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Index

1. Introduction...........................................................................................................................6

1.1. OBJECTIVES

1.1.1. Objective general:...........................................................................................................6

1.1. 2. Specific objectives:......................................................................................6

1.2. Methodology........................................................................................................................6

2. FOUNDATIONS THEORETICAL......................................................................................7

2.1. Functions didactics..........................................................................................................7

2.1.1 Concept of didactic functions.........................................................................................7

2.1.2 Main teaching functions...........................................................................................7

2.1.2.1. Introduction and Motivation7

2.1.2.2. Mediation and Assimilation

2.1.2.3. Domain and Consolidation.............................................................................................10

2.1.2.3. Control and Evaluation11

2.2.1. FUNCTIONS OF EVALUATION......................................................................................11

2.4.3.1. Concept of teaching-learning objectives

2.4.3.2. Importance of teaching-learning objectives.................................................15

2.4.3.3. Classification and formulation of teaching-learning objectives.........................16

2.5. General Objectives

2.5.1. Specific objectives....................................................................................................16

2.5.2. Objectives of the cognitive area..........................................................................................17

2.5.3. Objectives of the affective area............................................................................................18

2.5.4. Objectives of the psychomotor area.....................................................................................18

2.6. Concept of teaching method..........................................................18

2.7. Teaching Methods...........................................................................................................19

2.8. Difference between teaching-learning method and technique..............................................19

2.9. Classification of teaching-learning methods......................................................20

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2.9.1. Regarding the approach to the content............................................................20

2.9.1.1. Inductive approach....................................................................................................20

2.9.1.2. Deductive approach...................................................................................................20

2.9.2. Methods regarding the teacher-student relationship....................................................................20

2.9.2.1: Expository/Explanatory Method

2.9.2.1: Independent working method..............................................................21

2.9.2.3: Joint drafting method..................................................................................22

2.10. Advantages and disadvantages of applying some methods in the PEA...........................23

2.10.1. Advantages of the method...................................................................................................23

2.10.2. Disadvantages of the method..............................................................................................24

2.11. Teaching - Learning Methods....................................................................................24

2.12. Importance of teaching methods in learning.......................................................25

2.13. Objectives of Teaching-Learning Means or Resources:........................................26

2.14. Classification of Teaching Methods.................................................................................26

2.15. Planning of the teaching-learning process.........................................................27

2.16. Requirement for planning.............................................................................................29

2.16.1. Objectives and tasks of the democratic school:.................................................................29

2.16.2. Requirement of official plans and programs:.................................................................29

2.16.3. Prerequisites for learning:........................................................................30

2.16.4. Principles and conditions of active assimilation:..............................................................30

2.17. Advantages of lesson planning..................................................................................30

Conclusion.................................................................................................................................32

4. Bibliographic References..........................................................................................33

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 1. Introduction

This work will address teaching methods, since it is based on these

methods that make the teaching process a reality.

Although some use methods and do not produce the expected fruits by society, it
regulates the way of teaching and harvesting positive results considering that each
student faces difficulties, moral, psychological and social different from others.

The use of methods is characterized by the teaching approaches of the teacher towards the
student, where the techniques used by him are differentiated according to the need of
each student, so that they understand and absorb the content better
applied.
These methods empower a process of affectionate relationship, harmony within the environment.
school, facilitating the interaction between educator and student.
The teacher should seek to understand the social and family reality of each student so that their
posture and its teaching method adapt to each one in a specific way, with the purpose of
improve your relationship with society.

Among the teaching methods, the explanation of content and the presentation of
the same, the illustration and exemplification of activities, facilitating the teacher's discourse and
the student's understanding.

1.1. OBJECTIVES
1.1.1. General objective:
Know the methods used in the Teaching and Learning Process
1.1. 2. Specific objectives:
Characterize the methods used in the Teaching and Learning Process;
Mention the usefulness of the Teaching and Learning Process methods.
Define independent work methods, collaborative development method, method of
group work and method of special activities

1.2. Methodology
For the preparation of this study, bibliographic research was utilized, which consisted of
essentially in the use of primary and secondary sources that address the theme in
analysis.

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 2. THEORETICAL FOUNDATION
2.1. Didactic functions

At this point, the work will take an approach to the topic considering three points.
essentially: the concept of teaching functions, the main teaching functions and
the relationship that can be established between the different teaching functions in the PEA.

2.1.1 Concept of didactic functions

Didactic functions are stages that occur in the teaching-learning process. These
functions are structured and systematized.

According to Pilleti (1991), didactic functions are guidelines for the teacher to direct the
complete process of learning and acquiring different qualities.

Each phase or step of the class corresponds to a single dominant didactic function, although in this

The same phase records the involvement of the others, with the aim of ensuring efficiency.
from the assimilation of matter.

Each didactic function, as a moment or step of the lesson that reflects the regularities of
teaching and learning process, the duration time, content, method is proposed
dominant, sets of means and methods of teaching to use including the activities
concrete examples from the students (Pilleti:1991).

2.1.2 Main teaching functions

The main didactic functions are: Introduction and Motivation, Mediation and Assimilation,
Domain and Consolidation and Control and Evaluation.

The didactic functions are linked to each other and take place in isolation, overlapping.
each other during the different stages of the PEA and that generally serves a didactic function
opens the way for the realization of the other and that the success of one enables the success of the other

another, assuming itself as a unit, in the sense of wholeness and not of sum and such
totality reflects the specific relationships of each teaching function with the other in a way
reciprocal. The figure below demonstrates such reciprocity between the functions.

