INDEPENDENT LEARNING STRATEGIES

A fundamental process for performing a self-learning activity is to be in

ability to generate evidence of knowledge commensurate with the type of work performed.
Now we often make a comment or request a trial and to a concept map,
but when we have presented the best way to present such evidence?
Solving this last question, I publish here an excerpt from some readings
on how to submit a review, an essay or a concept map, which are strategies
to generate evidence in a process of autonomous learning. And clearly presented here
these three strategies during these weeks as they sought evidence generated from
of such strategies.
· The concept map
· COMMENT
· TESTING
The concept map Back to main
<element Fundamentales> - <Relaciones between conceptos> - <Example: Map
conceptual>
The concept map is a cognitive technique created by Joseph D. Novak to
help make learning more meaningful.
Concept maps are intended to represent meaningful relationships between
concepts in the form of propositions. A proposition consists of two or more terms
concepts linked by a word to form a semantic unit. (Novak and
Gowin).
KEY ELEMENTS OF THE CONCEPT MAP
According to the above definition we can consider the following issues as
a fundamental concept map:
A. Representation of meaningful relationships
It is important to understand that the notion of conceptual map takes up the idea of map
understood as a graphic or visual representation. It could be related to the map
road of Valle del Cauca Department in which cities are
linked by a series of lines that represent the roads. On maps
conceptual "cities" would be the concepts that are enclosed in an ellipse or
rectangle.
It is recommended for greater visual impact highlight the concepts with lyrics
capitalized and enclosed in ellipses. The ellipse is preferable to the rectangle by the
"Softness" perceptual.
B. Concept, object and event
The concept is a regularity in events or objects, which are
designated by a term. (Novak)
What is meant by object and event?
When we talk about objects we refer to anything that exists and can be
observed: dogs, wool, stars, a chair ... etc.. For event is
understood as something that happens or could cause: lightning, a party of
football, education, concept maps, fission of the atom, warriors, ... etc.
are events.
The concepts from the perspective we are presenting, are mental images
to "provoke in us the words or signs with which we express
regularities. Mental images have common characteristics in all
people but also has its particular nuances, concepts are not equal
although we use the same words. The term is not the same car for
a farmer for a Formula 1 racer, but use the same word.
C. Proposition
A proposition consists of two or more conceptual terms (concepts) linked by
words to form a semantic unit. (Novak)
In the concept map as outlined above, meant to represent
meaningful relationships between concepts in the form of propositions. A map
conceptually simple, the simplest, would consist of two concepts linked by
a word that links the two concepts in the form of proposition. An example might
be: The house is large, can be represented by a simple concept map
forming a valid proposition relating to home and great.
D. Keywords - Link
The words - links used to connect concepts and indicate the type of relationship
between them. (Novak)
It is important in building a conceptual map, to differentiate between
conceptual terms, words that cause mental images and express
regularities, and the words, which serve to link together the concepts, not
cause mental images.
Consider the above example, the proposition "the house is big," the terms
conceptual big house and would be linked by the word is.
When the situation is not so simple problem, the concept map is complex,
say, are a greater number of concepts and relationships.
How should understand the proper names in the construction of a map
conceptual? Unlike the conceptual terms related images
mental and regularities, proper names are not express regularities and
more specific concepts.
E. Ranking
Much significant learning is achieved through the assimilation of new
information to the cognitive structure of non-arbitrary way.
It is recommended to proceed from the more general and inclusive concepts
to subordinates and specific in the process of gradually differentiate
concepts in the concept map.
RELATIONS BETWEEN THE CONCEPTS
In a concept map only appears once on the same concept
Relations between concepts may change in different contexts
learning. For this reason sometimes used the analogy of the rubber membrane
to explain that in a concept map, any concept can "rise" of
position and continue to maintain a significant relationship between propositional
concepts in the map.
Then the student may consider a conceptual map where
consider the concepts and relationships established in the definition, components and
characteristics of a concept map.

