Didactic strategies: definition, characteristics and application.

This set of procedures aims to promote student autonomy.

Despite the research and advances made in the field of teaching and learning, in recent years the techniques and resources used in the classroom have changed relatively little compared to traditional teaching procedures.

However, this fact is beginning to change and change is becoming apparent, among many other things, with the emergence of teaching strategies, with the emergence of didactic strategies.. Throughout this article we will talk about the characteristics of these strategies, as well as how they are applied, their utilities and their benefits.

What are didactic strategies?

The concept of didactic strategies refers to the set of actions that the teaching staff carries out, in a planned manner, to achieve specific learning objectives. specific learning objectives.

More specifically, didactic strategies imply the elaboration, by the teacher, of a learning procedure or system whose main characteristics are that it constitutes an organized and formalized program and that it is oriented to the achievement of specific and previously established objectives.

As mentioned above, in order for these procedures to be applied on a day-to-day basis within the academic environment, it is necessary for the educator to plan and implement them in the classroom, it is necessary for the educator to plan and schedule this procedure.. To this end, he/she must choose and perfect the techniques that he/she considers most appropriate and effective when it comes to achieving an effective teaching-learning process.

For this purpose, in addition to planning the procedures, the teacher must also carry out a reflection work in which the whole range of possibilities that exist within the teaching-learning processes must be taken into account in order to then make a decision regarding the techniques and activities that can be used to achieve the established objectives.

These techniques or ways of proceeding within the school environment, can be especially useful for the especially useful for the transmission of particularly complex information or knowledge, as well as for teachings that are considered to beThey can be especially useful for the transmission of especially complex information or knowledge, as well as for teachings considered as more arduous or complicated, such as some mathematical procedures or the beginning of reading.

Finally, these strategies appear in response to traditional teaching methods. The reason is that these newer systems, in addition to compensating for the shortcomings of traditional teaching procedures, are often more stimulating and motivating, are often more stimulating and motivating for students for students, which increases their level of attention and helps to improve academic results.

How are they applied in education?

At the beginning of the article, we already mentioned that one of the main characteristics of didactic strategies is that they require prior planning and organization. For these strategies to be applied in the classroom, the teacher must take into account the following aspects:

• Establish the specific objectives to be achieved within a specific subject, discipline or learning.
• Possessing the necessary knowledge for the transmission of information.
• To foresee and prepare all those materials or objects that will be necessary for teaching.
• Emphasize the important aspects of the information to be transmitted.
• Promote the association of theoretical knowledge with its practical aspects.
• Encourage the learner's autonomy when it comes to generating their own learning strategies.
• The educator must be aware that his role is only to facilitate learning and serve as a guide in the acquisition of learning strategies.
• Carry out periodic evaluations to verify the progress of the students.

In addition, it is important to consider that these didactic strategies are based on a constructivist are based on a constructivist vision of teaching.. This also means that, in addition to elaborating the construction of learning, the techniques and strategies used should be modified in relation to the progress of the students.

In the same way, when establishing the objectives, the educator should start from the student's knowledge base; therefore, a previous evaluation of these can be especially useful.

The use of this type of didactic strategies enhances the acquisition of the knowledge and skills previously considered as important or objectives. However, despite this planning, the educator should pay attention to whether these are being fulfilled or achieved.

To this end, these techniques should be equally novel and different from those used in the traditional way. The tools and activities carried out within the didactic strategies must be attractive and interesting to the students. should be attractive and interesting for the studentsThe tools and activities carried out within the didactic strategies must be attractive and interesting for the students, thus ensuring that they keep their attention throughout the class.

What are the benefits?

The use of didactic strategies in the day to day of the classroomThe use of didactic strategies in the day-to-day classroom has numerous benefits when it comes to achieving more effective learning. Initially, these techniques favor a greater involvement of both the teacher and the student in the teaching-learning processes, generating interaction dynamics in which the teacher and the group of students work together in the construction of learning.

In this way, students acquire an active role, developing a sense of responsibility for their learning. responsibility for their learning. In addition, the development of student autonomy favors the creation of their own learning strategies, which can also be applied to other similar areas, generating in them feelings of self-sufficiency and usefulness.

Finally, if the didactic strategies are correctly developed, the educator will optimize the acquisition of knowledge, favoring the students' learning of those skills or competencies that have been pre-established as important.