2.1.2.1. Introduction and Motivation

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In a general context, introduction means the act or effect of introducing, preface, beginning of a
certain activity, work, or practice and motivation is the act of motivating, the action of factors that

determine the behavior.

Introduction and Motivation usually take place at the beginning of a class. This plays
great role for the success of students' learning. It aims to prepare the student for
the beginning of the class and its next phase. This preparation has 3 fundamental objectives:

Create arrangements and an environment conducive to students that can ensure good
speech of learning;
Consolidate the initial level and guide the student towards new content;
Maintain permanent motivation in order to keep the interest and attention of the students
through stimulus evaluation.

According to Lebaneo (1994) Introduction, and the part of the lesson entry that leads the student to

development strategy, presents the topic, presentation of the key issue,

presents the issue briefly.

In the context of the classroom, the introduction of framing is used in which the problem
it fits the purpose of the title, clearly emphasizing its importance and relevance, is presented
synthesis of the work anticipating the thesis that will be developed, has generic phrases and little
coherent and suitable for everyone.

Motivation consists of presenting someone with stimuli and incentives that favor them.
determined type of behavior. It consists of offering the student stimuli and incentives
appropriate to make learning more effective (PILETTI, 2007:233).

Looking at this approach, one can conclude that motivation has two fields.
namely: psychological field (in which she is the process that develops within
of the individual and drives them to act mentally or physically based on something) and field
didactic in which motivation is the process of encouragement aimed at triggering impulses
inside the individual, in order to predispose him to participate in activities.

In a lesson, it is always advisable to have motivation. In this, the introduction of a lesson is

preceded by or occurs with motivation.

In didactics, a lesson is not introduced without motivation for it; a cycle is observed.
motivational like the one below:

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In the motivational cycle, the stimulus breaks and creates a need for tension leading you to
a behavior or action capable of achieving satisfaction. When the behavior or
the individual's action encounters a barrier, this generates frustration.

2.1.2.2. Mediation and Assimilation

In this stage or Didactic Function, the perception of objects and phenomena related to
the formation of concepts, imagination, and reasoning of the students. In the didactic context,
mediation is a process by which the teacher directs the teaching and learning process in
what elements are necessary such as: the teacher, student, content, teaching material,
methods and goals to achieve.

According to Pillet (1991), Mediation is the concrete action of the PEA in which the teacher transmits the

contents and involves dialogue and in the end makes the synthesis.

The teacher's role consists of the process of knowledge construction and in

mediation, the forms of structuring and organizing didactic content prevail.
In this process, the figure of the teacher as a transmitter of knowledge disappears, to
give rise to the figure of mediator, facilitator or guide, and such mediation should currently be
different, exposing more and more students before objects and passive receivers, conceiving-
as subjects of their own learning in addition to having knowledge to have
knowledge of the own class.

Transmission (mediation) active assimilation

Professor (mediator) student (subject)

After a brief attention and mental activity of the students in the previous stage, (Introduction
In Motivation, it is time for students to become familiar with the knowledge they will acquire.
developing is one of the practical procedures that has been the presentation of the content as
problem to be solved, although not all contents lend themselves to that.

For Nerice (1999), 'assimilation is the psychological process of the mind, assimilating the world.'

exterior

When the individual faces a new situation and, through their schemas of
action comprehends it or acts effectively in the same way, it is because there was assimilation, because

part of the outside world hitherto unknown, became incorporated into her mental life.

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assimilation, the processes of cognition through active assimilation are important and
internalization of knowledge, attitudes, and beliefs.

Thus, mediation and assimilation constitute the stage where the class is held in perception.
of phenomena of concepts, the development of cognitive observation skills,
imagination and reasoning of the students. It can be clearly perceived as a moment in the class where

the mediator must provide necessary explanations, organize student activities that can help them
lead the active assimilation of knowledge to develop attitudes, convictions,
skills, habits, etc.

2.1.2.3. Domain and Consolidation

While mastery constitutes the formation and development of skills, in turn the
Consolidation consists of recalling the subject matter about skills and knowledge.

The mastery and consolidation is the moment in the class when actions are carried out with the purpose

to systematize, reflect, and apply (Pillet:1991).

At this stage, the aim is to achieve the enhancement of the already (not) new knowledge in the students, to

the professor must create conditions for retention and understanding of the subjects through
exercises and practical activities to solidify understanding. In this aspect, it is still
I need the knowledge to be organized, enhanced, and fixed in the minds of the students.
in order to be available to guide them in the concrete situations of life studies, of
in the same way in parallel with knowledge and through it, it is necessary to improve the
formation of skills and habits for independent and creative use of
knowledge.

It's not worth rushing through the material, for fear that the students only grasp small
memories of what they saw, unable to put into practice and much less to take advantage of it

content learned for future learning through repetition, systematization and

application, which constitute the methodological support through which it becomes reality the
dominion and consolidation of the subject.

Through repetition, the teacher should:

Reaffirm the fundamental knowledge and capabilities

Control the initial situation level of the students and
Obtain a basis to evaluate each student or the whole group.

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The application constitutes the center of the PEA and is the upper stage of enhancement and development.

capabilities through problem-solving and tasks in analogous and new situations. This
the method is the bridge to professional practice as it develops the abilities that
they must enable students to harness theory and subsequently apply it
knowledge in productive work.

2.1.2.3. Control and Evaluation

The control and evaluation accompany the entire P.E.A. and at the same time form a conclusion of the

units of teaching.

According to Libâneo (1994), for the teacher to effectively direct the P.E.A., they must
to permanently know the level of difficulties of the students in understanding the subject.
This control will also consist of monitoring the P.E.A. by evaluating the activities of
the professor and the student based on the defined objectives.

