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.

Assay
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.