Technical Report · January 007 citations reads 319,609 author: Some of the authors of this publication are also working on these related projects

 
4.
 
Consolidation activities: 
new ideas are compared with previous students’ ideas and new 
learning strategies are used. Therefore, they are focused on the synthesis capacity, 
conclusion gathering and diagram creation as well as patterns that offer a solution to the 
problem posed. Undoubtedly, these sets of activities are the most difficult ones to be 
successfully accomplished since students must carry out a restoration of their cognitive 
outlines.
 
5.
 
Special education necessity activities: 
are planned for students who have not acquired 
the established knowledge, for high-gifted students and for students who have been lately 
integrated in the education system. A bored student is equally as disruptive as a student 
that cannot catch up with the rest of the group and for them appropriate activities should 
be created.
 

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A principle of flexibility must be applied to all types of activities in order to 
achieve the enrichment of student/student and student/teacher interactions. The distribution will 
be different regarding the goals that are to be accomplished and contents that are to be 
developed. Talking about flexibility means not only the number of students that compose a group 
but also the space in which they are distributed (classrooms, field trips, routes, school courtyard, 
library, gym, etc.), and the timing of each work session (15 min sessions, etc.). If the 
teaching/learning process is proposed with a global approach, it is very unlikely that the rigidity 
of schedules according to disciplines can be understood. 
Each grouping form or learning situation presents its own strategies in order to 
develop specific skills. For instance, the 
big group
formula is used for verbal, graphic or 
documentary expositions and it may have a propositive approach (initial synthesis) or conclusive 
approach (final synthesis). The