework and through which, a permanent change is built in
the educational field, respecting cultures, ethnic groups, languages,
social condition, eliminating barriers such as prejudice, racism or
inequality of students, in accordance with the provisions of laws and
regulations of the country, protected with respect, equality, equity and
integral development of people. (Webquest, 2019)
Conclusion
Interculturality is a topic of deep social and political importance, which challenges humanity as
a whole and all sectors of society, since the possibility of its construction becomes a requirement
to guarantee general survival.
1. What does Interculturality include?

Answer 1.
It includes aspects as diversity, cultural hegemony, politics, economy, culture, language, social
and ideological hierarchies; as well as different levels of ignorance between cultural groups,
such as differences in the exercise of human and gender rights.
2. What is Culture?
Answer 2.
Culture is understood as the behavior patterns and beliefs of a social or ethnic group.
3. What does the Constitution of Ecuador guarantee in article 29?

Answer 3.
The State will guarantee the freedom of teaching, the freedom of a chair in higher education,
and the right of people to learn in their own language and cultural field. And parents or their
representatives will have the freedom to choose for their daughters and sons an education
according to their principles, beliefs and pedagogical options.
4. When do you think social exclusion originates?

Answer 4.
The exclusion originates when the integration of all the members of the educational system is
not allowed, causing the first step for marginalization.
5. What does intercultural education environment allow to?
Answer 5.
It allows students to take advantage of the opportunities offered by diversity and learn to
interact in a global, diverse and challenging world.
Videos de apoyo:
Interculturalidad en Ecuador
https://www.youtube.com/watch?v=wy-IGa2gpuY
https://www.youtube.com/watch?v=JmLsbWiwnts
Harmer, Jeremy. (2015). How to teach English. Pearson Longman.

Handwerker, P. (2002). The Construct Validity of Cultures: Cultural Diversity, Culture Theory,
and a Method for Ethnography. Obtenido de
https://www.researchgate.net/publication/264648578_The_Construct_Validity_of_Cultures_Cu
ltural_Diversity_Culture_Theory_and_A_Method_for_Ethnography
Links de apoyo:
Shternberg, B. & Yerushalmy, M. (2004). Didactic model – bridging a concept with phenomena.
Group for the Psychology of Mathematics Education. Obtained from
http://emis.impa.br/EMIS/proceedings/PME28/RR/RR305_Shternberg.pdf
Muhammad, R.; Razi, S.; Syed, S. & Sultan, T. (2011). Contexts and scenarios of intercultural
education. Obtenido en
https://www.researchgate.net/profile/Rehana_Rehman/publication/221852794_Impact_of_alt
erations_in_teaching_methodologies_on_learning_capabilities/links
http://scielo.senescyt.gob.ec/pdf/iconosfl/n60/1390-8065-iconosfl-60-00217.pdf
http://www.unesco.org/new/fileadmin/MULTIMEDIA/FIELD/Quito/pdf/UNESCO_Educacion_Int
ercultural_FAEPLA.pdf
https://redsocial.rededuca.net/en-qu-se-diferencian-multiculturalidad-e-interculturalidad
http://www.ugr.es/~javera/pdf/DB2.pdf
https://press.rebus.community/originsofthehumanfamily/chapter/chapter-1/
https://www.wordreference.com/definicion/cultura
https://www.thoughtco.com/culture-definition-4135409
https://www.redalyc.org/pdf/310/31005207.pdf
https://biblio.flacsoandes.edu.ec/catalog/resGet.php?resId=56204
Arroyo, M. (2013). La Educación Intercultural: un camino hacia la inclusión educativa. Revista de

Educación Inclusiva, 144 -159.
Britannica, E. (2020). Retrieved from https://www.britannica.com/
Educación, M. d. (2011). Educación Inclusiva y Especial. Retrieved from https://educacion.gob.ec/wp-

content/uploads/downloads/2013/07/Modulo_Trabajo_EI.pdf
García, S.; Herrera, Y. & Ramos, V. (2019). La educación intercultural en el contexto ecuatoriano de
educación superior: un caso de innovación curricular. Tendencias Pedagógicas, 47-58.
Higuera, E. & Castillo, N. (2015). Interculturality as a challenge for education in Ecuador. Sophia:
colección de Filosofía de la Educación,, 147-162.
Hofstede, G. (1984). Culture's Consequences: International Differences in work-related values. New

Delhi: Sage Publications The International Professional Publishers.
Krainer, A. & Guerra, M. (2016). Interculturalidad y educación. Desafíos docentes. Quito: Unidad
Editorial de FLACSO.
Lebrón, A. (2013). What is Culture? Merit Research Journal of Education and Review, 126-132.
Retrieved from
https://pdfs.semanticscholar.org/023b/0223f2673be190d6978e85f4d7fb606125ad.pdf
Nacional, A. (2018, Diciembre 21). Constitución de la República del Ecuador. Retrieved from Registro
Oficial Suplemento 653: https://www.ambiente.gob.ec/wp-
Ogay, T. & Edelmann, D. (2016). ‘Taking culture seriously’: implications forintercultural education and
training. European Journal of Teacher Education, 388–400. Retrieved from
Orellana, C. & Moya, A. (2017). Educación Intercultural, experiencias inclusivas: un recorrido por el siglo
XXI en Ecuador. Retrieved from
https://www.pedagogia.edu.ec/public/docs/e130233e396753233e2bde12624a4b2f.pdf
Pech, C. & Rizo, M. (2014). Interculturalidad: miradas críticas. Barcelona: Universitat Autònoma de
Barcelona.
Rodríguez, M. (2018). Construir la interculturalidad. Políticas educativas, diversidad cultural y