The assessment, as an integral part of the PEA, is a continuous research activity aimed at
to verify to what extent the objectives defined in the program are being achieved
to decide on alternatives for the work of the trainer, the trainee, or the school as a
everything.

According to Pilleti (1991), the term evaluation refers to the set of instruments used to
purpose of measuring the degree of achievement of objectives from the perspective of the teacher and the student.

Therefore, it should not be understood as an end in itself, but a means to verify the
behavior changes. It allows identifying students who need attention
especially and reformulating the work with the adoption of procedures to remedy such deficiencies.
The student themselves must realize that assessment is a means, and for that, the teacher must
explain to him the objectives of it and analyze with him the results achieved.

Through control and evaluation, the teacher or educator can provide if necessary.
rectify, supplement, or even reorient learning.

2.2.1. FUNCTIONS OF EVALUATION

According to Bloom's studies (1993), the evaluation of the teaching-learning process,
it presents three types of functions: diagnostic (analytical), formative (controlling), and summative
(qualifying).

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a) The diagnostic assessment (analytical) is suitable for the beginning of the school term, as
allows you to understand the reality in which the teaching-learning process will take place.
the professor's main objective is to assess the prior knowledge of each student, having
to verify the necessary prerequisites of knowledge or skills
essential skills that students possess for preparing for a new stage of
learning.

In order for the diagnostic assessment to be possible, it is necessary to understand it and carry it out.

committed to a pedagogical conception. In this case, we consider that it should be

committed to a historical-critical pedagogical proposal, since this conception
is worried about the prospect that the student should critically appropriate
knowledge and skills necessary for your realization as a critical subject within this
society that is characterized by the capitalist mode of production. The diagnostic assessment does not
It is proposed and there is not even a free isolated form. It is a condition of its existence and articulation.

with a progressive pedagogical conception." (LUCKESI 2003, p.82).

This form of assessment is used to aim to pre-determine the way in which the
the educator should guide their educational action through planning. It will have as
to establish the limits to make the learning process more efficient and effective.
This didactics can be considered the starting point for all work to be
developed throughout the year by the educator.

This form of assessment can be used before and during the teaching-learning process,
having different purposes. Being conducted before the process, it focuses on probing whether the
the student presents the necessary knowledge for learning to be initiated. If
occurring during the process, will be used to identify the causes of failures
learning and enabling the implementation of resources to correct them.

It is possible to observe that the diagnostic assessment has three objectives. The first is to identify
the reality of each student who will participate in the process. The second is to check if the student
presents or does not present skills and prerequisites for the process. The third objective is
related to the identification of the causes of recurring difficulties in learning.
Thus, it is possible to review the educational action to address the problems.

b) The formative assessment (controlling) is one that has the function of controlling, and should be
held throughout the entire school term, with the aim of verifying if the students are

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achieving the previously proposed objectives. This evaluation function aims to,
basically, assess whether the student gradually and hierarchically masters each stage of
learning, before moving on to another subsequent stage of teaching-learning.

It is through formative assessment that the student becomes aware of their mistakes and successes and

find motivation to continue studying systematically. For this way of

assessment occurs it is necessary that it be controlled, because it guides the student's study to the

the teacher's work, we can also say is motivating because it avoids tensions
caused by traditional assessments.

The formative assessment allows the teacher to detect and identify deficiencies in the way of
to teach, assisting in the reformulation of your teaching work, aiming to improve it. For
that it should be carried out efficiently, it must be planned according to all objectives,
in this way the instructor will continue his work or will direct it so that the majority of
students fully achieve all proposed objectives.

Due to its reliance more on the sensitivity and technical eye of the educator, this format of evaluation

provides more information that allows the customization of the teacher's work based on
the needs of each student. In this sense, assessment is a control instrument of
quality, having as its main objective an excellent education at all levels.

c) The summative assessment (qualitative) has as its basic function the classification of students.
being conducted at the end of a course or unit of study. Classifying the students of
according to the previously established levels of achievement.

Currently, the classification of students is based on the performance achieved,

based on the expected objectives. According to Bloom (1983), summative assessment "objective
to generally assess the degree to which broader results have been achieved
long and final of a course

It is through this type of assessment that students are provided with what is called feedback.
that informs the level of learning achieved, if this is the central objective of the evaluation
formative; and it lends itself to the comparison of obtained results, also aiming at the attribution of

notes.

These three functions of assessment must be linked or combined to ensure the

efficiency and effectiveness of the evaluation system and thus resulting in excellence

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of the teaching-learning process. On the other hand, it is important to remember that it is necessary in

all cases take into account the administrative reality of the institution such as, for example, the
number of students, objectives, teacher's technical knowledge, materials, etc.

Any decision on how to evaluate must involve management, teachers, students, and
responsible (when applicable). If we understand that the current form of evaluation is poor,
everyone needs to commit to the new process to improve it, and this involves many
changes, with the process being long, just like the entire teaching-learning process.

2.4.3.1. Concept of teaching-learning objectives

The teaching-learning objectives express intentions, defined, explicit purposes.
regarding the development of human qualities. They concern what students should
to develop throughout schooling (cognitive, physical, emotional, aesthetic, and ethical) and,
especially, in each class. This is why they correspond to what all individuals need
develop to empower themselves for action in society as citizens.

In other words, it can be said that the objective of teaching-learning is what is expected.
that the student learns under certain teaching conditions. These are the objectives that guide
What content should be worked on and what didactic approaches should be taken?
necessary for this to happen.

