1.+First+work

first work: During this work we have to analize two differents ways to teach in class. In this page I go to expose the theories we have to take into account in order to programe:

VYGOTSKY: The work of Lev Vygotsky has become the foundation of much research and theory in cognitive development over the past several decades, particularly of what has become known as Social Development Theory. Vygotsky's theories stress the fundamental role of social interaction in the development of cognition, as he believed strongly that community plays a central role in the process of "making meaning." Vygotsky refers to tools of intellectual adaptation - these allow children to use the basic mental functions more effectively, and these are culturally determined. Vygotsky therefore sees cognitive functions, even those carried out alone, as affected by the beliefs, values and tools of intellectual adaptation of the culture in which a person develops and therefore socio-culturally determined. The tools of intellectual adaptation therefore vary from culture to culture - as in the memory example.



Zone of Proximal Development
The concept of the More Knowledgeable Other is integrally related to the second important principle of Vygotsky's work, the Zone of Proximal Development.

This is an important concept that relates to the difference between what a child can achieve independently and what a child can achieve with guidance and encouragement from a skilled partner. For example, the child could not solve the jigsaw puzzle (in the example above) by itself and would have taken a long time to do so (if at all), but was able to solve it following interaction with the father, and has developed competence at this skill that will be applied to future jigsaws.

Vygotsky sees the Zone of Proximal Development as the area where the most sensitive instruction or guidance should be given - allowing the child to develop skills they will then use on their own - developing higher mental functions. Vygotsky also views interaction with peers as an effective way of developing skills and strategies. He suggests that teachers use cooperative learning exercises where less competent children develop with help from more skillful peers - within the zone of proximal development.

[] GARDNER: Howard Gardner has identified seven distinct intelligences. Gardner says that these differences "challenge an educational system that assumes that everyone can learn the same materials in the same way and that a uniform, universal measure suffices to test student learning. Indeed, as currently constituted, our educational system is heavily biased toward linguistic modes of instruction and assessment and, to a somewhat lesser degree, toward logical-quantitative modes as well." Gardner argues that "a contrasting set of assumptions is more likely to be educationally effective. Students learn in ways that are identifiably distinctive. The broad spectrum of students - and perhaps the society as a whole - would be better served if disciplines could be presented in a numbers of ways and learning could be assessed through a variety of means." The learning styles are as follows: []



This intelligences are:


 * Visual-Spatial ** - think in terms of physical space, as do architects and sailors. Very aware of their environments. They can be taught through drawings, verbal and physical imagery.


 * Bodily-kinesthetic ** - use the body effectively. Keen sense of body awareness. They communicate well through body language and be taught through physical activity, hands-on learning, acting out, role playing. Tools include equipment and real objects.


 * Musical ** - show sensitivity to rhythm and sound. They are also sensitive to sounds in their environments. They may study better with music in the background. They can be taught by turning lessons into lyrics, speaking rhythmically, tapping out time.


 * Interpersonal ** - understanding, interacting with others. These students learn through interaction. They have many friends, empathy for others, street smarts. They can be taught through group activities, seminars, dialogues. Tools include the telephone, audio conferencing, time and attention from the instructor, video conferencing, writing, computer conferencing, E-mail.


 * Intrapersonal ** - understanding one's own interests, goals. These learners tend to shy away from others. They can be taught through independent study and introspection.


 * Linguistic ** - using words effectively. These learners have highly developed auditory skills and often think in words. They like reading, playing word games, making up poetry or stories. They can be taught by encouraging them to say and see words, read books together.


 * Logical -Mathematical ** - reasoning, calculating. Think conceptually, abstractly and are able to see and explore patterns and relationships. They like to experiment, solve puzzles, ask cosmic questions. They can be taught through logic games, investigations, mysteries. They need to learn and form concepts before they can deal with details.

BRUNER: Discovery learning is an inquiry-based, constructivist learning theory that takes place in problem solving situations where the learner draws on his or her own past experience and existing knowledge to discover facts and relationships and new truths to be learned. Students interact with the world by exploring and manipulating objects, wrestling with questions and controversies, or performing experiments. As a result, students may be more more likely to remember concepts and knowledge discovered on their own (in contrast to a transmissionist model). Models that are based upon discovery learning model include: guided discovery, problem-based learning, simulation-based learning, case-based learning, incidental learning, among others.



CHOMSKY: According to Noam Chomsky, the mechanism of language acquisition formulates from innate processes. This theory is evidenced by children who live in the same linguistic community without a plethora of different experiences who arrive at comparable grammars. Chomsky thus proposes that "all children share the same internal contraints which characterize narrowly the grammar they are going to construct."Since we live in a biological world, "there is no reason for supposing the mental world to be an exception." And he believes that there is a critical age for learningn a language as is true for the overall development of the human body. Chomsky's mechanism of language acquisition also links structural linguistics to empiricist thought: "These principles determine the type of grammars that are available in principles. They are associated with an evaluation procedure which, given possible grammars, selects the best one. The evaluation procedure is also part of the biological given. The acquisition of language thus is a process of selection of the best grammar compatible with the available data. If the principles can be made sufficiently restrictive, there will also be a kind of 'discovery procedure.' "