Principios de enseñanza basada en los principios del evangelio-Resumen
Escritura o consejo profético
El papel de las escrituras y de las parábolas
Ejemplos académicos o
prácticos
Ariston Aqualtis
1 Nefi 19:23
Escher’s Relativity (Opcional)
Mateo 13:13
Lego Escher (Opcional)
Procedimientos de cognición
lógica
(Opcional)
El papel de los estudiantes
Moisés 2:27
Abraham 3:22-23
Doctrina y Convenios 138: 53-56
“We have long heard, and believed, that the Lord
has reserved special spirits to come forth in the last
days of the last dispensation. The Church’s rising
generation of young men and women are a part
of that vanguard. Reserved by the Lord for this
time, they must now be preserved by parents and
prepared for their special moment in human
history! They have been held back to come forth
at this time, but now they need to be pushed
forward to meet their rendezvous” [Neal A.
Maxwell. (1985, Apr.). Unto the rising generation.
Ensign, p. 8.]
Can a 10-year-old change
the world?
25 Days to Make a Difference
U.S. Teen Brings School to
Cambodia
Implicaciones para la enseñanza y
el aprendizaje en mi salón de clase
What principles of teaching and
learning have we discussed in class
that are affirmed by this scripture?
If students can’t relate to what they
are learning, they won’t remember
it. Teaching should be put into a
language and a form that scholars
can understand and associate with
for effective long-term learning.
How do these “texts” and your
understanding of gospel principles
inform your understanding of the
role of teachers and students in
latter-day classrooms?
Students today are more gifted
and talented than ever before.
Match that with an increased
desire to help and serve others,
and it is evident that teachers need
to provide students opportunities to
develop their skills and explore the
world around them. Students
should have more options than
before and should be endowed
with the technological and
applicable tools to make their
righteous dreams come to fruition
Principios de enseñanza basada en los principios del evangelio-Resumen ♦ Revised 2010 ♦ Cherice Montgomery ♦ cherice_montgomery@byu.edu
Principios de enseñanza basada en los principios del evangelio-Resumen
Escritura o consejo profético
El papel de la experiencia
DyC 105:10
Implicación Nº 2. Somos instructores más eficaces
cuando fomentamos y hacemos más fácil el
aprendizaje por la fe.
. . . Nosotros, como padres y maestros del
Evangelio, no estamos en el negocio de la
distribución de pescado. Más bien, nuestra labor
consiste en ayudar a las personas a aprender a
“pescar” y a llegar a ser autosuficientes
espiritualmente. Este importante objetivo se
alcanza mejor cuando fomentamos y hacemos
que sea más fácil para los alumnos actuar de
acuerdo con los principios correctos, para lo cual
les ayudamos a aprender a medida que lo
hacen. – Elder David A. Bednar (2007,
Septiembre). Buscar conocimiento por fe.
Liahona, p. 23.
Ejemplos académicos o
prácticos
El aprendizaje significativo
Community Engagement
Project: Spanish Digital Story
(Opcional)
Kiva (Opcional)
Service Learning: The Gift of
Knowledge (Opcional)
Implicaciones para la enseñanza y
el aprendizaje en mi salón de clase
What role has hands-on, personal
experience played in your own
learning?
We can sit around and talk theory
all day, but we don’t learn
anything until we do it for ourselves.
I took a floral design class this
semester and learned a lot sitting in
class, watching the teacher make
arrangements. It wasn’t until I got
into lab and started to do my own
arrangements where I was able to
grow and really learn the art. You
learn from making and then fixing
mistakes. You build upon your
success, and you experiment to
find what you like and what works
best for you.
Students should have the same
opportunity to experiment, to
create, and learn hands-on so that
learning is accelerated, desire to
learn is cultivated, and joy is
permeated into the process.
Principios de enseñanza basada en los principios del evangelio-Resumen ♦ Revised 2010 ♦ Cherice Montgomery ♦ cherice_montgomery@byu.edu
Principios de enseñanza basada en los principios del evangelio-Resumen
Escritura o consejo profético
Ejemplos académicos o prácticos
El papel del cuerpo
Kinesthetic Learners
DyC 88:15
DyC 29:34
DyC 93:33-34
Moisés 3:5
1 Corintios 12:14 y DyC 84:110
Hebreos 13:3
“Our physical bodies make possible a
breadth, a depth, and an intensity of
experience that simply could not be
obtained in our premortal estate.
President Boyd K. Packer has taught,
“Our spirit and our body are
combined in such a way that our
body becomes an instrument of our
mind and the foundation of our
character. 2” [Elder David A. Bednar.
(2009, May 3). Things as they really
are. CES Firesides for Young Adults.].
“Because a physical body is so central to the Father’s
plan of happiness and our spiritual development, we
should not be surprised that Lucifer seeks to frustrate
our progression by tempting us to use our bodies
improperly. One of the ultimate ironies of eternity is
that the adversary, who is miserable precisely
because he has no physical body, invites and entices
us to share in his misery through the improper use of
our bodies. The very tool he does not have and
cannot use is thus the primary target of his attempts
to lure us to physical and spiritual destruction.
Satan also strives to entice the sons and daughters of
God to minimize the importance of their physical
bodies. This particular type of attack is most subtle
and diabolical. I want to provide several examples of
how the adversary can pacify and lull us away into a
sense of carnal security (see 2 Nephi 28:21) and
encourage us to put at risk the earthly learning
experiences that caused us to shout for joy (see Job
38:7) in the premortal existence” [Elder David A.
Bednar. (2009, May 3). Things as they really are. CES
Firesides for Young Adults.].