desigualdad en Ecuador. Íconos. Revista de Ciencias Sociales, 217-236.
Rojas, A. & González, E. (2015). The Nature of Interactions in Mexican Higher Education with an
Intercultural Approach. Revista LiminaR. Estudios Sociales y Humanísticos, 73-91.
Taleisnik, J. (2017, 2 23). Benefits of an Intercultural Classroom. Retrieved from AFS Programas
Interculturales Argentina: https://medium.com/connect-intercultural-insights-for-global-
citizens/benefits-of-an-intercultural-classroom-e3555038d3f7
University, V. (2020). Considerations: An International approach to learning and teaching. Retrieved
from https://www.vu.edu.au/learning-teaching/learning-teaching-development/learning-
teaching-approaches/intercultural-engagement-cultural-diversity-at-vu
Webquest. (2019). Interculturalidad en el Ecuador. Retrieved from

WordReference. (2020). WordReference. Retrieved from

https://www.wordreference.com/definicion/cultura
Topic 2: Relationship of the Didactics with the
Learning Processes

Unit 3. – Didactic Models


TABLA DE CONTENIDO
TOPIC 2: RELATIONSHIP OF THE DIDACTICS WITH THE LEARNING PROCESSES. ...................................... 5

Subtopic 1:.............................................................................................................................................. 6
Determination of teaching-learning strategies................................................................................... 6
Teaching-Learning strategies ............................................................................................................... 6
Why is the inclusion of all students important? ................................................................................. 6
Barrier game ........................................................................................................................................... 6
Telling a Story ................................................................................................................................ 7
What’s the time, Mr. Wolf? ........................................................................................................... 7
Magic Ball ........................................................................................................................................ 8
Simon Say Game ............................................................................................................................ 8
Subtopic 2:.............................................................................................................................................. 9
Teacher as a counselor in the classroom. .......................................................................................... 9
What does a counselor mean? ............................................................................................................. 9
Characteristics of a counselor .............................................................................................................. 9
What kind of hats do teachers wear? ............................................................................................... 10
Teacher as Counselor .......................................................................................................................... 10
Subtopic 3:............................................................................................................................................ 11
Interactive teaching and learning strategies. ................................................................................... 11
Interactive strategies........................................................................................................................... 11
Interactive Teaching styles ................................................................................................................. 11
Subtopic 4:............................................................................................................................................ 12
Using tech in Didactics methods for learning................................................................................... 12
Use of technology in Didactics methods ........................................................................................... 12
Importance of tech in learning........................................................................................................... 13
✓ Competence 1
Ability to identify teaching-learning strategies.
✓ Competence 2
Debate about advantages and disadvantages of a teacher as a counselor.
✓ Competence 3
Assess the use of technology in learning.
Learning outcome 1: Demonstrate understanding on teaching learning models and how

to apply them in context
comprensión:
✓ Topic 1: Teaching Models
✓ Topic 2: Relationship of the Didactics with the Learning Processes

TOPIC 2: RELATIONSHIP OF THE DIDACTICS WITH THE LEARNING PROCESSES.
Topic 2
Relationship of the Didactics
with the Learning
Processes.
Using tech in didactic Determination of
methods for learning. teaching-learning
strategies.
Subtopic 3:
Subtopic 2:
Interactive teaching
Teacher as a counselor
and learning strategies.
in the classroom.
Figure 1. Relationship of the Didactics with the Learning Processes
Objective
Identify the relationship between the Didactics and Learning processes.
Introduction
Teaching-learning strategies are a fundamental part of curricular planning to obtain learning results.
The relationship of didactics has allowed teachers to consider aspects of conciliation, as a counselor in
the classroom, that is, between the roles immersed in this process. The different hats that teachers
must wear for the application of their classes are considered that they have diversity according to the
needs of the students. In addition, the use of interactive strategies in learning has turned the attention
of the students, who pay attention, thus favoring the learning results. However, teachers must acquire
mastery in the application of technological benefits, seeking innovation in the curriculum and
continuous improvement of their knowledge.
Teaching-Learning strategies
As teaching and learning become individualized, it reflects the organization's work, curriculum,
and classroom instruction. Teaching and learning strategies can incorporate a series of
individual, group and individual activities that help to identify the different abilities, skills, and
learning styles of the students, in such a way that they can participate and develop their
activities in a productive way for achieving learning outcomes (Lindsay, C. & Knight, P., 2011,
p. 3).
Why is the inclusion of all students important?
Based on the diversity of students due to disability, the use of teaching-learning strategies help
to strengthen education standards consistent with their peers. Therefore, it is important to make
adjustments in the teaching process and in the use or application of resources through which
they demonstrate their learning. Teachers can apply a variety of forms for the delivery of
activities, thus ensuring that students with disabilities can access, participate and achieve the
same level as their peers (Aware, 2013)
There are a variety of strategies to be determined of teaching-learning to develop the different

skills (listening, reading, speaking, and writing), among which are:
Barrier game
This strategy is used to develop speaking and listening skills, as well as

to share and cooperate. A barrier is placed between two players so that
they cannot see each other's activity sheet. The players sit next to each
other. A barrier can be a large file, a hardcover book, a piece of hard
cardboard, or a small board.
In this strategy one player is the speaker and the other student is the
listener. The speaker gives clear instructions for your partner to follow.
The listener can ask the speaker to clarify the instructions and should
say "ready" when they want to continue. In addition, the barrier is
removed when the speaker has finished giving instructions, after which
players compare their boards to see if the instructions were followed
correctly (Lee, 2008, p. 169).
Figure 2. Barrier Game

