SUJETO I

animals are different from humans

to understand the world

historical process

social in nature

'tools' of language, numbers and symbols

should be introduced at school

Scaffolding

From cognitive to construct to culturalism

knowledge is refreshable and needs revisiting

Three modes to develop experiences into learning

Enactive:relates to where children do things for themselves through action and play

Iconic: happens when children can comprehend images, pictures and number

Symbolic: where children can understand abstraction, language and reason

The teacher should know when to help, how to motivate and know the individual needs of each child

the teacher's role

to assist children to develop deeper understanding and encourage them to reflect and revisit previous knowledge

an absorbent mind

birth to six

a concious mind

six to twelve

abstract thinking

twelve to eighteen

adulthood

eighteen to twenty-four

kids develop

self-control

self-respect

self-confidence

self-indipendence

decision makers

responsible for their own learning

environment

favourable and structured

teachers' role

facilitator

controller

observer

provoke a feeling of "I can" on kids

cheering up when kids make mistakes

participation

using li2

strategies to challenge kids

appealing lessons

kids to develop thinking habits

of problem solving

responding to challenges

convey a purpose in each activity

show a clear intention

make sure kids understand what is requiered

keep kids motivated and willing

a sense of I can

to teach kids to control their behaviour

how to set goals

evaluate their progress

encourage cooperative learning

develop a sense of belonging

any change in behaviour that can be generated fgrom knowledge, practise or life experience

Implicit

Authomatic / easy to acquire

executive-emotional learning

Explicit

Entirely voluntary

Requires selective attention

cognitive-executive learning

unconscious

conscious

search of knowledge

The factors

limitate

the brain's biology of each species

the biology of each brain

personal life experiences

other people's life experiences

the historical time we are going through

the context selected

enriched / empoverished

facilitate

a positive emotional state

an enriched environment

a fraternal atmosphere

a sense of what we learn

challenging environments

allow students to explore

Vygotsky

children learn by internalizing habits, activities, ideas of the members of their communities

cooperative work

activities related to real life

authentic context

use of the prior knowledge to understand new information

strategies improve learning

learners monitor their learning

it is necessary to get involved in the new task

explanation

understanding

the nwe knoledge can be applied to other situations

critical thinking

meaningful learning

new knowledge can be transferred to real life situations

to be expert

create an environment according each particular case

effort: success