I use the REAPSES method in the classroom, allowing collaborative and interactive work, because it takes into account the learning styles that exist in the classroom: active, reflective, theoretical and pragmatic. allowing each student to contribute to the group from their point of view, from the way of acquiring and transmitting knowledge. Making himself known as he is, with his abilities and qualities.

A greeting,

Reina Castellanos

Las actividades de aprendizaje interactivo y colaborativo contribuyen al desarrollo cognitivo de los alumnos. porque trabajan en equipo, donde interactúan y aplican los valores como; la convivencia, la tolerancia, el respeto, etc. En la elaboración y colaboración de los materiales, también desarrollan su cognición; manifestando cada quien su forma de aprender y compartir el aprendizaje. Con los aprendizajes interactivos y colaborativos, se desarrollan los perfiles que la UNESCO define en em ámbito educativo: El saber conocer, el saber hacer, el saber ser y el saber convivir. Lo cual los lleva a un desarrollo cognitivo con aprendizajes significativos.

As students engage in dialogue, say in building a sustainable starship in Minecraft, they construct meaning together. Through a 3-d modeling process each student conceptualizes a build through shared dialogue where they constantly navigate meaning as it occurs in the other, reinterpret their design guided by each others feedback, and experience immediate visual/kinesthetic response through destruction and subsequent creation of a shared build.

In a final presentation using a “conducted die“ improv technique to elicit shared knowledge, students effectively synthesize their experience activating visual, auditory and improvisational cognitive skills.

As the longtime selector, developer of these discussions with middle school level students and a researcher in the implementation of interactive without addressing required responses, I thank you all.

These are extremely valuable observations on the process of supplying a fictional situation and enabling a focused, yet also expandable process of exercising thinking.

Also each response is a model of different aspects of the question, developing a documentation of how the online, personal response. Usually, the hardest part for those of us interested in having more discussion is finding the right acceptance that models are particially fiction as they leave out critical surrounding influences. Since my experience has been middle school level, how have you found other age levels responding to this important function of expanding points of view?

These methods give room for brain storming and there by increase their level of reasoning. They become thinkers.

The way structured the technology gave the learners a chance to develop their thinking over time. Their directions became set into about ten questions, offered "live" in a one hour Friday chat open to scribed members.

They received the questions a day before and the time flew. As the moderator, my role was both developing and encouraging then acting like an orchestra conductor involved with both the chat to all and individual encouragement through chat tools that we currently take for granted in zoom. At the end of that hour, we reflected that it was the most exhausting thinking ....for all of us.