Source: Teaching and Learning Strategies https://www.sdera.wa.edu.au/media/1235/teaching-and-learning-
strategies.pdf
Telling a Story
Everyone loves to listen to stories. The stories captivate the children's interest and make them
feel that they are also participating in the storytelling process. In language learning, any learning
occurs when children participate in meaning-making activities in such a way that storytelling
becomes an interesting experience and a fun-filled activity, leading to a joyous learning
experience. (English, 2020)
What’s the time, Mr. Wolf?
It is a chasing game for a group of students that involves a bit of counting and talk of time of
day.
Let the students decide which one is Mr. Wolf, and that student stands at one end with their
back to the other ones. After that, other students stand at the opposite end and shout "What's
the time Mr. Wolf?” (Lee, 2008, p. 98).
Mr. Wolf responses with different times - "one o'clock" or "six o'clock"
for example. After that, the students take that number of steps toward
Mr. Wolf - six steps for six o'clock, and so on (Lee, 2008, p. 98).
The students ask again, "What's the time Mr. Wolf?" and income the
right number of steps again, always getting closer to Mr. Wolf. To
conclude, when Mr. Wolf feels like it, he (or she) answers "dinnertime"
and starts chasing the other student. Finally, the first to be caught
converts the next Mr. Wolf (Lee, 2008, p. 98)
Magic Ball
Give instructions to the students. Make students think about the opposite adjectives before to
start the game and how they take participation in it.
Start to say an adjective. For instance: "beautiful", in this moment, one student raises the hands
and say "Magic Ball", immediately, the teacher hits the ball to the student. After that, she or he
continues the activity in a similar way. If the students make mistakes, they have a penance.
Everyone will participate at least once (Navarro, D. & Piñeiro, M., 2012, p. 239).
Simon Say Game
To apply this strategy, the teacher will give instructions of the game rule starting it as "Simon"
giving orders to the rest of the group, such as: "Simon says": hands on your hips or "Simon
says": raise your right hand.
When an order has not been processed from "Simon Says", it should not
be executed. Students leave the game when they do not fulfill the order
or when they change positions without having received it. Subsequently,
a student will be asked to be “Simon” and so on. Finally, the teacher will
observe the student to verify if he is able to express clearly and precisely
the orders he gives by registering it in the field diary (Navarro, D. &
Piñeiro, M., 2012, p. 240)
What does a counselor mean?
A counselor is a person who provides counsel to another person who is

usually in some position of need or requires help. As a verb, the word
counsel can mean: –to give guidance or – to give advice (Cambridge,
2020). In addition, a counselor helps those they are counseling come
to their own conclusions about any problems or issues they may be
facing, and then may provide suggestions or methods for helping them
with their issues (Nkechi, E.; Ewomaoghene, E. & Egenti, N. , 2016, p.
38).
Characteristics of a counselor
Counseling and mentoring provide a good basis for a broader and more appropriate education,
since the role of mentoring and counseling in teaching and learning is effective in achieving
learning outcomes (Nkechi, E.; Ewomaoghene, E. & Egenti, N. , 2016, p. 38).
There are some characteristic of a counselor, such as:
✓ Kind and caring.
✓ Empathetic and comprehensive.
✓ Positive and motivating.
✓ A good listener and communicator.
✓ Reliable.
✓ Sensitive to others needs.
✓ Concerned in helping others to achieve their goals.
✓ A source of information and advice (Nkechi, E.; Ewomaoghene, E. & Egenti, N. , 2016, p.
39).
Consequently, this process helps students understand and be able to take the correct type of
behaviors that allow them to develop, grow, progress, and progress in the educational and social
field (Nkechi, E.; Ewomaoghene, E. & Egenti, N. , 2016, p. 39).
What kind of hats do teachers wear?
Inspiring teachers direct engagement, ignite a movement, actualize potential, and form the
character. This variety of actions requires frequent role-switching (or hat-changing) (Washburn,
2016).
There are some hats that teachers usually wear in teaching:

Motivator, Comedian, Counselor, Detective, Coach, Mentor, Teacher, Parents, Nurse,
Negotiator, Cheerleader, Therapist, Event planner, Friend, among others.
Figure 3. Kind of hats that teachers wear.
Teacher as Counselor
The teacher's role as a counselor is a powerful one. It has been difficult

for many teachers assume this role because: there is little training given
on the subject, many teachers feel that subject matter and cognitive
learning are the total focus of educators, some teachers feel a sense of
confusion about counselling, the role suggests a deeper commitment
than many teachers have wanted, some teachers resent additional
responsibility and mostly the role is considered to be an adjunct position
(Behrani, 2016, p. 21).
Subtopic 3: Interactive teaching and learning strategies.
Interactive strategies
Teachers are encouraged to use their professional conclusion to review