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COMMENT Return to the main
<Recomendaciones> - <Componentes> - <Tipos> - <Características>
The comment is a text type which is the assessment or evaluation of a personal
concerning the reality or text that we played. In this second sense the
comment, as did the summary, is the construction of a text on another text, by
following process:
One author writes a text and a reader interprets their meaning, associated with a system
values and produces a text that explain what parts of the text read and with which opposes
agrees and also express what you think about the interpretive text. To develop a
comment is vital to understanding the text read because you can not comment on a
text whose meaning does not fully understand.
According to the above we can identify the comment as a text type that
presents the evaluation of information (content) of a text read and their way of
expression (coherence, organization, clarity, correct grammatical lexicon, etc.)..
RECOMMENDATIONS FOR ITS PREPARATION
Comprehensive reading text ·
· Interpretation of its semantic structure (topic, subtopics, propositions
thematic).
· Assessment of the text read. This will capture the meaning expressed by the author,
establishing cause-effect relationships between the elements on which it is presented
information, separate facts from opinions and differentiates the true from the false and real
imaginary.
· Drafting the text of comment. After performing the above process of analysis or
decomposition of the text read, the reader constructs the new text, involving the significance
played with their value system
COMPONENTS OF THE COMMENT
The written text of comment character consists of the following components:
1. Approach to the topic or introduction, which aims to capture the
reader's attention.
2. Development, which contains the decomposition of the theme of the text read in
sub
3. Critical assessment of each item, which is done by reasoning,
facts, logical judgments.
4. Conclusion, which can be a solution, a logical or
prediction.
This order is very flexible, you can start with the solution or critical opinion, moreover, the
decomposition into sub-themes and critical opinion generally go together since it
presented each item with his assessment.
TYPES OF COMMENTS
Informative
It presents the bare facts and accurate. Dominates the narrative structure with
participation of the limitation, since it is reported facts. Example: comments on
A working meeting, with such comments can be presented as evidence of
teamwork for the development of an activity referred.
Interpretive
This type of comment, apart from the narration of facts, including reasons or arguments
related to these events, which are for their assessment. Its structure is
narrative and argument. Comment on the work of students, peers,
of a visit, a report, etc..
Argumentative
In it the author attempts to convince the reader that supports their point of view as
true. Therefore, argumentative structure is predominant. This type of comment
usually associated with the views proposed by an author when writing an essay.
FEATURES
· Impersonal. It must be written in first person singular. Generally no sign;
this quality can be seen in newspaper editorials.
· Style clear, simple and live without the coldness of exposition, but without sentimentality.
· Precise language, not stilted or pedantic or pompous.
Short sentences and short · complex
· Brief paragraphs.
TESTING Back to main
<Características> - <Tipos> - <Proceso For elaborarlo>
The term comes from the Latin Exaglum, meaning to think, develop, undertake or try
an idea or viewpoint.
As a literary genre, the essay is written in prose, usually short, which is
posed, analyzed and commented without systematic rigor, but with depth and maturity,
personal interpretation of a literary theme, artistic, historical, psychological, philosophical,
scientific or educational. The test mission is to raise issues and signaling pathways,
solid solutions rather than sit in this sense, reflects the style of the person who writes,
generally supported by texts or ideas from other authors, to produce a thought
own.
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FEATURES
Structure: Generally free. Each author determines how to expose, and dispose
sort the ideas and theses, however you must have:
· Introduction: Presents and describes the issue or problem to be
develop or sustain.
· Development: Displays the outline of the topic through segments or
paragraphs.
· Conclusion: Summary, solution, final recommendations or comments.
Extension: Generally, its extension s relatively brief (3 to 10 pages)
although sometimes acquires the dimension of a book.
Style: Must be logical and enjoyable. Careful and elegant. Present valid arguments,
trials, deep and critical personal views.
Tone: Should be deep, poetic, rhetorical, satirical, humorous. Be provided with accurate
imagination, creativity, sensitivity, specific knowledge of the subject and correct domain
language.
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TYPES OF TESTS
Pure test: Its purpose is the exhibition of ideas about communicating ideas,
reflections and thoughts of a political, religious, economic, educational, with some
intensity without methodological rigor.
Poetic essay: It is one in which the sensitivity and imagination to create fictional worlds
poetic wrapping serve the author's ideas. Prevails so rhapsodic about the conceptual.
Critical test: reflection on a particular topic through which the
author presents his ideas. It is usually aimed to analyze and prosecute any
human work, politics, pedagogy.
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PROCESS FOR ITS PREPARATION
1. Planning: Translating and delimit the subject of writing, ie select a
topic of interest, reflect on it and consult the library resources to support
ideas.
2. Preparation: This includes issues related to:
or Thinking: Brainstorming on the topic at hand. Classification,
ranking and selection of ideas.
or organize ideas: Identify the basic idea (or primary) and ideas
secondary.
o Design the structure of the test: Can be a conceptual map, a plan,
an outline, a map or a network of ideas.
3. Composition: The composition of a test involves:
a. Exposure of the basic argument, which will support the testing and
captivate the reader, should not exceed the 20 words. The initial thesis
should be clear, simple, short, direct and substantial.
b. The choice of assay format, can be:
· Conventional: Fluency from text paragraphs.
· Sliver: Different views on the same
issue.
· Intertítulos: Location of subtitles.
c. The construction of paragraphs: The main idea of paragraphs
can be developed through:
· Examples
· Contrast elements of the thesis
· Development of paragraphs for framing. When you start a
paragraph leads the reader to where the writer directs his idea.
d. Election of the paragraph style, it can be:
· Narrative or chronological. When facts are told
over time.
· Exhibition - argumentative. The aim is to persuade the
reader that the thesis is true.
· Descriptive. Involves the reader from the creation of
environments and atmospheres to describe landscapes, people,
places.
e. Analysis and selection of literature sources, which support
for the expression of ideas.
f. Selection of connectors to link the paragraphs and / or ideas.
These can be:
· Cause-effect: Now, therefore, hence, by
therefore, so, because, for this reason, because of.
· Contrast: But, still, though, unlike in other
hand, however, however, despite, although, while not
However, however, change.
* Synthesis: Well, in that order of ideas, summarizing, in
synthesis.
· Confirmation: So, that is, that is, in other
words, even better.
· Time: First of all, first of all, when,
then, after finally concluded.
· Space: In parallel, at bottom, up, up,
down.
· Similarity: Likewise, likewise, the same way.
· Addendum: And, or, well, well, even, indeed, as if
not enough.
· Conclusion: In summary, finally, in conclusion,
Finally, to complete.
· Emphasis: In fact, like, really.
· Example: For example, this is, in other words, such
As.
· Sequence: First, second ...
g. List of appointments according to information obtained and / or notes
to clarify or extend an idea.
h. Title: Have a clear mission: to draw, attract, seduce the reader.
Must be suggestive invitation to reading. Some ideas for finding the
appropriate title is: reread the entire test and write a paper,
brainstorming ways, five titles, it is not advisable to use the full
for title, search for a title suggestive, suggestive, subtle, that only a hazy
essay idea, but, while creating uncertainty, stress or ideas
most repeated words and use them as part of the title, finally
should think of a title that summarizes the general idea of the test.
i. Completion: completion of the test is recommended, as synthesizing
simply the idea of starting an argument that, after all, was the one
defended. The conclusion can also be an invitation to the reader to
develop actions related to the topic being discussed. Before closing
definitely test should revise the text and make adjustments,
necessary details and implementations.
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