An example: if the objective is for the student to identify what an insect is in the context of others.

invertebrates, the teacher should choose invertebrate animals as content, present the
concept of insect and explain the aspect that differentiates it from animals that do not have bones.

It should be noted that, in this teacher's action regarding teaching planning, it is necessary to define
first the teaching-learning objectives, then to select and organize the
contents.

Therefore, an objective "sets a expected product, that is, a capacity. An attitude, a

knowledge related to objects and specific contents at the end of a limited duration.

In this sense, the objectives can be defined as what students should be able to
do at the end of a learning period what they were previously unable to do;
or, in other words, "a goal expresses an intention, describes a change of
taught, a change that may consist of acquiring a new ability and in
improvement or development of an already existing capability, partially

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dominated or on the right path to becoming so. Furthermore, this change is identifiable as such,
expected, deliberately pursued and judged desirable, which leads to the conclusion that the objective
it is the product of a learning process.

2.4.3.2. Importance of teaching-learning objectives

In the initial reflection, did you manage to come up with ideas about the importance of objectives? Everything

indicates that yes, as it seems obvious that the teaching-learning objectives;

represent what the student should do at the end of a learning stage and that
previously was not able to do. For this reason, the formulation of the objectives is
extremely important because:

It allows us to have an accurate idea of the program's content, the level of depth.
how the subjects will be addressed.

Ensure the relevance of the programs and make them fit the
practical life needs.

Allow the assessment process to objectively measure the level of learning

targeted by the students and the effectiveness of the program and the teachers.

It covers not only the cognitive area (knowledge or knowing), but also the areas
psychomotor (skill or know-how) and affective (attitude or the know-how to be, to be present).

Provides security to the educator, guiding their pedagogical action.

Help the teacher in selecting the most suitable means to carry out their work.

The teacher needs to determine initially what the student will be able to do by the end.
of learning. If he does not define the objectives, he cannot evaluate the results of his
teaching activity, nor choose the most appropriate procedures.

It serves to guide what the student should know and be able to do in terms of conduct.
final.

It serves as a guide for planning the activities of the teacher and the student.

Demonstrates honesty regarding what student learning indicates.

respect.

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2.4.3.3. Classification and formulation of teaching-learning objectives
It makes sense that, after the initial reflection you had with your colleagues, you realized that the
Teaching-learning objectives are classified into educational (general) and instructional.
(specific)

2.5. General Objectives

They are called indirect, because they can only be achieved in the long term.

They are always formulated with the expectation of what is to be learned by the end of a
content or thematic program unit.

For example, the objectives mentioned in a course syllabus for a subject may be
formulated in the following way: 'Understanding the teaching of history as being important
for the exercise of citizenship; or it could be said: to know history as knowledge
past that facilitates the understanding of the future, etc.

It is important to note that the objectives are not achieved at the end of a lesson, but
Yes, it is a course that lasts for years or months.

The general objectives indicate broad actions and do not specify the actions or
activities in behavioral terms, where the student must demonstrate to the teacher
that learned the content that was taught to them.

2.5.1. Specific objectives

The specific objectives are tailored for a lesson.

They are also called immediate, because they are very punctual in relation to
contents worked lesson by lesson.

These involve behavioral actions, observable and assessable, that demonstrate

It is clear that the student learned what was intended to be constructed as learning.

For example, the math teacher gives a lesson on fractions and assigns it to his class.
class has the following objective: to correctly solve fraction problems.

In light of this objective, the student must provide an answer to this objective by solving it.
correctly solve the problems or exercises that involve fractions.

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 Thus, the specific objectives allow for monitoring performance of the
student, what he is capable of doing and what he cannot.

Now that it has discussed the classification of teaching-learning objectives, it remains

It is important to highlight that, generally, when planning a lesson, the teacher should proceed to formulate the

objectives, and it is advisable to operationalize them, that is, to put them in the form of
specific objectives (also referred to as operational).

For this purpose, when formulating (defining or drafting) the learning objectives, one should take into account

in mind that students will be more clearly aware of what is expected of them if this
expectations were indicated with an action that they can perform.

Preferably, this action should be able to be immediately assessed as having been

carried out, according to the specific level of performance. This implies the use of 'verbs of
"action" in the statement of specific objectives. Here are some examples of Verbs of
Common Actions.

2.5.2. Objectives of the cognitive area

The cognitive area is the one that includes activities related to perception, knowledge, and
understanding of the world. This area has six levels:

Knowledge: the recollection of previously studied materials;

Understanding: the understanding of the meaning of the material or the rephrasing, by

student's own words, from previously learned material;

Application: the use of knowledge in concrete situations;

Analysis: the division of the material into significant parts, so that it is possible
determine the relationship between them;

Synthesis: the combination of parts to form a new whole; and,

Assessment: to make a judgment about material value.

In many cases, it is easier to think of these levels as constituting three broad

cognitive categories:

Knowledge and understanding;

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 Application, and,

Problem solving (including analysis, synthesis, and evaluation).

2.5.3. Objectives of the affective area

The affective area refers to activities related to feelings or emotions. This
the area includes the following levels:

React to a specific phenomenon or stimulus;

Respond to the phenomenon or stimulus;

Evaluate the phenomenon or indicate its respective value;

Organize the values in relation to each other; and,

Generalize or integrate the values into a system of its own values, so that
may guide a person's life.

2.5.4. Objectives of the psychomotor area

The psychomotor area deals with the physical learning abilities and is found
normally associated with professional training. However, many cognitive abilities and
Affective skills have psychomotor components. This area is divided into the following phases:

Acquire knowledge about what needs to be done;

Execute the responses in a phased manner (step-by-step);

Transfer the control of the eyes to other senses;

Automate the fitness; and,

Generalize the suitability to an ever-increasing range of application situations.