the suggested strategies and decide on the most appropriate for meeting
the needs of their stand and deliver the essential content in a flexibility
and happiness, drug education or road safety context. The strategies
connected to learning activities are a suggestion only. As teachers know
their students learning styles and needs, they can select alternative
strategies or adapt those suggested to deliver the content (Senthamarai,
2018, p. 36).
For example:
A think-pair-share can easily be adapted for students to use when organizing out information or
reflection on their learning at the end of an activity.
An assignment can be used to turn students into a new concept or to consider information when
making decisions. Therefore, thumbs up, thumbs down can be used by students to indicate their
attitudes at the start of an activity or as a reflection strategy to evaluate changes in their
knowledge and understandings (Senthamarai, 2018, p. 37).
Interactive Teaching styles
Interactive teaching styles are designed around a simple opinion: without practical application,
students often fails to understand the depths of the study material. Interactive teaching is also
useful for teachers in a number of ways, including:
✓ Define student actions: Teachers making use of interactive teaching styles are
better prepared to assess how well students master a given subject material
(Scrivener, 2009, p. 88).
✓ Flexibility in teaching: Applying training methods that involve two-way communications
will allow to make fast adjustments in processes and approaches.
✓ Practice makes perfect: Interactive instruction improves the learning process.
✓ Student motivation: Two-way teaching dispels student inactivity, and when more
students are involved, it’ll be much more fun too (Scrivener, 2009, p. 88).
Determinate student • interactive
actions teaching styles
• Applying training
Flexibility in teaching
methods
Practice makes • Interactive
perfect instruction
• Two-way
Student motivation
teaching
Figure 4. Interactive Teaching Styles
Use of technology in Didactics methods
In technology, learning enables students' metacognitive activities, such as reflection based on

support and guidance, which leads to improving their performance and motivation, producing a
much more effective learning approach (Trepule & Tereseviciene, 2014, p. 850).
In the teaching-learning process, it guides the effectiveness of providing support to students to

develop their metacognitive skills and self-efficacy. Therefore, self-efficacy, the student's
perceived ability helps to focus energy on analysis and problem solving (Trepule &
Tereseviciene, 2014, p. 850).
Definitely, the implementation of new technologies has generated changes in teaching methods,
since it is the student who takes control of the process, materials and resources, adapted to
their needs, requirements and possibilities according to the way of conceiving the teaching
process Teaching-learning (Mendoza, D.J. & Mendoza, D.I., 2018).
The application of interactive technological resources in the teaching of

the English language is a main tool to achieve the desertion and loss of
the English modules by the students. Much is said about continuous
preparation, but at the time of putting it into practice, few were the
teachers who manage the resource and allow their class to have this
much-needed component (Maridueña, 2014).
Importance of tech in learning
Technology guides in fundamental changes that can be integral to achieving significant

improvements in productivity. Used to support both teaching and learning, technology infuses
classrooms with digital learning tools, such as computers and handheld devices; expands course
aids, experiences, and learning materials; supports learning every day; increase student
engagement and motivation; and accelerates learning (Education, 2020).
Educational technology is a systematic request of appropriate technological processes and

resources in teaching, with the objective to improve students’ performance. It involves a self-
controlled approach to recognize the needs of students, applying technology in instructions, and
chasing their performance. According to this objective, the processes and resources must be
appropriate to the curriculum goal, to improve the performance of the students. All tools and
methods should be well presented in the classroom (Tuparova, D. & Tuparov, G., 2005).
The role of technology in the field of education is included as a part of the curriculum, as an
instructional transfer system, as a means of aiding instructions and also as a tool to improve
the complete learning process. Through technology; education has gone from passive and
reactive to interactive and aggressive. Education is essential in corporate and academic settings.
Therefore, in the former, education or training is used to help workers do things differently than
they did before. In addition, education is geared towards creating curiosity in the minds of
students. In either case, the use of technology can help students understand and retain concepts
better (Raja, R. & Nagasubramani, P., 2018, p. 34).
1. What can Teaching and Learning strategies incorporate to be more

efficient in the class?
Answer 1.
They can incorporate a series of individual, group and individual activities that help to identify
the different abilities, skills, and learning styles of the students.
2. Why should teachers use different activities in students learning?

Answer 2.
Because by incorporating activities, students can develop skills, abilities, and learning styles.
3. What does a counselor do?

