Education book reviews
Introduction
Jesús Velásquez Navarro, Bachelor of Basic Education and Teacher in Education, Professor of the National Pedagogical University for 5 years and research advisor and projects related to educational reforms and Patricia Frola Ruiz, a degree in psychology, teacher in psychology and special education, director of the director of the Educational Research and Institutional Training Center CIECI, S. C., Consultant, trainer and rapporteur on models for competence, diversity and educational services at national and international level are authors, together with Julián Betancourt, of the book "Situational, self-regulated and cooperative learning".
Developing
Edited by Frvel Education in 2017, for teachers of all educational levels that seek their students to acquire and strengthen the necessary skills and skills to live dignity in a world as changing and complex as the current. Among both authors have written more than 17 books, among which are: "Operational Manual for the design of didactic situations by competencies", "Teaching competences for the qualitative evaluation of learning, basic education, upper and upper middle education";“Design of learning situations. Of the delivery of issues to the mobilization of knowledge in the school group ”.
"The quantitative evaluation of learning";"Recommendations to face multiple choice exams, for professionals in evaluation processes" and "Operational Manual for the elaboration of the evidence file of the management function". In the book we find the vision of the authors about what the teacher must have as one of their main challenges, that is, the ability to create and apply the teaching processes regulated during the development of the training of the students. You also have to be emotionally trained to understand how the cognitive and emotional processes of your students affect your ability to learn.
The book is divided into three parts or chapters. The first of them deals with situational learning, indispensable for current generations to acquire quality education;They try to explain to the reader the concepts of learning, sequential learning and situational learning. The authors are emphatic in pointing out that a teacher not only requires knowing and mastering the learning content of their subject, but must be able to understand the didactic approach of the subject, the competencies to be developed from their students, axes,fields and categories of your methodological organization.
In addition to this, Velásquez and Frola mention that the teacher contributes to the learning situation (learning located) the intervention strategies, the didactic sequence, the evaluation indicators and the quantitative and qualitative qualification tools. From pages 17 to 25, they lead the reader to know the quality and demand criteria that are needed, conceptual, procedural and attitudinal, so that a student can demonstrate what they learned in the classroom at the end of the course, as well as the form inthat the qualification tools can be created, such as the checklist, estimating and rubric scale. The second chapter is totally written by Patricia Frola.
Where he explains clearly and precisely what is self-regulated learning, whose importance highlights the author when she states that, if you want to be competent, the student must be. An intentional and active participant, capable of starting and directing their own learning and not a passive apprentice. For this, the teacher must become a designer of learning situations, who must be autonomously and creative. It proposes, likewise, that the teacher knows and takes as a valid option for self-regulated learning the multilateral program of Calvin Taylor. Which applies since 1987 the Ministry of Public Education, for children with outstanding skills.
At the end of the chapter it presents some proposals for the exercise of metacognition, individual and collaborative that, in general, are more appropriate for basic education. The third chapter develops in a practical way the so -called cooperative learning, where small teams are formed with students from different levels of skill and learning style (visual, auditory and kinesthetic), being each of them responsible for learning what is taught,If not also to help their peers to learn, thus creating an atmosphere of achievements. The authors say that learning increases empathy, collaboration, self – esteem and motivation of each of the students in the room.
The roles that each student must take in the team range from the stimulator, the mediator, the conciliator, the researcher, the writer, the coordinator, the counselor and the prepator, who can take each of them during the elaboration of the product requestedthe teacher. Some ICT resources are also offered so that students support themselves at the time of doing their work, the project or the challenge that has been raised. To all of us who continue to train and train in the world of teaching (personally, I have focused on the importance of emotional intelligence and emotional skills as part of the student’s integral training).
conclusion
This book offers us with a neat technique and an easy to understand language, the possibility of understanding that to be a useful teacher to students in their learning process, we require skills that go beyond the disciplinary domain of the subject that corresponds to usto impart;that more than mediators, we are creators of didactic situations and integrative projects of knowledge, skills and values, to solve problems, real or not, that allows young people to develop successfully in the world that they have had to live. I highly recommend it for those professionals who begin their way to transform the vision that they have had of teaching and for those who seek to become true teachers.
Bibliographies
Frola, p. and Velásquez, J. (2011) Operational Manual for the design of didactic situations by competencies;Mexico: Frvel Education.
Frola, p. and Velásquez, J. (2012) Teaching competences for the qualitative evaluation of learning, basic education, upper and upper education;2nd edition. Mexico: Frvel Education.
Frola, p. and Velásquez, J. (2015) The quantitative evaluation of learning. Mexico: Frvel Education.
Frola p. and Velásquez, J. (2016) Recommendations to face multiple choice exams, for professionals in evaluation processes. Mexico: Frvel Education.
Frola, p. and Velásquez, J. (2016) Operational Manual for the elaboration of the evidence file of the management function. Mexico: Frvel Education.
Ministry of Public Education (2006) Intervention proposal: Educational care for students with outstanding skills. Mexico: SEP
Velásquez, J. And frola, p. (2014) Design of learning situations. Of the teaching of issues to the mobilization of knowledge in the school group. Mexico: Frvel Education.
Velásquez, J. And frola, p. (2017) Situational, self-regulated and cooperative learning. Mexico: Frvel Education.
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