2.6. Concept of teaching method

It is the way to achieve a goal, with the appropriate means; (scientific research;
assimilation of knowledge, etc.)

See the object of study in its properties and relations with other objects and phenomena and
from various angles;

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They are actions, steps, and procedures linked to reflection, understanding, and transformation of
reality

These are actions of the teacher through which the teaching activities and the students are organized to

achieve the goals.

2.7. Teaching Methods

The teaching method is the set of procedures and forms that the teacher uses to convey
the student to develop knowledge, acquire experiences or skills, and incorporate attitudes
the ideas during your learning.

Teaching techniques are auxiliary resources and the way to use them for the effective implementation of
learning by the student. It is a teaching resource that the teacher uses to implement the
moment or part of the method, in the realization of learning. The technique represents the way
to achieve a well-defined purpose of teaching.

Teaching techniques refer more directly to the ways of presenting the material, or
better, in presenting stimuli to which the students must react in order to process.
learning. Teaching techniques are therefore forms of immediate guidance of
learning.

2.8. Difference between teaching-learning method and technique

The method is broader than the technique. The technique is more connected to the forms, strategies and

immediate presentation tactics of the subject.

The teaching method is the set of moments and techniques logically coordinated, having
in order to guide the student's learning towards specific objectives. The method indicates
the way of acting to achieve a goal.

The teaching method must lead the student to self-education, autonomy, and emancipation.
for with the teacher, that is, it must lead him to walk on his own legs, using his
own head. Must go to directed study, go through supervised study, until reaching the
free study. The teaching method is realized through teaching techniques.

Every method or technique must be implemented through the activity of the student, ensuring that
this, in general, be the agent of your own learning and not a mere recipient of
data and standards developed by the professor.

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A teaching method, to achieve its objectives, needs a series of techniques. Thus,
every method or technique of teaching, in general, should lead the student to observe,
experimentar, analisar, criticar, pesquisar, julgar, concluir, correlacionar, diferenciar,
synthesize, reflect; ultimately, it should guide the student's activity towards learning.

2.9. Classification of teaching - learning methods

2.9.1. Regarding the approach to the content

2.9.1.1. Inductive approach

This approach consists of guiding learning, starting from particular cases of
sensory experience to reach general conclusions. According to the principles of
induction, learning begins with the observation of the real world, as a way to have foundations
certain on which knowledge can be built.

This approach is more commonly used in the Natural or Experimental Sciences, as it ensures the
observation of facts and phenomena.

2.9.1.2. Deductive approach

The deductive approach transforms complex statements into particulars, that is, based on
general propositions, reach particulars.

This approach is more commonly used in formal sciences, those that are concerned with the
formal systems like Logic and theoretical ideas that lead to other theoretical ideas, through
of the thought process.

In Primary Education, both approaches are used simultaneously as a way to associate

the visual sensations (observation) and the processes of thought development, a
since most of the students in this subsystem have not yet developed sufficiently,
the ability to 'navigate' in the world of ideas.

Example: In the 1st grade, the operation 2+2=4 is based on certain known and real objects. By
induction, the child concludes, regardless of whether the objects vary. If the quantity
for the same, the result will also be the same. Likewise, from the number 4, it can
get to your installments.

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2.9.2. Methods regarding the teacher-student relationship

2.9.2.1: Expository/Explanatory Method

In this method, the knowledge, skills, and tasks are presented, explained, or
demonstrated by the teacher. The students' activity is receptive, although not
necessarily passive. It is a method widely used in our schools, despite the criticism
that are made to him, mainly for not taking into account the principle of student activity.
Meanwhile, if this limitation is overcome, it is an important means of acquiring knowledge.

The logical exposition of the subject is a necessary procedure, as long as the teacher is able to
mobilize the internal activity of the student to concentrate and think, and combine it with others
procedures, such as independent work, conversation, and group work.

In the expository method, the dominant and prevailing action of the teacher is evident, in
to the detriment of the students and, if this procedure is poorly applied, it incurs great danger,
given that the cognitive and affective potentialities of students remain, to some extent,
atrophied, as this (student) limits himself to being a mere spectator of the center of the PEA (the teacher),
what negligence or contribution of the students to the operationalization of the class. Meanwhile, the

the great potential of this method lies in the fact that it is the most recommended mechanism
for the introduction of new content, especially when it comes to a subject
unknown to the students.

For the application of the expository/explanatory method, the following techniques are used:

Verbal exposition: it consists of explaining in a systematic manner, through voice and/or

of writing, a subject that is unknown, or when the ideas that the students
they are insufficient or less accurate.

Demonstration: representation of phenomena that occur in reality.

It is achieved through explanations in a field study (excursion), or through

from a simple experience, slide projection or other technologies.

Illustration: a way of graphically representing facts or phenomena of reality, by

through graphs, maps, diagrams, engravings, etc., from which the teacher
enriches the explanation of the subject.

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 Exemplification: occurs when the teacher reads aloud; when
write or say a word for the students to observe and then repeat. It means,
Using the example, the student can grasp the essence of what is intended for them to learn.

2.9.2.1: Independent working method

Independent work, as a teaching method, consists of directed and guided tasks.
by the teacher, for the students to solve them relatively independently and
creator. This method assumes certain knowledge, understanding of the task and of
your goal, so that students can apply the knowledge and skills, without
direct guidance from the teacher. The most important aspect of the working method
independent is the mental activity of the students.

