STRATEGIES FOR THE INDEPENDENT LEARNING

A fundamental process for the accomplishment of an activity of independent

learning is to be in capacity to generate evidences of knowledge chords to the type
of realised activity.

Now often they solicit to us to make a commentary or a test and until a conceptual
map, but when the best form has presented/displayed us to present/display this
type of evidences?

Solving this last question, I want to publish here a fragment of some readings about
how presenting/displaying a commentary, a test or a conceptual map, that are
strategies to generate evidences within a process of independent learning. And
clear I present/display these three strategies here since during these weeks it will
ask for evidences to them generated from that type of strategies.

 THE CONCEPTUAL MAP

 THE COMMENTARY
 THE TEST

CONCEPTUAL MAP

The conceptual map is a mental technique created by Joseph D. Novak stops to

contribute to that the learning is significant.

The conceptual maps must like object represent significant relations between
concepts in the form of proposals. A proposal consists of two or more conceptual
terms united by a word to form a semantic unit. (Novak and Gowin).

FUNDAMENTAL ELEMENTS OF THE CONCEPTUAL MAP

According to the previous definition the following aspects like fundamental can be
considered of a conceptual map:

A. Representation of significant relations

It is important to understand that the notion of conceptual map picks up the

idea of map understood like a graphical or visual representation. The map of
the highways of the Department of the Valley of the Cauca could be related to a
in which the cities are united by a series of lines that symbolize the
communication channels. In the conceptual maps the “cities” would be the
concepts that are locked in an ellipse or rectangle.

It is recommended to manage major visual impact to emphasize the concepts

with letter capital letter and to lock up them in ellipses. The ellipse is preferable
to the rectangle by “perceptual smoothness”.

B. Concept, object and Event

The concept is a regularity in the events or the objects, that they designate by
means of a term. (Novak)

What is understood by object and event?

When we spoke of objects we referred any thing that exists and can be
observed: dogs, the wool, the stars, a chair… etc. By event it understands like
that it happens or it can be caused: the lightning, a party of soccer, the
conceptual education, maps, the fission of the atom, the soldiers,… etc, are
events.

The concepts from the perspective that we are presenting/displaying, are

mental images that “they bring about in us the words or signs with which we
expressed regularities”. The mental images own characteristics common in all
the people but also they have his particular shades, the concepts are not equal
although we use the same words. The term car does not mean the same stops a
farmer who stops a runner of formula 1, although uses the same word.

C. Proposal

A proposal consists of two or more conceptual terms (concepts) united by

words to form a semantic unit. (Novak)

In the conceptual map as it were indicated previously, they are tried to

represent significant relations between concepts in the form of proposals. A
map conceptual simple, simplest, it would be conformed by two concepts
united by a word that connects concepts in the form of proposal both. An
example could be: The house is great, can be represented by a simple
conceptual map that it forms a valid proposal referred great house.
D. Words - It connects

The words - connection serves to unite concepts and to indicate the type of
existing relation between both. (Novak)

It is important, in the construction of a conceptual map, to differentiate

between conceptual terms, words that bring about mental images and express
regularities, and the words, I connect which serve to unite the concepts, they
do not bring about mental images.

We examine the previous example, the proposal “the house is great” the
conceptual terms marries and great they would be connected by the word is.

When the situation problem is not so simple, the conceptual map is complex,
that is to say, appear a greater number of concepts and relations.

How the own names in the construction of a map are due to understand
conceptual? Unlike the conceptual terms, related to mental images and
regularities, the own names do not express regularities and are more specific
concepts.

E. Hierarchial structuring

A great part of the significant learning is obtained by means of the assimilation

of new information to the mental structure of nonarbitrary way.
It is recommended that it is come from the most general and inclusive concepts
towards the specific subordinates and, in the process to differentiate
progressively concepts in the conceptual map.

LEVEL 1 more general

LEVEL 2 concepts
LEVEL 3 intermediate
concepts
more specific
concepts

RELATIONS BETWEEN THE CONCEPTS

In a conceptual map it only appears once the same concept.

The relations between concepts can change in different contexts from learning.
For such reason sometimes the analogy of the rubber membrane is used in
order to explain that in a conceptual map, any concept can “rise” of position
and to continue maintaining significant a propositional relation with others
concepts of the map.
Next the student will be able to examine a conceptual map where they consider
the concepts and relations established in the definition, components and
characteristics of a conceptual map.

