For the educational process to be effective, it is necessary to establish useful teaching-learning strategies. One of these strategies is the didactic sequence. We can define it as the set of activities designed by the teacher so that students acquire knowledge and skills. For this to be possible, it is necessary to organize a series of chained training sections and with a coherent common thread that unifies them.
Practical example
A teacher addresses the issue of urban space. The didactic sequence could start with a general introduction about cities and their characteristics. In a next section, an urban tour could be carried out and the teacher explained the different areas of the city. Finally, the students would have to draw a map with the route taken and point out the most prominent areas on it. With these three activities a didactic sequence would have been elaborated and in it there would be both theoretical and practical aspects.
What is the purpose of a didactic sequence?
The objective is to order and guide the teaching process. In general terms, the teacher explains a topic, then a content is developed and finally it is tried that the student puts into practice what he has learned. In pedagogical terms, the didactic sequence is divided into three sections: opening, development and closing.
From the opening, the teacher must try to motivate the student in learning. With the development of the didactic sequence, the topic in question is reported and described. The closing of the sequence consists of synthesizing and reiterating the contents and all this is accompanied by an evaluation of the knowledge acquired.
What should a teaching sequence include?
In the first place, the didactic sequence is reflected in a document and in it a series of data must appear (name of the teacher, the subject and the educational level to which it is addressed). On the other hand, in the sequence document the teacher must include information on the number of classes planned, the activities to be carried out, the necessary teaching materials and the evaluation of the contents.
In addition to the properly structured academic content, it is necessary to include a series of educational competencies that must be achieved by the students.
Educating by competencies means that in the learning process the student must learn certain skills, such as learning to reason, relate ideas or acquire values. In this sense, a didactic sequence has to incorporate theoretical knowledge and, in parallel, a series of skills.
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