Flipped learning como metodología innovadora en el fortalecimiento de la lectoescritura.

Abstract

The article presents the design of methodological strategies to strengthen literacy through Flipped Learning in the third year of Basic Education. The research problem arises from the need to implement new methodologies for the development of literacy due to the fact that when the face-to-face classes were closed after the COVID-19 pandemic period, it became evident that the reading and writing skills of the students were more deficient than when they were in the classroom.

The research was developed with a qualitative approach as soon as it was possible to interpret the results achieved after direct observation of the development of activities carried out by the students. It is of an exploratory - descriptive nature, since the reading and writing deficit presented in the group was known and analyzed and, through teaching practice, innovative strategies for the development of literacy were implemented.

This research is pertinent since education currently requires the use of active and collaborative methodologies aimed at meeting the needs of students; Therefore, "Flipped Learning" is suitable for strengthening literacy, since it allows the creation of teaching and learning spaces, where students are the protagonists of the process, while the teacher is the one who guides and guides to reach knowledge. The student is responsible for gathering information and determining the number of times he needs to read or write a text, thus improving motivation and willingness to learn to read and write.