THE STAND-ALONE LEARNING STRATEGIES

A fundamental process for the realization of an independent learning

activity is to be able to produce evidence of knowledge according to the
type of activity carried out. Do you now often request us to make a
comment or an essay and up to a concept map, but when we have been the
best way to present this type of evidence? Solving this last question, I would
like to publish here a piece of some readings on how to submit a comment,
an essay or a conceptual map are strategies to generate evidence for an
autonomous learning process. And clear here presented these three
strategies that during these weeks request generated evidence from

EL MAPA CONCEPTUAL

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The concept map is a learning technique created by Joseph D. Novak to

contribute to meaningful learning. Concept maps are designed to represent
significant relationships between concepts in the form of proposals. A
proposal consists of two or more conceptual terms connected by a Word to
form a semantic unit. (Novak and Gowin).</relationships></elements>

KEY ELEMENTS OF THE CONCEPT MAP

The following as fundamental aspects of a concept map can be considered

according to the above definition:

A. representation of significant relationships

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

idea of map understood as a graphical or visual representation. You could
have with to the Department of the Valle del Cauca cities are connected by
a series of lines that symbolize the communication routes road map. In
conceptual maps the "cities" would be the concepts that are enclosed in an
ellipse or rectangle.

It is recommended for greater visual impact emphasize concepts with

capital letter and enclose them in ellipses. The ellipse is preferable to the
rectangle by the "smoothness" perceptual.
 B. concept, object and event

The concept is a regular in events or objects, designated by a term. (Novak)

What is meant by object and event?

When we talk about objects we mean anything that exists and can be
observed: dogs, wool, stars, a Chair... etc. Event means as something that
happens or likely to cause: lightning, a game of football, education, concept
maps, the atom fission, warriors,... etc, are events. From the perspective
that we are presenting concepts are mental images "causing us words or
signs which express regularities". Mental images have common features in
all persons but also have particular nuances, the concepts are not the same
but use the same words. Car not means the same for a farmer to a corridor
of formula 1, but use the same word.

C. Proposition

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

words to form a semantic unit. (Novak) In the concept map as noted above,
are intended to represent significant relationships between concepts in the
form of proposals. A simple concept map, the simplest would be comprised
of two concepts together with a word that links the two concepts in the form
of proposition. An example would be: the House is large, can be represented
by a simple concept map that is a valid proposal concerning House and
large.

D. words – link

The words - binding are used to join concepts and identify the type of
relationship between the two. (Novak) It is important in the construction of a
concept map, differentiate between the conceptual terms, words that cause
mental images and express regularities, and words, links which will unite
the concepts do not cause mental images. Let's look at the example above,
the proposition "the House is big" conceptual terms House and large would
be linked with the word is. When the problem is not so simple, the concept
map is complex, i.e. appear more concepts and relationships. How should
understand the names in the construction of a concept map? Unlike the
conceptual, mental images and regularities terms, names do not express
regularities and are more specific concepts.
 E. Jerarquización

A large part of meaningful learning is achieved through the assimilation of

new information to the cognitive structure not arbitrarily.

It is recommended to proceed from the most general and inclusive towards

subordinates and specific concepts in the process of progressively
differentiate concepts in the concept map.
RELATIONSHIPS BETWEEN CONCEPTS

In a single conceptual map appears once the same concept the relationships
between concepts can change in different learning contexts. For this reason
sometimes the analogy of the rubber membrane is used to explain that a
conceptual map any concept can "rise" position and continue to maintain a
significant propositional relationship with other concepts in the map. Then
the student may consider a conceptual map where are the concepts and
relationships established in the definition, components and features of a
concept map.
THE COMMENT

<Recommendation> - <Components> - <Types> - <Characterictics>

THE commentary the comment is a type of text that consists of the

assessment or personal evaluation of a reference to a text which we have
interpreted or reality. In this second meaning the commentary, as well as
the summary, is the construction of a text on other text by using the
following process

An author writes a text and a reader interprets the meaning, associating it

with a system of values and produced a text in which explain what parts of
the text read opposed and with what is agreed, and in addition, express
what you think about the interpreted text. To make a comment the text
read understanding is essential because you can not comment on a text
whose meaning we do not fully understand. According to the above we can
define the comment as a kind of text that presents the evaluation of
information (content) a text read and his form of expression (consistency,
organization, clarity, correcting grammar vocabulary, etc.).

RECOMMENDATIONS FOR PROCESSING

• Reading Comprehensive text 

• Its semantic structure (topic, subtopics, thematic proposals)

• The text read assessment. This captures the meaning expressed by

the author, establishing relationships of cause - effect between the
elements on which information is presented, separate opinions facts
and differs real fake and real of the imaginary.

• Development of comment text. After perform the previous analysis or

the text read decomposition process, the reader builds the new text
by associating the significance performed with the system of values
COMPONENTS OF COMMENTS

The written text of character comment consists of the following

components:

1 Approach to the topic or introduction, which aims to capture the

attention of the reader.

2 Development, which contains the subject of the text read on sub-

items

3 decomposition. Critical opinion on each sub-item, performed by

reasoning, facts, logical judgments.

4 Conclusion, which may be a solution, a logical consequence or a

prediction.

This order is very flexible, you can start the solution or the criticism,
in addition, the sub-items decomposition and criticism, generally, go
together as presents each item with its assessment

TYPES OF COMMENTS

Consultative:

It presents concise, accurate facts. Dominant narrative structure

involving the declaratory post reported facts. Example: commentary
on a work; meeting with this type of comment may be evidence of
work team for the development of a scheduled activity
Interpretative

This type of comment, along with the narration of the facts, includes
reasons or arguments relating to these facts, for its assessment. Its
structure is narrative and argumentative. Comment the labour
students, colleagues, a visit, a report, etc.

