FEUERSTEIN Y EL APRENDIZAJE MEDIADO PDF

la siguiente presentación trataremos diversos aspectos que tienen relación con el aprendizaje mediado: Teoría según Reuven Feuerstein. Transcript of Reuven Feuerstein. Principios 1. Los seres humanos son modificables 2. Yo soy capaz de modificar al individuo 3. Yo mismo.

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Sharing and working in a co-operative way are part of our social existence; that is why we are encouraged to share not only behaviours and attitudes but also knowledge. Searching, Planning and Achieving Objectives This criterion implies guiding pupils to achieve their individual and group goals in the short, medium or long term by setting real work plans.

At this point, it is necessary to state that teachers do not need to consider how to include the twelve aspects aprenddizaje mediation in each proposed activity. Awareness of Change Modification implies that through the experience of mediation, learners should be conscious that they can change, improve and strengthen not only their cognitive functions but also their behaviours and strategies in order to achieve their objectives.

Teachers present all aprendizae students the same material, the same information and the same teaching strategies. As this criterion implies guiding students to achieve their individual and group goals In the given activity, the individual goal is to write a descriptive paragraph. Intentionality and Reciprocity The teacher explains the purpose of the activity in order to help learners to see the value at a learning level.

This activity implies that every piece of information given by each member in the group is important and necessary to bring the activity to its end.

In order to do so, it is essential that pupils learn to think by solving problems and doing research, gain knowledge by using strategies that permit them to learn using well-defined purposesby them and for them, know their cognitive styles and develop all the potential they have for increasingly complex and abstraction levels of knowledge, have the leading role in their own personal and academic growth and, lastly, to be apfendizaje effective, independent and critical people.

At first, the infant has direct interaction with just his parents, siblings and relatives, but later his context is widened and enriched in the educational environment, the community and neighbourhood, peers and friends, the media and culture.

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The mediator might use methodological, didactic and pedagogic strategies medizdo form students willing to learn. Modificabilidad cognitiva y P. In this way, it is evident how the interaction among these meaningful adults and the child allows the latter to shape his world progressively and comprehend his place within it and its wide variety of contexts. At the beginning, it is the mediator who guides, controls and evaluates the way pupils internalise information, but students must gradually transform themselves into active, dynamic and autonomous individuals, able to generate self-evaluation mechanisms that will allow them to take the initiative to direct their own learning processes.

Active Participation and Shared Conduct Sharing medido working in a co-operative way are part of our social existence; that is why we are encouraged to share not only behaviours and attitudes but also knowledge. Significance Mediators need to be careful to choose the activities for their pupils. Through this activity, the mediator is encouraging a wide range of interactions and confrontations that invite pupils to be creative and inventive.

It is an individual activity and it may reflect a particular style, way of thinking and feeling.

Reuven Feuerstein by Anita Villacis on Prezi

At the same time kids learn to co-operate, their individuality may emerge and it should be accepted and supported as they need to assert the fact that they medido and feel differently from others. Thus, as language teachers, we have to think about the way we could improve and enrich the experience we are offering our pupils in order to make them feel and be intelligent cognitively and emotionally.

Active Participation and Shared Conduct Group work activities are one of the most effective strategies mediators have to develop and encourage a sense of self-confidence, co-operation and participation in their pupils.

Sense of Competence This mediation characteristic is related to the effectiveness and efficacy an educational process should have when learners feel competent and capable of learning. At the same time, the mediator checks if the instructions are clear enough to start. Sense of Belonging Although the proposed activity implies an individual task at the beginning, later it is promoting the interchange of ideas, thoughts and feelings among the group.

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Activity 1 see Figure 2 is a role-play for groups of four students. Furthermore, as educators, we can not encourage in our pupils the development of good cognitive and socioemotional strategies if we do not constitute ourselves as a model to be followed. The mediation experience espouses that is not important how difficult an activity or task seems to be to some pupils, all of them are capable of doing it.

Group work activities are one of the most effective strategies mediators have to develop and encourage a sense of self-confidence, co-operation and participation in their pupils. In spite of that, it is quite rare to find cognitive homogeneity in the learning groups. The educator-mediator promotes collaborative work, self-confidence, and active participation among pupils in order to make them socialise, negotiate, agree, respect differences and achieve working in harmony.

Mediators might help by discouraging impulsive behaviour in their students. The group aim is to provide information that allows others to make their lists. The teacher explains the purpose of the activity in order to help learners to see the value at a learning level.

APRENDIZAJE MEDIADO by Gus Rockdriguez on Prezi

It is here where the child starts establishing connections between his family experiences and those he is already acquiring at school and some other contexts that allow him to continue adding more elements to his life and knowledge, from birth to maturity. Through an activity like this, students are not only socialising but negotiating, sharing knowledge, attitudes, and are learning to respect aprendizajf the others say.

Her professional life has been developing in the teaching field at the Universidad Nacional, where she has worked in the Extension Programme for seven years, but also in the field of training and guiding pedagogic, methodological and didactic trends at Gimnasio Los Andes School. Regulation and Control of Conduct Aprenfizaje mediation experience provides alternatives that allow pupils to consider possibilities before making any decision.

Furthermore, students might feel especially optimistic when they know they have all the capabilities and skills to participate effectively and efficiently.

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