Vygotsky considered learning as one of the fundamental mechanisms of development. In his opinion, the best teaching is that forward to development. In the model of learning it provides, the context is central. Social interaction becomes the engine of development. Vygotsky introduced the concept of 'zone of proximal development' which is the distance between the actual level of development and the level of potential development. To determine this concept is to have two aspects: the importance of social context and the capacity for imitation. Learning and development are two processes interact. The school learning to be consistent with the child's developmental level. Learning occurs more easily in group situations. The interaction with parents facilitates learning. 'The only good education is the development moves forward
miércoles, 30 de junio de 2010
martes, 29 de junio de 2010
Third day. this day we review as used expressions that were learned in the last class then give them a game called "web" in wich he is at throwing, depending on the amoint they had to move to find words with a text wich should form expressions of probability in the future. the same text they wrote formed the team and after they worked indivudually and in the last ten minutes I end each student worked with their ideas for what counted as a test.
Day two I read aloud the text "My future life" which he explained as I thought it might be my future. Students identified in the text "my future life" sentences indicating likely in the future and the three groups were discussing whether the sentences were really seeking.
They wrote individually and could be its future. They used the adverbs and auxiliaries to express the odds and were in computer and correctness and needed only occasionally helped as they could not express mainly vocabulary.
They wrote individually and could be its future. They used the adverbs and auxiliaries to express the odds and were in computer and correctness and needed only occasionally helped as they could not express mainly vocabulary.
On the first day of teaching practice is explained the way they work and what they assess. The traits evaluated were: Attendance 20%, examination 20%, 30% class activities and participation 30%.
Activity was introduced with the text reading "permanent people" after they identified the main ideas, and adverbs (Maybe, can be, might, sure, will be, going to) and said aloud to his companions.
Students were formed into groups of three. They formed a new text similar to what they read.
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