Answer 3.
A counselor gives counsel to people that need help.
4. Could you name at least five kinds of hats that teachers use in teaching-
learning?
Answer 4.
Generally, they wear a variety of hats, including: motivator, comedian, counselor, detective,
mentor, and therapist.
5. How should interactive teaching styles be designed?
Answer 5.
They must be designed in relation to the correct understanding of the learning content.
Videos de apoyo:
https://www.youtube.com/watch?v=lVGbz4EqyGs&feature=emb_logo
https://www.youtube.com/watch?v=LzbUD_uaYmg
https://www.youtube.com/watch?v=T5ZHBqISR-E
https://www.youtube.com/watch?v=RF42v0n8FSY
https://www.youtube.com/watch?v=Fhb0W9YBKn0&feature=emb_logo
Harmer, Jeremy. (2015). The Practice of English Language Teaching. Pearson Longman.
Scrivener, Jim. (2009). Learning Teaching. Macmillan. Great Britain.
Links de apoyo:
The Learning Styles and the Preferred Teaching–Learning Strategies of First Year Medical
Students. Journal of Clinical and Diagnostic Research. 2013 June Vol-7(6): 1089-1092. Obtained
from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3708205/pdf/jcdr-7-1089.pdf
https://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=13243&context=rtd
Nkechi, E.; Ewomaoghene, E. & Egenti, N. , 2016. The Role of Guidance and Counseling in
Effective Teaching and Learning in Schools. Obtained from
https://www.researchgate.net/publication/324209919_The_role_of_Guidance_and_Counsellin
g_in_effective_teaching_and_learning_in_schools
https://koreatesol.org/sites/default/files/The%20Teacher%20as%20a%20Counselor_Kirsty_Cl
ausen.pdf
https://www.tandfonline.com/doi/pdf/10.1080/14759390100200102
https://www.iejme.com/download/information-and-communication-technologies-as-a-didactic-
tool-for-the-construction-of-meaningful-3907.pdf
https://scholar.google.com/scholar?hl=es&as_sdt=0%2C5&q=JACQUELINE+MARIDUE%C3%
91A&btnG=
Aware, S. D. (2013). Teaching and Learning Strategies . Australia: Department of Education WA .
Behrani, P. (2016). Teaching Counselling Skills to Teachers. Teaching Counselling Skills Trends &
Practices, 17-25.
Cambridge. (2020). Obtenido de https://dictionary.cambridge.org/es-LA/dictionary/english/oxford
Education, U. D. (2020). Obtenido de https://www.ed.gov/oii-news/use-technology-teaching-and-

learning
English, T. (2020). Obtenido de https://www.teachingenglish.org.uk/blogs/rama-meganathan/telling-

a-story
Lee, W. (2008). Language Teaching Games and Contests. China: Oxford University Press.
Lindsay, C. & Knight, P. (2011). Learning and Teaching English A course for Teachers. China: Oxford
University Press.
Maridueña, J. (2014). Recursos Interactivos Tecnológicos y su repercusión en el Inter-aprendizaje del

idioma Inglés. Res Non Verba, 193-211. Retrieved from
http://resnonverba.ecotec.edu.ec/edicion5/RECURSOS%20INTERACTIVOS%20TECNOL%C3%93
GICOS.pdf
Mendoza, D.J. & Mendoza, D.I. (2018). Information and Communication Technologies as a Didactic
Tool for the Construction of Meaningful Learning in the Area of Mathematics. INTERNATIONAL
ELECTRONIC JOURNAL OF MATHEMATICS EDUCATION, 261-271.
Navarro, D. & Piñeiro, M. (2012). Didactic strategies for teaching English as a foreign language in
seventh and eighth grades in secondary schools in Costa Rica. Káñina, Rev. Artes y Letras, Univ.
Costa Rica, 231-251.
Nkechi, E.; Ewomaoghene, E. & Egenti, N. . (2016). The Role of Guidance and Counselling in Effective
Teaching and Learning in Schools . International Journal of Multidisciplinary Studies,, 36-48.
Raja, R. & Nagasubramani, P. (2018). Impact of modern technology in education. Journal of Applied
and Advanced Research, S33-S35.
Senthamarai, S. (2018). Interactive teaching strategies. Journal of Applied and Advanced Research, S36-
S38.
Trepule, E., & Tereseviciene, M. &. (2014). Didactic Approach Of Introducing Technology Enhanced
Learning (TEL) Curriculum In Higher Education. Procedia - Social and Behavioral Sciences 191 (
2015 ) , 848 – 852.
Tuparova, D. & Tuparov, G. (2005). Didactical Issues of E-learning- Problems and Future Trends.
International Conference on Computer Systems and Technologies - CompSysTech’2005, 1-5.
Washburn, K. (2016). Defined by Excellence Being an Inspiring Teacher. Retrieved from

file:///C:/Users/JACQUE~1/AppData/Local/Temp/HO-NWLead1InspiringTeacher.pdf
Topic 1: Teaching Models

Unit 3. – Didactic Models


TABLA DE CONTENIDO
TOPIC 1: TEACHING MODELS ................................................................................................................... 5

Subtopic 1:.............................................................................................................................................. 6
Traditional and Structural Teaching Models. ...................................................................................... 6
What is “Didactics”?............................................................................................................................... 6
Teaching Models .................................................................................................................................... 6
Traditional Teaching Models ................................................................................................................. 6
Characteristics of Traditional Teaching Model ................................................................................... 7
Summary of Traditional Teaching Model ............................................................................................ 7
Subtopic 2:.............................................................................................................................................. 8
Basic Elements of Didactics. ................................................................................................................. 8
Identifying Elements of Didactics ........................................................................................................ 8
Subtopic 3:.............................................................................................................................................. 9
Education – Pedagogy and its perspective. ........................................................................................ 9
What is Pedagogy? ................................................................................................................................ 9
The pedagogical perspective can be considered in 3 areas:............................................................ 9
What is the function of Pedagogy? .................................................................................................... 10
Subtopic 4:............................................................................................................................................ 10
Roles and functions of the teacher and student in teaching and didactics. ................................. 10
Teacher’s role ....................................................................................................................................... 10
Student’s role ....................................................................................................................................... 11
What are teacher’s functions? ............................................................................................................ 11
What about students’ functions? ....................................................................................................... 12
✓ Competence 1
Ability to recognize traditional teaching model and its characteristics.
✓ Competence 2
Discuss about the importance of Basic Elements of Didactics.
✓ Competence 3
Evaluate the teacher’s role in the education.
Learning outcome 1: Demonstrate understanding on teaching learning models and how

to apply them in context
comprensión:
✓ Topic 1: Teaching Models
✓ Topic 2: Relationship of the Didactics with the Learning Processes