COMMENTARY

The commentary is a type of text that consists of the valuation or personal

evaluation of a referring one of the reality or of a text that we have interpreted.
In this felt second the commentary, like the summary, is the construction of a
text on another text, by means of the following process:
An author writes a text and a reader interprets his meaning he associates, it
with a system of values and produces a text in which he explains to what parts
of the read text are against and with which it agrees and, in addition, it
expresses what thinks on the interpreted text.

In order to elaborate a commentary the understanding of the read text is

indispensable because a text cannot be commented whose meaning we do not
include/understand completely. In agreement with all the previous one we can
define the commentary like a type of text that it presents/displays the valuation
of the information (contained) of a read text and its form of expression
(coherence, organization, clarity, grammar lexical correction, etc.).

RECOMMENDATIONS FOR ITS ELABORATION

 Comprehensive reading of the text

 Interpretation of its semantic structure (subject, subsubjects, proposals
thematic).
 Valuation of the read text. For it the meaning expressed by the author
attracts, settle down cause relations - effect between the elements on
which it appears information, facts of opinions separate and the true
thing is different from false and the real thing of the imaginary thing.
 Elaboration of the commentary text. After realising the previous process
of analysis or decomposition of the read text, the reader constructs to
the new text, associating the meaning interpreted with his system of
values.

COMPONENTS OF THE COMMENTARY

The written text of character commentary consists of the following

components:

1. Exposition of the subject or introduction, which must like objective catch

attention of the reader.
 2. Development, which contains the decomposition of the subject of the
text read in subsubjects

3. Analysis on each subsubject, that is realised by means of reasoning,

logical facts, judgments.

4. Conclusion, which can be a solution, a logical consequence or one

prediction.

This order is very flexible, can be begun by the solution or by the analysis, in
addition, the decomposition in subsubjects and the analysis, generally, go
united inasmuch as it presents/displays each subsubject with his valuation.

TYPES OF COMMENTARIES

Informative

In him the concise and precise facts are exposed. The narrative structure
predominates with participation of the declarative one, since one inquires
on facts. Example: commentary on a work meeting; with this type of
commentary an evidence can be presented/displayed of work in equipment
for the development of a indicated activity.

Interpretative

This type of commentary, besides the narration of the facts, includes

reasons or arguments related to these facts, that they serve to realise his
valuation. Its structure is argumentative narrative and. Commentary on the
work of the students, the companions, a visit, a presented/displayed report,
etc.

Argumentative

In him his author sets out to convince the reader so that she admits his point
of view like true. By this, he is predominant of argumentative structure. This
type of commentary usually is associated with the points of view that an
author proposes when a test writes.

CHARACTERISTICS
Impersonal. It does not have to be written in first singular person. They are not
signed generally; this quality can be observed in newspaper publishing houses.

 Clear, simple and alive style, without the expositiva coldness, but without
sentimentality.
 Precise language, not searched carefully, neither pedantic, nor
grandiloquent.
 Short and little complex orations
 Brief paragraphs.

TEST

The term comes from the Exaglum Latin, that means to think, to develop, to
undertake or to prove an idea or point of view.

Like literary sort, the test is a writing in prosa, generally short, in which it considers,
analyzes and comments without systematic rigor, but with depth and maturity,
personal interpretation on literary, artistic, historical, psychological, philosophical,
scientific or pedagogical a subject. The mission of the test is to raise questions and
to indicate ways, more than to seat firm solutions, in this sense, it reflects the style
of writes that it, supported generally in texts or ideas of other authors, to produce
a thought own. To return

CHARACTERISTICS

Structure: He is generally free. Each author determines the form to expose, to

arrange and to order the ideas or thesis; despite he must have:

 Introduction: It presents/displays or it describes to the subject or problem

that goes away a to develop or to sustain.
 Development: It unfolds the outline of the subject by means of segments or
paragraphs.
 Conclusion: Summary, solution, recommendation or final commentary.

Extension: Generally, its relatively brief extension s (between 3 and 10 pages)

although sometimes it acquires the dimension of a book.

