INTRODUCTION

Human thought has been transformed in recent years due in part to many factors, such as increased technology and software capabilities, the introduction of communication networks, as well as discontent with the political models of development economic and educational. Likewise, man has realized that, despite the large deployment of science and technology, many social problems remain. The control we have over nature has brought not only benefits but also serious dangers ecological, social and ethical.

These features of the social context have led to a change in the way that human beings are conceived in relation to others and the world. They have also brought changes in terms of priorities and goals as individuals and as a society. Politics, economics, art, education and even religion are undergoing major shifts in their basic approaches and practices.

In that sense, in terms of teaching, teaching for understanding has come to change the role of the teacher and student. See the teacher as a facilitator and the student as an active, not passive. Teaching conceived as a process, not only as a product. She is interested in the various student learning styles and respects them. Promotes contact with everyday activities, real, not out of context. It is based on discovery learning, "learning by doing." Encourage interaction between people, ie collaborative learning. Considers that social negotiation is critical to learning and promotes understanding

The following blog is intended to show a reader that is the model of teaching for understanding and what our role is as students in this model adopted by ULACIT.

You will find different topics about what is teaching for understanding, your history, Howard Gardner's contribution to the teaching model for understanding the importance of fostering creativity in the student and the benefits on the discussion in the classroom as a learning strategies.

I hope readers; learn about the model established by ULACIT.

Written by: Mayela