Unlike the expository method, in the independent work method, the action is notable.
predominant and dominant of the student, individually. Here, the teacher acts as a
facilitator, as a moderator, learning guide, essentially so that
the student does not get distracted, or does not lose sight of what the established objectives are for the

content that is being taught.

In practical terms, for the application of the independent work method, the following are used
the following techniques:

Interrogation: this technique consists of creating explanations that justify why

certain facts presented in the text are true or false. The student must
focus on questions like, 'Why?' instead of 'What?'

Survey: it is a study technique that allows for the collection of information directly.
from a participant in the investigation, through a set of organized questions,
following a specific order. These can be presented to the respondent of
written or oral form.

Summary: it is a shortened exposure of an event, literary work, or artistic piece.

A summary consists of synthesizing or summarizing a specific subject,
highlighting the essential information of the content.

2.9.2.3: Joint elaboration method

Joint elaboration is an active interaction between teacher-student and student-student.
aiming at the acquisition of knowledge, skills, attitudes, and convictions, as well as

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fixation and consolidation of knowledge and convictions already acquired. This method advocates
the reciprocity of activities between the teacher and the student. The level of participation and
the contribution of both is, to some extent, balanced. It is for this reason that, at the base of this

method, one is faced with what is called participatory teaching.

The joint drafting method assumes a set of prerequisites,

namely, the incorporation by the students of the objectives to be achieved and the mastery
of basic knowledge that, even if not systematized, are a starting point
for the work of joint preparation.

The didactic-pedagogical character of joint elaboration lies in the fact that it has as
referencing a specific study topic, assuming that the students are capable of
talk about him.

The potentialities of the joint elaboration method are several, as the conversation has
a great educational value, as it develops in students the skills to express opinions
fundamental, verbalize your own experience, discuss, argue, and refute opinions
from others, learning to listen, recount facts, interpret, etc., in addition to providing
acquisition of new knowledge.

Although it is a beneficial method, it is important to draw attention to the following aspects:

the student must be familiar with the topic to be addressed, otherwise, they risk
a student not collaborating in class; takes a lot of time and the teacher can be diverted from the topic

by super active students.

For the application of the joint drafting method, various teaching techniques are used.
participatory, such as: Debate, Plenary, Discussion, Expert Group, Round Table,
Speech Chain, Pair Work, Double Circle, Taking a Stand, Park of
Parking, Aquarium, among others.

2.10. Advantages and disadvantages of applying some methods in the PEA.

2.10.1. Advantages of the method

It encompasses a large number of people, allows the teacher to organize their presentation,
exposing a greater amount of information in a shorter amount of time; it facilitates a
systematic presentation, in which the introduction can be outlined precisely,

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development and conclusion, thus avoiding digressions. It can be enriched
with the eloquence and enthusiasm of the teacher, which creates an environment conducive to learning.

Helps keep the flame of attention alive. Serves as training for reasoning of the
students, allowing them to develop analytical thinking; Provides a
opportunity for active participation in the class, in a guided and responsible manner. It assists and
develops the expression of ideas. It allows the teacher to monitor the activity and check the
learning. It can be applied to all ages.

It is highly motivating and allows everyone's participation. It centralizes the process of

learning in the group, allowing one to reach the desired conclusions on their own.
Develops inquisitive thinking and the ability to appreciate others' viewpoints.
It sedimented teaching, since it is not the teacher who provides the answer to the question, but the
group that obtains, as a result of its work. Takes the class and the activities more
productive, since they benefit from the effort of group synergy.

2.10.2. Disadvantages of the method

It requires great preparation, capability, and skill on the part of the teacher. It centralizes teaching on the

figure of the teacher, requiring little or no lesson preparation on the part of the students. Not
allows the teacher to give special attention to all students, forcing them, in some cases,
to level the class, for mere assumption. It can become monotonous and tiring, with great
ease. (AYRES, 2004, p. 96)

It can lead the student to think in the wrong direction if not used correctly.
It can lead more outspoken students to monopolize time, to the detriment of quieter students.
shy. It can lead to embarrassing situations if the group ridicules any student who
give an inappropriate answer.

If proper care is not taken, the more uninhibited students may monopolize the discussion.
It can lead more inhibited students to feel inferior due to their very nature.
activity (debate) may lead to a distortion of objectives, as it undermines them.
other perspectives. It is a cooperative effort for the benefit of learning and,
to carry it out, the teacher must act as a moderator

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2.11. Teaching - Learning Methods
Teaching-learning methods (also referred to as teaching resources) are elements
that assist in the execution of the teaching-learning process. They are extremely important.
because they bring the student closer to reality, facilitating the perception and understanding of the content and

make teaching more active and concrete. Teaching without teaching-learning tools can
being "blind" and insignificant, especially for students in the early grades. Thus,
Teachers are encouraged to invest in its use.

The didactic language is a fundamental element in the effectiveness of teaching, along with
the teaching methods and techniques and didactic resources. Didactic language is the means of
teacher's communication with the student. It is the vehicle used by the teacher to
communicate with the student in order to convey messages to him more simply,
as objective and direct as possible.

Didactic resources are any and all physical materials, the teacher, the student, the
information and communication technologies, used in the context of teaching-learning,
in order to assist the teacher in transmitting their message to the student efficiently
carry out your learning. Thus, the teaching resource, whatever its modality, is
the one who encourages, facilitates, or enables the teaching-learning process. He is, in
teaching, the link between words and reality. The ideal would be for all learning to
would take place in a real-life situation.

2.12. Importance of Teaching Methods in Learning

Lenin summarizes the importance of teaching methods when he states: "From vivid perception to
abstract thought and from this to practice, such is the dialectical path of knowledge of
truth, of the knowledge of objective reality "Lenin, V. I; 1976, pp. 165.

