Active learning strategies in educational centers of Fe y Alegría Ecuador

Abstract

The aim of this paper is to evaluate the application of active teaching strategies in the twenty-one elementary schools of Fe y Alegría Ecuador, whose teachers have participated in training, accompaniment and followup processes from a multi-intelligence development approach. The study is qualitative where information provided has been gathered from interviews with focus groups, observation of classes, analysis of learner and teacher and reflections in grassroots groups. It has been shown that most of the teachers has pursued active strategies in the teaching and learning processes, among which there are the use of palettes, thinking routines, thinking skills and comprehension projects, among others. Teachers are in a phase of appropriation of such strategies, so it is natural that they show strengths and weaknesses in the application, making it necessary to maintain a dynamic for permanent reflection on the practice of such strategies based on the improvement in the use of them.