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3.4
 
Teaching/learning activities 
Teachers make use of teaching/learning activities in order to develop the planned 
contents as well as to fulfill the capacities gathered at the general department and didactic 
goals. The didactic sequence upon the didactic unit activities conducted is extremely 
important. According to its order and planning, these activities can have an excellent shape 
and can allow active student participation. On the other hand, the planning of activities must 
show different levels of difficulty in order to pay attention to the diversity in an effective way 
and also to create an appropriate rhythm of learning. By doing this, the social dimension of 
the process shall not be forgotten. According to López and Sentís (1997), another aspect that 
must be taken into account in the activities proposal is that the student must know the activity 
goal from the very beginning. Thus, the student can place himself/herself in the appropriate 
sequence of learning. It is also necessary to promote expositive didactic strategies together 
with research didactic strategies. Escamilla (1993) remarks on the following expositive 
strategies: 

Introductory planning of the didactic unit 

Periodical synthesis of the didactic unit 

Final synthesis of the didactic unit 
Consequently, it can be said that the usage of expositive didactic strategies is 
appropriate in order to approach introductory concepts. General guidelines for the didactic 
unit can also be established, highlighting its most remarkable factors in order to reinforce and 
provide a more useful comprehension (periodical summaries and synthesis). Escamilla (1993) 
also proposes research didactic strategies: 

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
Problem identification 

To establish problem causes 

Data gathering 

Data classification 

Data analysis and comparison 

To establish conclusions and then frame them 
Furthering the previous proposal, Aránega and Domènech (2001) establish 
teaching/learning strategies approaching two teaching styles. Thus, a direct type of teaching 
(lecture model) and an indirect type of teaching (learning by discovery) can be found.