Teaching-learning strategies with large groups

Abstract

The students’ perception of teaching-learning strategies was analyzes when working with large groups in the Educational and Educational Administration Career of the University Center at East (CUNORI) at University of San Carlos de Guatemala (USAC). The research used a mixed methodological approach with a concurrent triangulation design. Surveys to focus groups and bibliographic review. Two Likert scale questionnaires were addressed to 123 seventh and ninth cycle students; focus groups were developed with 20 students divided in two teams. We studied each of the strategies classified by (Pimienta, 2012) as: the start, information organization and active methodologies. In order to describe its operation, advantages and disadvantages when working with large groups. The found results indicate that students prefer simple start-up strategies such as brainstorming, with and easy to understand mechanisms, that allow everyone to participate. Regarding the strategies for the organization of information, cognitive maps are considered that allow them to develop creativity when expressing their ideas, this type of strategies encourage collaborative work and concentration in the classroom. According to students’ perception, cooperative learning responds to the constraints imposed by large groups.