TOPIC 1: TEACHING MODELS
Topic 1
Teaching Models.
Roles and functions Traditional and
of the teacher and Structural Teaching
student in teaching Models.
and didactics.
Education - Basic elements of
Pedagogy and its Didactics.
perspective.
Figure 1. Teaching Models
Objective
Identify the process of the Teaching Model from the traditional approach considering the basic elements
of Didactics, Pedagogy, functions and roles of the teacher.
Introduction
Teaching models maintain their trajectory throughout didactics and pedagogy, since, through
the experiences and diversity of the educational curriculum, they have evolved, rescuing what
is necessary and adopting new situations according to the needs of the students to achieve
the learning outcome. In addition to this, the precision of the didactic elements for the
teaching-learning process is considered of great value. For example, the idea that a curriculum
lacks the resources that will be used as a tool for the class is not conceived; or that these
resources are not focused on the subject to be treated. Therefore, teachers must have clear
guidelines when designing their work plan, strategies and resources to use in their class.
Likewise, both teachers and students have roles that help them understand their duties and
limitations, in order to have better communication and contribute significantly before, during
and at the end of the study program.
What is “Didactics”?
This Greek word means teaching. The scientific term didactics stems from the German tradition
of theorizing classroom learning and teaching (Britannica, 2012).
Didactics is an important field of knowledge to teacher formation and

practice concerning the relations established to teach and learn.
Didactics knowledge, which is focused on teaching and, consequently,
learning, goes beyond the simplifying comprehension of teaching
methods and techniques (Barreto, G. & Andrade,P., 2017, p. 486).
Teaching Models
Teaching models are structured plans or plans that are used in the development of a curriculum;
that is, they are instructions that allow the design of teaching-learning materials to guide
teaching in classrooms, emphasizing the needs of students and guiding the learning process
(Translations, 2020).
Traditional Teaching Models

The traditional teaching models aim at the training of students by means
of which the contents are conceived with an encyclopedic perspective
and with a cumulative character and tending towards fragmentation,
that is, the knowledge corresponding to one subject plus the knowledge
corresponding to another (Requesens, 2009, p. 12).
Therefore, the fundamental characteristic of the traditional teaching model is its obsession with
teaching content, generally understood as mere "information" rather than as concepts and
theories (Requesens, 2009, p. 10).
Starting with social evolution, traditional teaching has been cleared of the most superficial
aspects that symbolized the traditional as obsolete, but without modifying its true basic functions
or thoroughly reconsidering its purpose (Barreto, G. & Andrade,P., 2017, p. 487).
A more modern and technical teaching has been sought, but one that continues to guarantee
the function of social reproduction that society supposedly expects of it. This attempt to
overcome the traditional didactic model is called the technological didactic model, where the
discovery methodology is established (Barreto, G. & Andrade,P., 2017, p. 487).
This model uses the combination of exposition, practical exercises in a

specific way and sequence of activities directed by the teacher, which
responds to previously determined knowledge elaboration processes,
and which can even be linked to the students' conceptions in order to
substitute them but always focused on knowledge and what is intended
(Requesens, 2009, p. 9).
Student Teacher
Figure 2. Traditional Teaching Model
Characteristics of Traditional Teaching Model
These are the principal characteristic of this Teaching Model:

✓ Magistral lectures everyday. (Knowledge transmission)
✓ Curriculum Planning (Theory and concepts)
✓ Knowledge acquisition.
✓ Some activities.
✓ Deductive Thinking.
✓ Assignment all time. (Individual homework)
✓ Memorizing lectures to do the task.
✓ Exam.
Summary of Traditional Teaching Model

Teacher is the information giver.
Teaching is an instructive process.
Learning starts with what learners do not know.
Learners usually work individually and all learners study the same topic at the same time.
Students have access to restricted information selected by the teacher.
Subtopic 2: Basic Elements of Didactics.
Identifying Elements of Didactics

There are several elements of didactics, which will be briefly analyzed.
Student. – The person who learns, for whom the study center exists and who receives all the
awards (Baltodano, M. & Gómez, M., 2017, p. 107).
Teacher. - Mediator in student learning, is responsible for generating the necessary stimuli or
interests in students to achieve expected learning. The teacher must have values and charisma
to motivate students (p. 106).
Didactic objectives. - They establish what students are intended to acquire during the
development of the didactic unit. Every curriculum plan has objectives, strategies, and learning
outcomes (Bloju, C. & Stan, R., 2013, p. 108).
Subject. - It is the educational field made up of units, themes and subtopics of study
(Britannica, 2012).
Didactic Resources. - They are all the resources that are used for the development of the
class and for the fulfillment of the learning objectives (Meneses, 2007, p. 57).
Methods and techniques. - They are the methods and strategies applied in the learning
process and must be in accordance with the subject of the curriculum to be taught (p. 106).
Geographical environment. - It is the educational center, the physical space where
knowledge is imparted to students (p. 107).
Figure 3. Elements of Didactics

