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It is based on the idea that a person’s learning lies in his/her previous conceptions or preconceptions, ideas, experiences; that is on his/her personal and academic background context and own social context. In this first step, you will be introduced to the question to be developed in order to get a first overall idea of the topic.
The aim of this stage is to encourage students to ask questions, to ask themselves, as there cannot be significant learning if one does not ask oneself or questions about it.
The next step is to help students gain insight into the theoretical approaches to the topics under study. We will bring you closer to the theory that has been developed in a specific scientific area. However, the focus is not on learning by memorising but learning based on the use and application of cognitive skills such as understanding, analytical and synthetic thinking, critical judgement, divergent thinking, which will provide students a comprehensive and significant learning.
This fourth learning stage focuses on the theory and practice relationship. This stage includes those activities that promote the development of students’ skills and competences in the application of concepts, theories or models so that they can gain a deeper understanding of how to solve problems or design or implement a model or strategy.
Assessment must be understood in different ways. First of all, it is a phase that will make you think and confront you with what you have learned. Moreover, this phase has a focus on learning as the feedback obtained will help you to progress and advance. Finally, it is also the time for the assessment of the performance achieved, which leads to an academic qualification and accredits an acquired level of competence.