Concepts
- Language: Language is a social concept that develops through social interactions. The acquisition of language implies not only the child's exposure to words, but also a process of interdependent growth between thought and language.
- Learning: is a permanent change that is observed in human capabilities and is not related to growth processes. The learning is in relation with specific learning outcomes namely verbal information, motor skills, cognitive strategies, intellectual skills, attitudes, cognitive strategies.
- Teaching: Teaching is the process of attending to people’s needs, experiences and feelings, and making specific interventions to help them learn particular things.
Interventions commonly take the form of
questioning, listening, giving information, explaining some phenomenon,
demonstrating a skill or process, testing understanding and capacity, and
facilitating learning activities (such as note taking, discussion, assignment
writing, simulations and practice).
Constructivism as a school of thought
Constructivism is a teaching philosophy based
on the conception that learning processes are the result of students' own
personal experiences under the concept of their mental construction and the
knowledge they have to put them into practice to continue growing. Each person
in a classroom environment or teaching area creates their schemes to insert new
knowledge by the simple way of practicing that induces students to rate their
progress when they appropriate the new information. All this makes sense when the
person affirms how much he has acquired as input that enables and activates new
cycles in his skills to build for immediate or future activities, in other
words, when they progress. The teacher under this conception is the one who
needs to be effective and be aware of how it can be useful for the profiles of
their students because not everyone has the same skills to achieve the same
progress. In addition, it is he who gives the necessary tools to show progress
in his class or art that teaches and guides and, above all, became accurate and
effective. Vygotsky stood out for social constructivism, believing that
learning and development are carried out through collaborative activities
related to the context of socialization and education. Humans must work together.
We all need help, especially because it is our nature and we form groups at
every stage of our lives. We give and assimilate all the processes. At an early
age, a child is exposed to a variety of conditions in which he learns to
interact with the environment to which he belongs, is shaped according to some
conditions that lead him to create his own ideas and concepts that will be
useful for your perspective of your "world".
The methodologies, curricula, programs,
curricula and textbooks are designed by them and selected by them and they ask
that they take and follow a program to direct the teaching activities to the
groups. I discovered that public educational institutions are more difficult to
administer because of the number of students they receive in their institutions
and the quality is lower than in private institutions. In this segment I will
take some ideas visualized by Vygotsky and compare them with the activities
carried out in private institutions.
There are different strategies or models to
take students to a practical activity where they will get appropriate concepts
and knowledge through practice. The following are the activities that are done
with students from private institutions:
Activities:
Puzzle by team:
Assign each student of a team the fourth part
of a sheet of any text to read it (for example, a topic to be investigated or
memorized.) Each student fulfills the assigned task and then teaches others or
helps to assemble a product by team contributing a piece of the puzzle.
Role plays:
It´s one of the activities that introduce
practice by pairs or groups by the use of scripts made by the students
themselves. It gives the chance to students to actívate reading and speaking
strategies. It also exercises the writing skills when programing this practice.
Activities:
- Scenes of a video
- Following up secuences.
- A special celebration.
- Interviewing peers
Scavenger hunt.
It´s a strategy used by teachers who need to motivate the students by
doing physical activities. Most of the times, it gets the students to form
groups to deal with some conditions proposed by the teacher and the activity,
too. Sometimes it´s necessary to stablish time because it´s a kind of competition
and the final idea or purpose of this activity is cooperation through L2 to
discover, to get, to see, to collect and many more.
Activities:
- Lost and found.
- Public places in a single area.
- Finding things out in the nature.
- Getting to know the city
Bibligraphic references
Ericedgov. (2017). Ericedgov. Retrieved 13
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Uclaedu. (2017). Uclaedu. Retrieved 13
December, 2017, from
Clark, E.
(2003). First language acquisition. Cambridge. UK: Cambridge University Press. Retrieved 13
June, 2017, from:
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