Source: https://www.mindmeister.com/1489338734?t=MgPzlDSkA3#
What is Pedagogy?
The function of a teacher. It is a term concerned with what a teacher does to influence learning
in others (Britannica, 2020).
It refers about the study of teaching methods, including the objectives

of education and the ways in which such goals may be achieved. In
addition, this field depend on educational psychology, which involves
scientific theories of learning, and to some extent on the philosophy of
education, which considers the aims and value of education from a
philosophical perspective. (Britannica, 2020)
The pedagogical perspective can be considered in 3 areas:
Formal education. - It is used in the academic environment. It refers to classified

structures, the chronologically graduated educational system, including a variety of specialized
programs and institutions for full-time technical and professional education (Arce, H. & Chéve,
F., 2016, p. 7).
Non-formal education. - It is one that adopts educational processes outside the school,
favoring them cognitively and values it (p. 7).
Informal education. - It is natural, not structured. It is a daily education that is the result
of influences in the environment where each individual develops (p. 8).
Formal
Education
Perspectives Non-
Informal of Pedagogy Formal
Education Education
Figure 4. Perspectives of Pedagogy

What is the function of Pedagogy?
The pedagogical function is “the exercise of tasks whose accomplishment requires competences
acquired through knowledge of education. It is a specific activity, based on specialized
knowledge, which allows establishing facts and generating decisions” (Britannica, 2020).
Subtopic 4: Roles and functions of the teacher and student in teaching

and didactics.
Teacher’s role
The role of the teacher is no longer to be an absolute controller of the

class and to explain and direct each activity, but rather to prepare and
organize the oral and written work of the students and help them carry
it out in groups, in pairs, or individually. The teacher, therefore, will
encourage positive attitudes towards the second language, the
cooperation of the students with each other and with the teacher.
(Scrivener, 2009, p. 370)
Scrivener, (2009), argues:

Student roles in an instructional system are closely linked to the
teacher's status and function. Teacher roles are similarly related
ultimately both to assumptions about language and language learning
at the level approach. In addition, some methods are totally dependent
on the teacher as a source of knowledge and direction; others see the
teacher's role as catalyst, consultant, guide, and model for learning; still
others try to “teacher-proof”, the instructional system by limiting teacher
initiative and by building instructional content and direction into texts or
lesson plans (Scrivener, 2009, p. 23).
The fundamental role of teachers is to create the right conditions for student learning.
Therefore, their job will be to help their students develop their communicative competence.
Teachers will also be responsible for creating a certain relaxing atmosphere in which students
participate in decisions about the learning process (Scrivener, 2009, p. 24).
There are some teacher roles, such as:
INSTRUCTIONAL ROLE. - It refers about:

✓ Plan and organize the class.
✓ Create groups of work which will encourage learning and will lead to the development of
learner self-discipline.
✓ Adapt teaching and preparing the instructional materials to the changing interests, needs
and abilities of the students.
✓ Motivate the challenging students to follow and to tolerate learning activities which will lead
them towards acceptance of responsibility for their own learning.
FACULTY ROLE. - The role of faculty vary according to thinking, objectives and scenery of
teaching institution.
Leader, secretary or member of one or more commissions.
Guidance of students in matters.
INDIVIDUAL ROLE. – In this part, it is necessary to consider the following:
In this case, it plays an individual role as a member of a family, a community and a citizen.
Student’s role
The design of an instructional system will be considerably influenced by

how learners are regarded. A method reflects responses to questions
concerning the students' contribution to the learning process. This is
understood in the different activities learners carry out, the degree of
control learners have over the content of learning, the patterns of
learner groupings adopted, the degree to which learners influence the
learning of others, and the view of the learner as processor, performer,
initiator, problem solver (Scrivener, 2009, p. 23).
What are teacher’s functions?
Function is defined as “the action or purpose for which a person or thing is suited or employed”
by the American Heritage dictionary. The Cambridge dictionary defines it as “practical use or
purpose in design” (Cambridge, 2020).
There are some teacher’s function to be analyzed:
1. The teacher must provide the necessary information that allows the enrichment and
motivation of the students.
2. The teacher must know how to initiate, organize, direct and make decisions with initiative,
direction and administration of the classroom.
3. Likewise, it must encourage the formation of groups, so that the students develop activities
in a collaborative and affective way.
4. The teacher must provide security, warmth, praise and identify the needs of the students.
5. The teacher must be ready to clarify doubts and create opportunities for students.
6. The teacher must diagnose the learning problems of the students and must suggest possible
solutions.
7. The teacher must correctly use the resources and strategies according to the study plan.
8. Similarly, the teacher must periodically evaluate the students.
What about students’ functions?
Access and interact in the different activities in class.

Self-study.
Cooperative with the class.
Present tasks.
Study for the evaluation.
1. What are Didactic Models?

Answer 1.
They are teaching methods that follow a consistent scientific approach or educational style to
engage the student's mind.
2. What is the difference between didactic and pedagogy?
Answer 2.
Pedagogy is the profession of teaching while didactic is a treatise on teaching or education.
3. What are the Pedagogical Perspectives?
Answer 3.
Formal education.
Non-formal education.
Informal education.
4. Mention the elements of Didactics.