Implicaciones para la
enseñanza y el aprendizaje
en mi salón de clase
Consider the importance of
the body in the Plan of
Salvation. Now picture a
typical classroom in the U.S.
What role does the body play
in a typical classroom?
In the stereotypical
classroom, students sit in rows
of desks facing the teacher.
The teacher lectures from the
front, possibly using visual aids
such as powerpoint
presentations, to instruct the
class. Students may, at times,
be asked to take notes or
respond verbally to questions.
In contrast, an effective
classroom setting that
stimulates learning
incorporates the use of
personal interaction. Students
are required to not only listen,
but to act. They perform
several tasks within groups
and partnerships, they speak,
write, read, and listen, and
they move around. Total
physical response improves
learning.
Principios de enseñanza basada en los principios del evangelio-Resumen ♦ Revised 2010 ♦ Cherice Montgomery ♦ cherice_montgomery@byu.edu
Principios de enseñanza basada en los principios del evangelio-Resumen
El papel del albedrio y el
arrepentimiento
Doctrina y Convenios 29:35
Moisés 6:55-57
Decisiones
De los errores se aprende (sólo los primeros 30
segundos)
What role do the concepts of
agency and forgiveness play
in typical classrooms in the
U.S.?
In the typical classroom,
students sit, listen, and do
homework assignments. They
are not asked to share
information, attempt learned
skills, or apply knowledge.
In the best case scenario,
students grow as they learn
from their own mistakes.
Students should feel
comfortable trying new
things and stretching their
abilities. Though they might
mess up or respond
incorrectly, the effort made
will lead to future success
and increased learning.
Principios de enseñanza basada en los principios del evangelio-Resumen ♦ Revised 2010 ♦ Cherice Montgomery ♦ cherice_montgomery@byu.edu
Principios de enseñanza basada en los principios del evangelio-Resumen
Escritura o consejo profético
El papel del Espíritu Santo y de la fe (buscar, pensar, orar,
actuar)
Moroni 10:2-5
Doctrina y Convenios 8:2-3
Doctrina y Convenios 109:7
Implicación Nº 1. El Espíritu Santo es un maestro enviado por el
Padre. El Espíritu Santo es el tercer miembro de la Trinidad y es el
maestro y testigo de toda verdad…. Deberíamos recordar
siempre que el Espíritu Santo es el maestro que, tras la invitación
pertinente, puede entrar en el corazón del que aprende. De
hecho, ustedes y yo tenemos la responsabilidad de predicar el
Evangelio por el Espíritu, sí, el Consolador, como requisito previo
para el aprendizaje por la fe que sólo se logra mediante Él
(véase D. y C. 50:14). En este sentido, ustedes y yo nos
asemejamos a esas largas y finas tiras de cristal que se utilizan
para crear los cables de fibra óptica que permiten la
conducción de señales de luz a grandes distancias. Así como el
cristal de esos cables debe ser puro para conducir la luz con
efectividad y eficacia, también nosotros debemos llegar a ser y
continuar siendo conductores dignos a través de los cuales
pueda operar el Espíritu del Señor. Pero debemos tener
cuidado de recorder en nuestro servicio que somos conductos y
canales, y no la luz. “Porque no sois vosotros los que habláis, sino
el Espíritu de vuestro Padre que habla en vosotros” (Mateo
10:20). [Elder David A. Bednar (2007, Septiembre). Liahona.]
Ejemplos académicos
o prácticos
Historia de un letrero
Implicaciones para la
enseñanza y el aprendizaje
en mi salón de clase
In what ways do common K12 classroom management
and instructional techniques
invite (or disinvite) the Spirit
and what do these “texts”
imply about particular
instructional techniques that
might be especially
successful in inviting the
Spirit?
Teachers have endless
opportunities with media and
text to bring uplifting
messages through messages
that are pertinent to the
subject being taught. Media
can be used to inspire and
benefit learning, or it can be
used as filler that detracts
from the principle be taught
in the classroom.
Principios de enseñanza basada en los principios del evangelio-Resumen ♦ Revised 2010 ♦ Cherice Montgomery ♦ cherice_montgomery@byu.edu
Principios de enseñanza basada en los principios del evangelio-Resumen
Un resumen
Primero, aprendamos lo que
debemos aprender. (la mente)
Segundo, hagamos lo que debemos
hacer. (las manos)
Tercero, seamos lo que debemos
ser. (el corazón)
Presidente Thomas S. Monson. (2008, Noviembre).
Liahona, p. 61.
What have you learned from this assignment?
We are in an unbelievable situation as educators to influence
for good or for bad, the rising generation. There is no one
outside of the home that can inspire, uplift, and influence the
young scholars who will be future leaders. These are students
who want to discover who they are and where they fit in this
world. They are all tremendously capable and have a natural
earning for good. We can cultivate this desire as teachers as
we make the classroom a place of real-life learning. Students
should be permitted to act and respond, and they should be
exposed to the infinite options available to them.
Tools such as media should be given to them so that they are
enabled to do the good they so desperately want to.
Teachers have the ability to teach students the qualities that
will make them successful and happy adults. Students are
constantly bombarded with trials and peer pressures at this
age, and a strong, healthy class environment can help them
avoid wrong choices and lead them to more proper options.
We should not take our positions as teachers lightly, but we
should honor and respect the privilege we have to develop
the youth of this nation.
Principios de enseñanza basada en los principios del evangelio-Resumen ♦ Revised 2010 ♦ Cherice Montgomery ♦ cherice_montgomery@byu.edu
Principios de enseñanza basada en los principios del evangelio-Resumen
Principios de enseñanza basada en los principios del evangelio-Resumen ♦ Revised 2010 ♦ Cherice Montgomery ♦ cherice_montgomery@byu.edu