Arguing

In it the author intends to convince the reader to accept his views as true. It
is predominantly argumentative structure. This type of comment is often
associated with the points of view which proposes an author when writing
an essay.

Characteristic

• impersonal. You must not written in first person singular.

Generally do not sign; this quality can be observed in
newspaper editorials. Clear, simple and alive,

• Estilo exhibition coldness but without sentimentality. Should be

• lenguaje not rebuscado, pedantic or grandiloquent. Short

• Oraciones and little complex short Párrafos.



Essay
THE term test comes from the Latin Exaglum, meaning thinking,
developing, undertake, or test an idea or point of view. As a literary
genre, the essay is written in prose, usually short, in which arises,
analyzes and said systematic rigour but with depth and maturity, the
personal interpretation of a literary, artistic, historical, psychological,
philosophical, scientific or educational topic. The Mission of the test is
raising issues and draw paths, rather than sitting firm in this sense
solutions, reflects style who writes it, generally supported in texts or
ideas from other authors to produce an own thought.

characteristic

Structure: Is generally free. Each author determines how to expose,

having, and order ideas or thesis; however you must have:

Introducción: presents or describes the topic or problem to develop

or support.

Desarrollo: displays the topic segments or paragraphs outline.

Conclusión: summary, solution, recommendation or final comment

Extension: in general, its relatively short (between 3 and 10 pages)

but sometimes s extension takes a lib dimension

Style: You must be logical and pleasant. Careful and elegant. Submit
valid arguments, trials, deep critical and personal points of view.

Tone: Should be deep, poetic, rhetorical, satirical, and humorous.

Needs to be equipped with imagination, creativity and sensitivity of
the issue and correct language domain-specific knowledge.

TYPES OF ESSAY

Pure test: its purpose exhibition ideas; it's communicating ideas,

thoughts, or political, religious, economic, pedagogical, nature with
some intensity but without methodological rigour thoughts
Poetic essay: is that where the sensitivity and fantasy created
fictitious worlds serving poetic wrapper to the ideas of the author.
Prevailing poetic on the conceptual

Critical essay: deep reflection on a particular topic on which the

author presents his ideas. Generally aims to analyze and prosecute
any human, political, educational work...

PROCESS FOR ITS PREPARATION

1 Planning: Identify and define the purpose of drafting, i.e. to select

a topic of interest, reflect on it, and consult bibliographic resources to
support ideas personal.

2 Preparation: Includes aspects a: or thinking: rain ideas on the

topic to deal with. Classification, ranking and selection of ideas. or
organize ideas: identify the idea database (or master) and secondary
ideas. or designing the structure of the test: can be a concept map, a
plan, a sketch, a map or a network of ideas

3. Composition: The composition of a test involves: a. exposure

of the basic argument that conducted the test and will captivate the
reader should not exceed 20 words. The initial thesis should be clear,
simple, short, substantial and direct. (b) the choice of test; format can
be:

Convencional: flow of the text of paragraphs.

Fragmentado: different points of view on the same subject.

Intertitulado: subtitle location. c. the paragraphs construction: the

central idea of the paragraphs can develop through: elements that
make up the paragraphs Desarrollo thesis by framing

Contraste


Ejemplos. When you start a paragraph guides the reader to where

the writer guides his idea. d. election of the paragraph; style can be:

Narrativo or chronological. When relate events of the time.

Expositivo - argumentative. The objective is to persuade the reader
that the thesis is true.

Descriptivo. Involves the reader from the creation of atmospheres

that describe landscapes, people, places and environments.

E. Analysis and selection of bibliographical sources that serve as

support for the expression of ideas.

F. Selection of connectors for interlacing paragraphs and/or ideas.

These can be: Causa-effect: so, therefore, therefore, therefore, as
well, because of, for this reason, from.

Contraste: but still, although, unlike, another part, however,

however, for, if, while, however, but instead.

Síntesis: in the end, in that order of ideas, in short, in short.

Reconfirmación: that is, that is, or said in other words, better still.

Tiempo: first all, first, when, then, later, finally, to conclude.

Espacio: at the same time, at the bottom, top, bottom.

Similitud: so also in the same way, in the same way.

Adición: and, or, in addition, even, is also true, as if it were soon.

Conclusión: in summary, finally, in conclusion, finally, to finish.

Énfasis: indeed, as, really. Ejemplo: for example, that is, in other
words, such as.

Secuencia: first, the second...

G. relationship dating according to information obtained and/or notes

to clarify or expand an idea.

H. title: have a very clear mission: call, attract, entice the reader. It
must be insinuating invitation to read. Some ideas to find the
appropriate title are: Re-reading the whole test and write on a paper
by way of brainstorming, five titles; is not recommended to use the
theme for title; search for a title suggestive, insinuating, subtle, giving
only a vague idea of the test, but, at the same time create
uncertainty, stress ideas or words that are repeated more and use
them as part of the title; a title that summarizes the general idea of
the test should finally be considered.

I. end: it is recommended that completion of the test, synthesizing

easily the idea of the initial argument that, in the end and after all,
was that defended. The conclusion can also be an invitation to the
reader to develop actions related to the topic discussed. Before you
close the test, should review the text and make necessary
implementations, details, and settings.