Comparison between NBL and traditional teaching actions
| Teaching action | NBL | Traditional method |
|---|---|---|
| Narrative presentation | Development of an emotional bond to the plot from the discovery of its most interesting elements | Introduction to the plot made by the teacher at the beginning of the theme |
| Reading process | Reading on smartphone | Reading on the format chosen by the students |
| Work on the reading | Guided research to recreate locations, analyse characters and extract learnings | Creation of summaries by chapters in digital format |
| Knowledge assessment | Application of the acquired knowledge to create their own narrative and publication in digital support | Multiple-choice digital questionnaire |
| Teaching action | NBL | Traditional method |
|---|---|---|
| Narrative presentation | Development of an emotional bond to the plot from the discovery of its most interesting elements | Introduction to the plot made by the teacher at the beginning of the theme |
| Reading process | Reading on smartphone | Reading on the format chosen by the students |
| Work on the reading | Guided research to recreate locations, analyse characters and extract learnings | Creation of summaries by chapters in digital format |
| Knowledge assessment | Application of the acquired knowledge to create their own narrative and publication in digital support | Multiple-choice digital questionnaire |
Source(s): Prepared by the author
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