Implementación de la estrategia “aula invertida” para disminuir el índice de tareas no entregadas a tiempo.

Abstract

An educational action, leads us to improve the teaching methodology of teachers reflected in the acquisition of knowledge of the specific contents in each area, skills, values, norms, motivations and interests of students, linked to each other, in the art to teach with learning, changed from something monotonous with a current and innovative, explaining the activities to be carried out, the implementation of the same, comparisons between monotonous schedules.

The teaching methodology deployed by the teacher in the classroom, is part of the development of knowledge and knowledge construction processes in the social, academic and cultural space, which mediated by the permanent reflection should lead to a deep analysis around the role teacher in the classroom and strengthen their disciplinary and investigative training.

A prior questionnaire should be carried out so that the students can participate according to the central theme chosen, with opinions from two or three participants in each question, if someone does not participate in any of them, other alternatives must be considered to arrive at capture the knowledge that is being provided to them and achieve the objective of the study.

This adaptation of implemented content is the opportunity for teachers and trainers to professionally implant a proposal related to the context in which our students develop, something according to reality, to contribute to education, achieve changes of great significance and value to the different educational models that have been made, so that they are more competitive every day in the place where they are.