Methodologies, Strategies and Tools for Active, Meaningful and Differentiated Learning


aprendizagem significativa
instrução diferenciada
aprendizagem ativa aprendizaje significativo
instrucción diferenciada
aprendizaje activo meaningful learning
differentiated instruction
active learning

How to Cite

Espinosa Cevallos, L. F., & Moreno González, C. . (2023). Methodologies, Strategies and Tools for Active, Meaningful and Differentiated Learning. Runas. Journal of Education and Culture, 4(8), e230116.


For learning to be truly relevant, motivating, and long-lasting, it is necessary to go beyond memorization and repetition. For this, it is required to apply active, significant and differentiated methodologies, strategies, and teaching tools. Therefore, the objective of this paper is to explain four methodological proposals (Backward Design, Fink’s Taxonomy, Differentiated Instruction, and Family of Social Models) that will allow to achieve this type of desired learning, and analyze how they can be applied in a real classroom. The following paper analyzes how to apply these methodological proposals in a 7th grade class of Social Sciences and suggests specific tools to be used and explains in depth how to carry them out. This paper allows us to see the importance of a) first stating the objectives and evaluation, to then design the activities to be used (Backward Design), b) the importance of not only reaching knowledge, but also other dimensions like application, integration, human dimension, importance/values, and learning how to learn in our teaching process (Fink’s Taxonomy), c) the benefits of adapting the teaching-learning process to the needs, skills, and interests of students (Differentiated Instruction), and d) the importance of learning as a social and cooperative process, not an individual one (Family of Social Models).


Alasmari, A., & Ahmed, S. (2013). Using debate in EFL classes. English Language Teaching, 6(1), 147-152.

Berliner, R., & Loye, T. (2015) Review of research: Promoting empathy development in the early childhood and elementary classroom. Childhood Education, 91(1), 57-64.

Cascales-Martínez, A., & Carrillo-García, M. E. (2018). Aprendizaje basado en proyectos en educación infantil: Cambio pedagógico y social. Revista Iberoamericana de Educación, 76, 79-98.

Cruz, M. E. (1997). Hacia una teoría general del ensayo: Construcción del texto ensayístico. Ediciones de la Universidad de Castilla–La Mancha.

Dodge, J. (2005). Differentiation in action: A complete resource with research supported strategies to help you plan and organize differentiated instruction. Scholastic Inc.

Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to design college courses. Jossey-Bass.

Gardner, H. (2019). Inteligencias múltiples: La teoría en la práctica. Editorial Planeta.

Joyce, B., Weil, M., & Calhoun, E. (2013). Modelos de enseñanza. Gedisa Editorial.

Kelly, K. (2021). “Democratizing truth” and challenging learner perceptions with dialectical journal writing. English Journal, 110(6), 32-37.

Lindroth, J. T. (2015). Reflective journals: A review of the literature. Update: Applications of Research in Music Education, 34(1), 66-72.

Moursund, D. (2015). Technology and problem solving: Pre-K 12 education for adult life, careers, and further education. Information Age Education.

Otto, C. A., & Everett, S. A. (2013). An instructional strategy to introduce pedagogical content knowledge using Venn diagrams. Journal of Science Teacher Education, 24, 391-403.

Pontinen-O’Brien, B. (2019). Increasing opportunities for academic talk for English learners in the general education classroom. [Master thesis, Hamline University].

Rawlinson, J. G. (2017). Creative thinking and brainstorming. Routledge.

Tomlinson, C. (2017). How to differentiate instruction in academically diverse classrooms. ASCD.

Tomlinson, C. & McTighe, J. (2006). Integrating differentiated instruction & understanding by design. ASCD.

Wiggins, G. P., & McTighe, J. (2011). The understanding by design guide to creating high-quality units. ASCD.

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Copyright (c) 2023 Ligia Fernanda Espinosa Cevallos, Carina Moreno González


Download data is not yet available.


Metrics Loading ...