UNIVERSIDAD DEL MAGDALENA FACULTY OF

EDUCATION
BACHELOR'S DEGREE PROGRAM IN SPANISH LANGUAGE AND LITERATURE
DIDACTICS OF THE SPANISH LANGUAGE COURSE
COMPARATIVE TABLE
TEACHING METHODOLOGIES
DIFFERENCES
ASPECTS CONCEPT MODALITY OR CHARACTERISTICS GOALS U ROLE OF ROLE OF THE EVALUATION
SYSTEM OF OBJECTIVES STUDENT TEACHER
EDUCATION
Methodology focused on This passive methodology - It does not take into Emphasis is placed Passive receiver of Knowledge Quantitative (the results
the transmission and is still used by some account the student's interests. on the formation of information. transmitter. are taken into account
memorization of teachers today, - The teacher is the center the students' and not the process).
knowledge, characterized specifically in the of the educational act. character in order to
Traditional by rigidity and discipline. modalities: Face-to-face, -The social context is not taken mold through will,
methodology distance and virtual. into account in the articulation of virtue and rigor of
the curriculum. discipline, the
- Learning is repetitive and humanistic ideal.
mechanical, and understanding is
neglected.
Active methodology used - Metacognitive strategies are To achieve the Active subject. To teach the student to Qualitative and
in face-to-face, distance developed. development of skills Builds knowledge put into practice what quantitative in nature.
It is related to previous and virtual educational - The student constructs in students for the through social has been learned so The process and not the
Methodology
knowledge and scenarios. knowledge. resolution of interaction. that this knowledge is results are taken into
based on
experiences. It implies a - Emphasizes assimilation and problems and fully assimilated and account.
meaningful
modification or a way to accommodation of concepts. situations they may becomes a lasting
learning
complement our schemes - It provides activities that allow face. learning experience.
or representations of students to express their
reality. opinions, exchange ideas and
It is based on small, Active methodology used -Part of the students' Learning facilitator. Qualitative and
intentionally selected work in face-to-face, distance experiences. To provide students Proposes learning quantitative in nature.
Methodology groups that allow students and virtual educational -It allows the development of with deep learning, activities in groups. Evaluation is conceived
based on to work together towards scenarios. skills and competencies. thanks to the Active, participatory as an integral training
cooperative common goals. -It enables individual and contributions and and dynamic subject. process.
learning. collective reflection. differences of each Builds knowledge
-Enables the development of member of the small from group
autonomy and independence. group. experiences.
Project-based It is a methodological Active methodology used Develop research and Active and Guidance of the Qualitative and
methodology. design and programming in face-to-face, distance relate learning participatory subject. teaching-learning quantitative in nature.
strategy that implements aand virtual educational objectives to the The acquired processes. Performs Feedback and proposals
set of tasks based on the scenarios. -The student's needs are taken context and reality of knowledge is related curricular planning for improvement are
resolution of questions or into account. - It allows for the students. to their reality. processes through provided.
problems. student choice and involvement projects.
in the pedagogical processes. -
Enables the development of
critical thinking.
-Projects can be cross-cutting.
-Enhances the development of
skills and competencies.
-The PBL methodology
significantly improves student
motivation and thus facilitates
the learning process.
It is a teaching method in Active methodology used -The student's needs are taken Propose problematic Active, creative and Learning coach. It conceives evaluation
which complex real-world in face-to-face, distance into account. - Promotes the situations for the participatory subject. as a process, that is, it
problems are used to and virtual educational development of critical thinking, development of takes into account the
Problem- develop competencies and scenarios. problem solving and competencies and strengths and
based critical thinking. communication skills. - The integral formation of weaknesses of the
methodology. problem should motivate the students. students.
students to seek a deep
understanding of the concepts.
- Social characteristics are
integrated into curriculum
management.

It occurs when students and Active methodology used - A dialogue or conversation Active and Learning coach. It Qualitative and
teachers interact in real in virtual and distance takes place between two or more participatory subject. provides technological quantitative in nature.
time and at the same time scenarios. people in real time. Approach the tools for the The teacher employs
must meet online. For this - Use of the Internet or teaching-learning development of different pedagogical
purpose, the following technological platforms. - processes through the objectives. strategies linking
technologies are used Allows communication between use and appropriation innovation with the
Synchronous teacher and student without of technological
Methodology. tools.
 such as video conferencing, technological tools.
calls and chat.
space and time limitations.
- Enables individual and
cooperative work.
- The most commonly used
communication or interaction
tools are: Video conferences,
online chats, calls, etc.
It occurs when the student Active methodology used Approach the Active and Learning facilitator. Qualitative and
and teacher interact in in distance education teaching-learning autonomous subject Provides workshops quantitative in nature.
different spaces and at scenarios. - The student is processes through e- of their own learning. and activities at The teacher follows up
different times. This allows autonomous in his own learning. mails, forums, specific time periods. and monitors the
the student, through - The student participates in information boards, teaching-learning
documentation, material individual or group tasks or where students must process.
and online activities, to activities, without the need to be carry out the
develop his or her own in direct connection with the activities in periods
learning process. tutor(s) and the other students. of time established
Asynchronous - The most commonly used by the teacher.
Methodology. communication or interaction
tools are: e-mail, forums,
bulletin boards, etc.
- Generally, students are
instructed on the content to be
completed within a period of
time.
- Access to documentary
resources and transfer of
information and content.
Active methodology that Active methodology used To develop Active and dynamic Guidance and learning Qualitative and
Blended - It is focused on students and
combines synchronous and in face-to-face, distance competencies and subject. facilitator. quantitative in nature.
Learning how to improve their learning
asynchronous meetings. and virtual educational skills in students Students' progress and
Methodology. processes.
scenarios. through a difficulties are taken
-Appropriation of technological
combination of face- into account.
tools.
to-face and virtual
Proposes self-regulation and
learning.
feedback activities.
 -Flexibilization and curricular
integration.
The teaching-learning processes
are approached in a hybrid way,
i.e. a combination of face-to-face
and non-face-to-face.

SIMILARITIES

• These teaching methodologies are covered in educational scenarios, each with its own particularities and characteristics.
• All teaching methodologies, except the traditional one, take into account the following aspects: Recognition of students' needs and interests, the characteristics of the social context, the
development of metacognitive skills and competencies, curricular flexibilization and integration, incorporation of ICTs in pedagogical processes, appropriation of formative evaluation,
among others.
• Active methodologies, with the exception of traditional methodologies, address the elements of the curriculum in an articulated manner.

MEMBERS:
KELY BELEÑO ACUÑA
ARIANNIS CASTRO NEIRA
LIANNA CASTRO NEIRA
CAMILO MANRIQUE GOYENECHE
JEINER MANRIQUE GOYENECHE
ARELIS MORALES VEGA
SAMUEL ROJAS AVENDAÑO

TUTOR: JHONATHAN VILARDY SEÑAS.

ZONAL EL COPEY, CESAR
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