Well, the use of teaching methods allows one to understand the abstract through the practical.
a way to understand the reality of the content that is taught by the teacher. S Khorin proposes:

... in the process of understanding objective reality, perception is combined

sensory and abstract thought, the veracity of which is proven in practice.

Thus, we can highlight the importance of teaching methods in that:

They are members of the communicative processes that take place in teaching;

Facilitate and present informational messages that students should receive;

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 They offer students knowledge experiences that are hardly attainable by
long-lasting time or space. That is, the means allow subjects to obtain
knowledge through figurative or mediated learning experiences
symbolically;

The means are enhancers of intellectual skills in students. The acquisition of

Knowledge through means requires subjects to decode messages.
symbolically represented. Each medium by the nature of its symbolic system,
through the way of representation and structuring of said messages, it demands from the students

that activates different strategies and cognitive operations so that knowledge

offered to be understood, significantly stored, retrieved, and used;

The means are supports that keep the information stable and unaltered;

In school, teaching methods should not only be facilitating resources for

academic learning, but also to become an object of knowledge
for the students;

Teaching methods can also be turned into objects of study.

students

The means contribute to the individual security of the student, the personal reaffirmation in

the ability to learn and the creation of incentives that activate learning, by
on the other hand, allow the student to feel like an active participant in the teaching process and of the

scientific work, such as which one can achieve greater participation.

2.13. Objectives of Teaching-Learning Means or Resources:

Facilitate the Teaching-Learning process;

To ensure that the proposed objectives are achieved;

Bringing students closer to the reality of life from abstraction to concretization.

2.14. Classification of Teaching Methods

The classification of teaching methods is quite broad and can vary according to the circumstances.
according to the objectives and experiences, let us see:

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Wilbur Schramn, 1980. pp. 15, groups them into generational stages, according to how they were

appearing in the teaching context. Classifying them as:

First generation teaching media - do not require machines or devices

electronics;

– Second generation teaching media – product of the emergence of the machine

reproduce manuscripts, the press, which made the universalization possible through
manuals, class books, tests, printed materials;

Third generation teaching media made a new form of communication possible.

massively based on images and sounds;

Fourth generation teaching methods - distinguish themselves from the previous ones, the men and the

machine.

According to Lothar Klingberg, 1968, pp. 10, they are grouped into five families conforming to

didactic criteria, they are:

Original Objects;

Reproductions of original objects;

– Oral and written graphic representations;

– Symbols;

Cyber teaching mediums.

Victor Fleming, 1979. Pp 17, offers a classification of means based on the theory of
knowledge organizing them into two major categories:

The empirical means - where the representation or reproduction of nature is in the form
concrete;

Symbolic means - given by representations in the abstract plane and whose symbols are
conventional, determined by social life (written language, spoken).

On the other hand, Cubero, J.: in his article "The Selection and Planning of Teaching Means"
.1985. pp. 28, classifying by degree of objectivity on a psychological basis,
from the most concrete to the most abstract.

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Castro, V. G.: 1986. pp. 79 groups them into five groups according to their functions
Didactics: - Means of transmitting information (blackboard, photographs, models, slides,
radio TV .etc . );

School experimentation means (Laboratories and demonstration teams)

– Means of controlling learning;

Self-learning and programming media;

Training media.

2.15. Planning of the teaching-learning process

School planning is a task that includes both the forecasting of teaching activities, in
Regarding your organization and coordination in relation to the proposed objectives, such as the
your review and adjustment throughout the teaching process.

Planning means making predictions about the activities that the teacher will develop in the classroom.
class. Define the instructional or specific objectives, select the methods and means of
teaching to be used, defining the activities of the teacher and the students in each of the
didactic functions.

Planning is a process of rationalization, organization, and coordination of action.

teacher, coordinating the school activity and the issues of the social context.

This is to say that, in school, both teachers and students belong to a

a certain society and a certain context of social relations, where they prevail
certain rules and conduct standards.

In the teaching-learning process, the planning of the PEA is important due to the fact that
what:

Ensures the rationalization, organization, and coordination of teaching work, in such a way
that the forecast of teaching actions allows the teacher to implement a teaching
of quality and avoid improvisation and routine.

It allows for the forecasting of objectives, content, and methods, based on the
consideration of the demands posed by social reality, the level of preparation and the
socio-cultural and individual conditions of the students.

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 Ensure the unity and coherence of teaching work, that is, interrelate the
elements that make up the teaching process: the objectives (what to teach); the
students and their possibilities (whom to teach); the methods and techniques (how to teach);
and the assessment, which allows to verify to what extent the initially planned activities
proposals are either successful or not.

Facilitates lesson preparation by selecting teaching material in a timely manner.

useful; knowing what tasks the teacher and students should carry out; replanning the work
in the face of new situations that arise during the Teaching Process-
Learning (PEA), in general, and the classes, in particular.

Contributes to achieving the targeted objectives.

Promotes teaching efficiency.

Ensures greater security in the direction of education and also in the economy of time.
energy.

Being clear about the concept and importance of planning, it is important to clarify that, when
to plan, it is recommended to follow the characteristics of the teaching plan:

The plan is a guide for orientation, as it establishes the guidelines and the
means of carrying out teaching work.

The plan must have a sequential and progressive order. In order to achieve the
objectives require several steps, so that the teaching action follows a
logical sequence.

One must consider objectivity. By objectivity, we mean correspondence.

of the plan with the reality to which it will be applied (local curriculum), the type of students, the

possibilities of having/producing local teaching materials (or with local materials),

students' and the community's experiences, etc.