Style: It must be logical and pleasant. Careful and elegant. To present/display valid
arguments, deep judgments, critics and personal points of view.
Tone: It must be deep, poetic, rhetorical, satirical, humoristic. It needs to be
equipped with imagination, creativity, sensitivity, specific knowledge of the subject
and correct dominion of the language.

TYPES OF TESTS

Pure test: It has as an aim the exhibition of ideas; one is to communicate ideas,
reflections or thoughts of political, religious, economic, pedagogical nature, with
certain intensity but without methodologic rigor.

Poetic test: He is that one in which sensitivity and the fantasy creates fictitious
worlds that serve as poetic envelope the ideas of the author. The poetic thing
prevails over the conceptual thing.

Test of critic: Deep reflection on a certain subject through what author sets out his
ideas. He has the intention generally to analyze and to judge any human, political,
pedagogical work.

PROCESS FOR ITS ELABORATION

1. Planning: To make specific and to delimit the writing object, that is to say, to
select interest subject, to reflect envelope he and to consult the bibliographical
resources to support the personal ideas.

2. Preparation: It includes/understands aspects regarding:

o To think: Rain of ideas on the subject to try. Classification, hierarchial

structuring and election of the ideas.
o To organize ideas: To identify the idea bases (or main) and the ideas
secondary.
o To design the structure of the test: It can be a conceptual map, a plan, an
outline, a map or a network of ideas.

3. Composition: The composition of a test Implies:

a. The exhibition of the basic argument, that will sustain the test and it will
captivate the reader, does not have to exceed of the 20 words. The initial thesis it
must be clear, simple, it cuts, substantial and direct.

b. The election of the test format; it can be:

 Conventional: Fluidity of the text from paragraphs.
  Fragmented: Different points of view on the same subject.
 So-called: Location of subtitles.

c. The construction of the paragraphs: The central idea of the paragraphs it can be
developed by means of:
 Examples
 Resistance of elements that conform the thesis
 Development of paragraphs by cadre. When initiating paragraph is guided
the reader towards where the writer orients his idea.

d. Election of the paragraph style; it can be:

 Narrative or chronological. When facts a are related traverse of the time.
 Expositive - argumentative. The objective is to persuade to reader of
which the thesis is certain.
 Descriptive. It involves to the reader from the creation of atmospheres
and atmospheres that describe landscapes, people, places.

e. Analysis and selection of bibliographical sources, that serve as support for

the expression of the ideas.

f. Selection of connectors to interlace the paragraphs and/or the ideas. These

can be of:

 Cause-effect: Then, therefore, by consequence, so, because of

 Resistance: But, still, although, unlike, of another one part, however, in
spite of, although, whereas, no , nevertheless.
 Synthesis: In short, in that order of ideas, in summary, in synthesis.
 Reconfirmación: That is to say, that is, said in others words, better still.
 Time: First that everything, before nothing, when, then, later, finally, to
conclude.
 Space: Paralelamente, at heart, superficially, above, down.
 Similarity: Also, similarly, in the same way.
 Addition: And, or, also, in addition, even, it is certain, as if it was little.
 Conclusion: In summary, finally, in conclusion, by last, to finish.
 Emphasis: In fact, like, really.
 Example: For example, that is to say, in other words, such like.
 Sequence: First, secondly…

g. Relation of appointments in agreement with the obtained data and/or

notes in order to clarify or to extend an idea.
h. Title: It has a very clear mission: to call, to attract, to seduce the reader. It
must be insinuante invitation to the reading. Some ideas to find appropriate
title is: to reread the test in its totality and to write in a paper, a rain way of
ideas, five titles; he is not recommendable to use the subject for title; to look
for a suggestive, insinuante, subtle title, that only gives a vague one idea of
the test, but, simultaneously creates uncertainty; to emphasize the ideas or
words that are repeated more and to use them like part of the title; finally it
must think about a title that summarizes the general concept of the test.

i. Conclusion: It is recommended to finish the test, synthesizing in form

simple the idea of the initial argument that, after all, she was the one that it
defended. The conclusion also can be an invitation to the reader stops to
develop actions related to the subject that treated. Before closing definitively
the test, agrees to review the text and to make the adjustments, necessary
precisions and implementations.