{"id":5458,"date":"2023-04-07T16:48:48","date_gmt":"2023-04-07T15:48:48","guid":{"rendered":"http:\/\/revistaeco.cepcordoba.es\/?p=5458"},"modified":"2023-04-07T16:49:09","modified_gmt":"2023-04-07T15:49:09","slug":"la-pildora-videografica-historica-creada-por-el-alumnado-en-la-clase-invertida-relacion-conceptual-sintesis-procedimental-y-oralidad-actitudinal","status":"publish","type":"post","link":"https:\/\/revistaeco.cepcordoba.es\/index.php\/2023\/04\/07\/la-pildora-videografica-historica-creada-por-el-alumnado-en-la-clase-invertida-relacion-conceptual-sintesis-procedimental-y-oralidad-actitudinal\/","title":{"rendered":"LA P\u00cdLDORA VIDEOGR\u00c1FICA HIST\u00d3RICA CREADA POR EL ALUMNADO EN LA CLASE INVERTIDA: RELACI\u00d3N CONCEPTUAL, S\u00cdNTESIS PROCEDIMENTAL Y ORALIDAD ACTITUDINAL<\/strong>"},"content":{"rendered":"

AUTOR:<\/strong><\/h3>\n \n

Jos\u00e9 Ram\u00f3n Pedraza Serrano<\/strong>\u00a0<\/strong><\/h4>\nIES Averroes<\/em> (C\u00f3rdoba)\n

RESUMEN<\/strong><\/h4>\n\n\n\n\n \n\nEl enfoque de clase invertida es una apuesta que buena parte del Departamento de Geograf\u00eda e Historia ha realizado en el curso pand\u00e9mico 2020\/2021 y siguientes. Hemos forzado la m\u00e1quina hasta provocar la hechura de p\u00edldoras videogr\u00e1ficas por parte del alumnado. La experiencia, tras los resultados obtenidos y la valoraci\u00f3n del alumnado en la encuesta ad hoc, es de todo punto positiva y \u00f3ptima para repetirla en cada final de trimestre. La relaci\u00f3n se puede complejizar con el paso del tiempo y con la maduraci\u00f3n intelectual del discente.\n\nEsta actividad enlaza con el trabajo realizado en cursos pasados en los que se le dio mucha importancia a la oralidad, incluso durante el confinamiento (tercer trimestre del curso 2019\/2020). Se ofreci\u00f3 al alumnado un documento (explicado tambi\u00e9n en video) en el que se expon\u00edan las pautas a seguir en un trabajo oral (que recordamos m\u00e1s abajo). De igual modo, seguimos las orientaciones del Proyecto Ling\u00fc\u00edstico de Centro (PLC) en el que se nos pide fomentar las exposiciones orales.\n\n\n

ABSTRAT<\/strong><\/h4>\nThe inverted classroom approach is a commitment that a large part of the Geography and History Department has made in the pandemic course 2020\/2021 and beyond. We have pushed the machine to the point of provoking the making of video pills by the students. The experience, after the results obtained and the assessment of the students in the ad hoc survey, is positive and optimal for repeating it at the end of each term. The relationship can become more complex with the passage of time and with the intellectual maturity of the students.\n\nThis activity is in line with the work carried out in previous years, in which a great deal of importance was given to orality, even during confinement (third term of the 2019\/2020 academic year). Students were given a document (also explained on video) in which the guidelines to be followed in oral work were set out (which we remind you of below). In the same way, we follow the guidelines of the School Language Project (PLC) in which we are asked to encourage oral presentations.\n\n\"\"<\/a>","protected":false},"excerpt":{"rendered":"

AUTOR: Jos\u00e9 Ram\u00f3n Pedraza Serrano\u00a0 IES Averroes (C\u00f3rdoba) RESUMEN El enfoque de clase invertida es una apuesta que buena parte del Departamento de Geograf\u00eda e Historia ha realizado en el curso pand\u00e9mico 2020\/2021 y siguientes. Hemos forzado la m\u00e1quina hasta provocar la hechura de p\u00edldoras videogr\u00e1ficas por parte del alumnado. La experiencia, tras los resultados … <\/p>\n

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