There must be coherence between the general objectives, the specific objectives, and the contents,
methods and evaluation. There must be coherence between ideas and practice.

The plan must have flexibility. Throughout the school year, the teacher is always
organizing and reorganizing your work. The plan is not an inflexible guide,
or a medical prescription that cannot be altered. The pedagogical relationship is always

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 subject to concrete conditions. Reality is always in motion, so that
The plan is subject to changes or modifications.

2.16. Requirement for planning

2.16.1. Objectives and tasks of the democratic school:

The first condition for planning is the firm convictions about the direction that
we want to give to the educational process in our society, that is, the role highlighted by
school for the training of students. The objectives and tasks of the democratic school are
linked to the cultural development needs of the people, in order to prepare the children
and young people for life and work.

2.16.2. Requirement of official plans and programs:

The official teaching plans and programs constitute another prerequisite for the
planning. The school and the teachers, however, must take into account that these plans and
official teaching programs are general guidelines, they are reference documents, based on
specific didactic plans are elaborated. It is up to the school and the teachers to create
your own plans, select the contents, the methods and means of organization of
teaching, in light of the particularities of each region, of each school, of the particularities and
conditions for students' academic performance, including students with needs
Special Education.

2.16.3. Prerequisites for learning:

School planning is closely conditioned by the level of preparation in which the
students are in relation to the learning tasks. The teaching contents are
midway for students to actively assimilate and transform them into instruments
theoretical and practical for practical life.

2.16.4. Principles and conditions of active assimilation:

This requirement concerns the mastery of the means and conditions for guiding the process of
active assimilation in the classes. The planning of the didactic units and the lessons must be in
correspondence with the forms of work development in the classroom. A part
The importance of the teaching plan is the description of specific teaching situations, with the
indication of what the students will do to learn, and what the teacher will do to create conditions

30
suitable for learning; and to guide the cognitive activity of students in the classroom
classroom.

2.17. Advantages of lesson planning

Making lesson planning a project of activity that aims to indicate the elements
Regarding the implementation of the didactic unit, lesson planning becomes advantageous since:

Discipline the teacher's activity in the classroom, avoiding making improvisations.

unnecessary;
It allows the teacher to conduct the class using a logical sequence in the presentation.
of the contents.

2. Ensures effective learning by the trainees in the Teaching process.

Learning.

3. Ensures the rationalization, organization, and coordination of the trainer's work

so that the trainer's action forecast allows him to carry out a
quality teaching process.

4. It facilitates the organization of the class with regard to the selection of teaching material in
useful time, knowing what types of tasks the trainer and the trainees should perform in the classroom

of classes among others.

5. Allows the teacher to replan the work in the face of new situations that
emerge in the development of the classes (as we already know, the plan is flexible).

6. Contributes significantly to the achievement of the stated objectives.

Ensures greater security in the conduct and direction of teaching by the teacher.

8. Ensures savings in time and energy, avoiding wear and fatigue.

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Conclusion
The objective of this work was to present the new view of school assessment, where students
they start to contribute to the development of learning, which begins to adopt new
papers seeking to identify the knowledge acquired throughout the school phase, as well
such as the difficulties that each student presents.

The school assessment provides very important information for the educator, as from the
Answers given by the students allow the teacher to reassess some concepts, and often
rethink your teaching methodology, so that there is a greater utilization of the class
it is an exchange of knowledge between colleagues and educators.

The assessment has three main functions, which consists of diagnosing the
students' prior knowledge, to plan by incorporating each one's previous knowledge
it also has the function of formative assessment which aims to control by checking if the
students are achieving the previously proposed objectives by assisting the teacher in
identification of deficiencies, and finally we have the summative function which aims to
classification of students at the end of a module or course according to each one's performance
student

The planning of teaching and, specifically, of the lesson requires, among other elements, the
formulation of teaching-learning objectives. As part of the set of categories

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didactics, the objectives must always be interconnected with all the other categories
didactics in such a way that, based on these others, the foundation of the objectives is established

indicated. And the objectives must support, in turn, the other elements, which make
part, for example, of the lesson plan.

Meanwhile, in planning the lessons, the teacher must formulate the objectives, specifying
what are the general and the specific.

And, in order to achieve the specific objectives, also known as instructional or

behavioral, action verbs are used that indicate the description of an action
capable of being observed and evaluated, showing evidence of the progress made
by the student in their learning. In this way, it certifies the idea that the objectives need
the result to be observed in the student's learning.

On the other hand, it is important to emphasize that in the formulation/definition of the objectives for a class,

There should be objectives that encompass the three domains: cognitive, affective, and psychomotor.

4. Bibliographic references
BORDENAVE, J. D. & Pereira, A. M (1989). Teaching Strategies and
Learning. Petropolis.

FERRÃO, L. & Rodrigues, M (2000). Pedagogical Training of Trainers. Practical Manual.

5th Edition. Lisbon.

HAIDT, R. General Didactics Course. São Paulo. Ática Publishing, n.d.

LIBÂNEO, J. C (2013). Didactics. 2nd ed. São Paulo: Cortez.

MAGER, Robert F (1991). Objectives for effective teaching. Rio de Janeiro: SENAI.

General Didactics

MOLULO, Eraldo B. Junior. Function of Teaching and Educational Objectives.

HTTP://PT.shvoong.com/social-sciences/1786713-function-teaching-objective...
Accession on April 20, 2008.

General Didactics

RIBEIRO. A.C. RIBEIRO. L.C (1989). Planning and Evaluation of Teaching and Learning.
Lisbon. U. A.

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