teaching strategies and meaningful learning.

To begin
We often hear that many people talk about the importance of designing or implementing "learning strategies" when facing a group and work curricula to enable students to acquire "significant learning", this time we take a look on different types of strategies we can use in keeping with our objectives, taking into account that all practice are characterized because they are related to the contents and bring into play the skills, knowledge and skills of students. To use is necessary to plan ahead and define what is the right time to perform them.

Frida Diaz Barriga and Gerardo Hernández Rojas locate the different types of strategies in three major groups that defined as follows:

1.Estrategias support: they are located in the affective-motivational and allow the trainee to maintain a state conducive to learning. Can improve concentration, reduce anxiety in situations of learning and assessment, direct care, organizing activities and study time, etc.
Or induced learning 2.Estrategias: procedures and skills that the student has and uses in a flexible way to learn and remember information, affecting the processes of acquisition, storage and use of information
3.Estrategias education: they consist of manipulations or modifications to the content or structure of learning materials, or by extension within a course or class in order to facilitate learning and student understanding. Are planned by the teaching staff (teachers, materials or software designer education) and must be used wisely and creatively (1)
In this paper we will focus on further explained some teaching strategies so that you can implement in class.

Strategies for approaching reality
Avoid isolation and theoretical excesses by direct contact with the conditions, problems and activities of daily life increase social awareness and build up the scaffolding of back and forth between theory and reality. They are useful in all academic areas, because they facilitate work with text and other everyday items that allow students, from real situations and solve problems relating knowledge to consolidate learning.

For example, from reading and analysis of a note that speaks of a social or community problem, such as insecurity or lack of service, students can discuss the status of their colony, recognizing the importance of safety or public-supply in each case-study possible causes and consequences, recognizing what can go the public authorities in similar situations and propose possible solutions.

Search strategies, organization and selection of information
Prepare students to identify, systematize and organize information and knowledge at their disposal, hence are appropriate to suggest, for example, research on current medium term, authors, text types, historical periods or scientific development. Due to its characteristics promote the understanding and use of methodologies for the generation and application of knowledge, develop the objectivity and rationality, and the capacity to understand, explain, predict and promote the transformation of reality.

For example: The teacher asks students, for equipment, construct a timeline (illustrated) containing the most important events of a certain historical period, to do this should consult at least five different sources, there must be balance between printed and electronic, will also be necessary to obtain the appropriate imagery for illustration.

Discovery Strategies
Incite the desire to learn, detonate the thought processes and create the bridge to independent learning, and in them it is fundamental to support and motivation that teachers give to the group, the purpose is to lead students to discover for themselves new knowledge. For example: The teacher presents the group picture from which to infer different content, such as one that shows the cooperation of civil society before a disaster from there you can interrogate the group: what are ?, what do you think?, to lead them to content that the teacher plans to work

Extrapolation and transfer strategies
Conducive to learning move from talk to action, related to other fields of action and knowledge into a good use to improve the quality of life of people and to allow, at the same time, students recognize the knowledge as integrated and not fragmented, to perform as such can study a social problem (Social Sciences), which will analyze and write various types of texts (Spanish) and interpret graphs and statistics (Mathematics).
For example, after making two graphs showing the performance of both teams in a soccer game and considering the relevant data, each student must write a match report

Problematization strategies
Allow the review of portions of reality in three areas: the causes, the facts and circumstances, and the alternative solutions. Promotes critical and purposeful activities, in addition to allowing group interaction and development of discursive and argumentative skills.

For example, between the group and with the guidance of the teacher can point out a problem that affects the community, characterize it, imagine their causes, recognize its consequences, and from that information to develop possible solutions that are viable and, why not? , find ways to implement them.

Strategies of creative thinking processes divergent and lateral
Encourage the use of intuition and imagination to promote the revision, adaptation, and creation of various types of speeches, oral and written, formal and informal, are quite useful to work the contents of Spanish. For example: a birth of a word, an image, a sentence or a complete text aims to create a story or a comic.

Collaborative strategies
Cohesion to the group, increase solidarity, tolerance, respect, argumentative capacity, openness to new ideas, procedures and ways of understanding reality, multiply the alternatives and routes to address, analyze and solve problems.

For example, it is possible to coordinate the development of a bimonthly newsletter, an anthology or bulletin board, for this project each group member must meet a specific activity.