Answer 4.
Student.
Teacher.
Didactic objectives.
Subject.
Didactic Resources.
Methods and techniques.
Geographical environment.
5. What are Teaching Models?
Answer 5.
They are structured plans or plans that are used in the development of a curriculum; that is,
they are instructions that allow the design of teaching-learning materials to guide teaching in
classrooms, emphasizing the needs of students and guiding the learning process.
Videos de apoyo:
https://www.youtube.com/watch?v=vhA0yIgEDVU
https://www.youtube.com/watch?v=-pRvR7r2FZg
https://www.youtube.com/watch?v=jkoRR670fj8
https://www.youtube.com/watch?v=rusiI-MeWU0
Harmer, Jeremy. (2015). The Practice of English Language Teaching. Pearson Longman.
Scrivener, Jim. (2009). Learning Teaching. Macmillan. Great Britain.
Links de apoyo:
Shternberg, B. & Yerushalmy, M. (2004). Didactic model – bridging a concept with phenomena.
Group for the Psychology of Mathematics Education. Obtained from
http://emis.impa.br/EMIS/proceedings/PME28/RR/RR305_Shternberg.pdf
Qvortrup, A.; Wiberg, M., Christensen, G. & Hansbøl, M. (2016). On the Definition of Learning.
University Press of Southern Denmark. Obtained from https://www.sdu.dk/-
/media/files/om_sdu/institutter/ikv/forskning/forskningsprojekter/on+the+definition+of+learni
ng/book+chapters/chapter+9.pdf
Arce, H. & Chéve, F. (2016). Perspectivas pedagógica, epistemológica y metodológica del

programa de estudios de la asignatura de Educación Cívica en Costa Rica. Revista
Electrónica Educare , 1-15.
Baltodano, M. & Gómez, M. (2017). Pedagogical, curricular and didactic elements involved in
the creation of an e-learning environment: the case of a Costa Rican University.
Turkish Online Journal of Distance Education, 104-119.
Barreto, G. & Andrade,P. (2017). The teaching of didactics and the teacher trainer’s role from
the perspective of Visual Arts teaching students. Educ. Pesqui., São Paul, 483-498.
Bloju, C. & Stan, R. (2013). Didactic Communication-Key Element for Any Successful Teaching
Activity. Procedia - Social and Behavioral Sciences, 105-109.
Cambridge. (2020). Retrieved from https://dictionary.cambridge.org/es-

LA/dictionary/english/oxford
Meneses, G. (2007). Ntic, interacción y aprendizaje en la universidad. Retrieved from

https://www.tdx.cat/bitstream/handle/10803/8929/Elprocesodeensenanza.pdf
Peel, E. (2020). Encyclopedia Britannica. Retrieved from

https://www.britannica.com/science/pedagogy
Requesens, E. &. (2009). Una revisión de los modelos didácticos y su relevancia en la

enseñanza de la ecología. Revista Argentina de Humanidades y Ciencias Sociales.
Seel, N. (2012). Encyclopedia of the Sciences of Learning. Retrieved from

https://link.springer.com/referenceworkentry/10.1007%2F978-1-4419-1428-6_1833
Translations, T. W. (2020, 6 18). Retrieved from

https://www.definitions.net/definition/didactic+method

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LEARNING EXPERIENCES:

MSc. Lourdes Bravo

» Subtopic 1: Determination of teaching-

» Subtopic 2: Teacher as a counselor in the

» Subtopic 3: Interactive teaching and Learning perfect instruction

» Subtopic 4: Using tech in Didactics methods

What kind of hats do

Think of your answer

Strategies used to determine teaching-learning

Teaching and learning strategies can

skills, and styles of learning, in such a way

[Figure] 1.- Strategies to be used in teaching-learning.

This strategy is used to develop

Figure 2. Barrier Game

The stories captivate the children's

Figure 3. Story TellingTime

What’s the time, Mr. Wolf?

It is a chasing game for a group

Figure 4. What’s the time, Mr. Wolf?

It is a funny game for a group

vocabulary, such as: months of

This activity is focused on math,

Figure 6. Simon Says

ACCESS THE ACTIVITY WITH THIS LINK: https://quizizz.com/join?gc=18521542

What does a counselor mean?

A counselor is a person who

Figure 7. Teacher as a counselor

This variety of actions requires frequent

• DISCUSSION: Do you think you could be a good counselor?

Interactive Teaching styles

Interactive teaching styles are

LISTEN TO A PODCAST WITH VICKI HALSEY ONLINE:

Make a screenshot of the

Add a 10-line summary

ACCESS THE ACTIVITY WITH THIS LINK:

The application of tech has

(Mendoza, D.J. & Mendoza, D.I., 2018)

Importance of tech in learning

Tech in the field of

Figure 9. Anatomy of a Blended Learning Classroom

REFLECTION: Use this quote to brainstorm about 3 problems or

The incorporation of teaching and learning strategies

In this process, teachers become in counselor and they

MSc. Lourdes Bravo

» Subtopic 1: Traditional and Structural

» Subtopic 2: Basic elements of Didactics.

• Plan, organize, create

• Members of the family,

Pay attention to details and

[Figure] 1.- Characteristics of the Traditional Teaching Models

knowledge to teacher formation and

(Barreto, G. & Andrade,P., 2017, p. 486).

[Figure] 3.- Aspects concerned by Didactics .

Basic Elements of Didactics

[Figure] 4.- Basic Elements of Didactics

What are Didactics’ elements?

They give learners support,

[Figure] 5.- Basic Elements of Didactics

Make a screenshot of the

Add a 5-line summary

It is a term concerned with what a

It refers to the study of teaching

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