Learning methodology of the elementary or primordial box

objective

Promote and accompany the processes of observation, exploration, inquiry, association, reflection and expression of the subjects who learn, mobilizing the dispositional system of learning and educational mediators through action situations that favor the reflective goal exercise over the act of observing, explain and articulate the particular educational content, with a specific universe of objects that activate situations of educational action and training.

Justification

Elementary Boxes consists of proposing meaningful learning situations through minimal everyday elements.

These elements are translated into objects, images, graphics, preserved copies, or any other representation of things in the world, from which links and relationships can be established that favor an approach to the knowledge of that element and its environment, always starting from personal experience.

Work with the box includes observation and bonding exercises; the approach to the elements is not direct, a journey is made with the senses and the manipulation of objects to gradually integrate and structure ideas "towards something" that is not known, until it is discovered. It is about living individual adaptation processes and the group as a whole. The teacher is an attentive companion, a promoter of questions and encounters; he points out ways, possibilities, he asks himself questions, avoids giving short-term answers; rather, it seeks exploration routes that are born from the concerns of its students, avoid predetermined driving.

He explores possibilities and does not know the outcome of those explorations. Avoid closed, fixed learning objectives; Rather, it opens up possibilities and favors the initiatives of its students. The sensations and situations that the visitors to the box experience are original, they are based on the background of previous experiences of the individuals, the cognitive antecedents and the preferences and own ways of perceiving and associating.

The Elementary Boxes are not an end, but a means that works as a bridge of connection, of approaching the subject who learns with other subjects and their experiences. Somehow for the observing subjects, the objects of the world are momentarily trapped, detained in time and space in their natural dynamics. Thus, they are carefully located, weaving a fine common thread that builds the mental schemes of this universal continuum, in a situation of inter-subjective action.

materials

The materials of the Box are organized according to the findings in the trajectory of the exploration routes that the author of that Box built, guided by logical sequences that come from his knowledge, new knowledge and his vision of the world.

The Elementary Boxes are designed to cultivate the attention, the exploratory action and the inter-subjective reflection of the subjects who learn and of those who accompany the learning process. The thematic contents are just sketches, they are not exhausted, they are only features of the central theme, accompanied by other derivations that enrich it. Put in this way, the trajectories to achieve the learning and training objectives are very diverse, as well as the representation systems of the people who participate who, as authentic explorers, achieve unexpected findings that motivate them to continue in their search for some unknown paths that you will discover.

This confers authorship of their own learning strategy sustained by the joy of knowing.

Methodological route

First phase

The RIEB. Pedagogical Mediation. Structural Cognitive Modifiability. Evolution of the Proximate Development Zone Concept. Specify the elements of collaborative learning. Characteristics of the Case Method. Project Oriented Learning. Arrangement of bibliographic material and tics according to context.

Second stage

The primordial box is placed (in the center of a table), with various study objects, of which only one per leading team (researcher) will be studied. Assign a mediator per team, its main function will be to provide a bibliographic collection regarding the variables of the topic discussed by the main team, in such a way that the main team remains concentrated around the table, where the object of study is located. Consider one or two students on the computer equipment. Team formation (A) protagonist composed of students; behind these, two students for each member, their main function is to record the interventions of the main student (researcher), behind the two students, a student to observe the mediator and general aspects.The development process with the extraction of the first selected object from the primordial box, the team dialogue is adopted as an inclusive and participatory resource that starts with the protagonists. They assume, analysis, reflections, questions and answers focused on the object of study, socialized with different cultural criteria where it reflects the tolerance and understanding of the other. The team (A) maximizes knowledge regarding the object of study. They elaborate a difficult question to answer (that is not in the Tic), that the answer is only through action research. The protagonist student (researcher) joins their respective classmates who are in the back part, a team (B) is formed with the intention of sharing the question and giving a possible answer.The mediator can join any team like his colleagues located in the Tic.

Third phase

Reincorporation of the main team to share answers (general conclusions) and pose the problem for action research. Share printed material on action research. Innovative proposals are assumed as hypotheses to be tested in practice. Responsibility for the processes and results is assumed under conditions of co-responsibility of the acting subjects of the educational community (follow up).

Action research, which “… is by definition naturalistic research insofar as it refers to the investigation of phenomena within and in relation to the contexts in which they occur naturally” (Willems in Mc Kernan, 1999: 114).

In this proposal, the researcher is linked to the object of study in an intrinsic way, that is, the subject of the action and its object under study are not separated. They form a unit with different levels of articulation for the knowledge production process (Taylor in Mc Kernan, 1999: 296).

Opening activity Time 10 min.

Form 5 teams through the most convenient dynamics (for the advisor).

ACTIVITY 2. Assignment of topics. Time 10 min.

• Team 1. The RIEB

• Team 2. Pedagogical Mediation

• Team 3. Cognitive Structural Modifiability

• Team 4. Evolution of the Concept of Proximate Development Zone

• Team 5. Components of Collaborative Learning

§ Characteristics of the Case Method

§ Project Oriented Learning

The RIEB

The Comprehensive Reform of Basic Education (RIEB). Faced with this situation, it is important to rethink pedagogical actions that lead to improving and strengthening the training fields of the basic level. Being more specific, I mean that students must assume different roles in the game and other activities, confidence to express oneself, dialogue and converse (preschool education), language and communication, exploration and understanding of the natural and social world, know and value their characteristics and potentialities as a human being to achieve individual or collective projects, take advantage of technological resources to its scope as means to communicate, learn and build knowledge (primary education), promote group work and collective construction of knowledge, diversify didactic strategies:project work (secondary education).

The development of this strategy is part of the path that the world as a whole and our country have taken for more than a decade to respond to the needs and challenges that involve preparing children and young people to live in a society that It demands the mobilization of knowledge, skills, attitudes and values so that they develop the capacity to learn permanently, face the increasing production of knowledge and take advantage of it in their daily lives.

The Comprehensive Reform of Basic Education started in 2004 with preschool, in 2006 with secondary school and in 2009 with primary school, starts from references found in international agreements and translates them to the national level, with the purpose of favoring the development of competences in students who attend Basic Education to respond to the needs and expectations that Mexican society has about the future citizen that it hopes to form. Due to the above and in order to understand the notion of competences in the Plan and the 2009 Study Programs for Primary Education, those in which this notion is inserted are described below.

The learning needs in our country –as in others– are related to the capacity for reflection and critical analysis; the exercise of civil and democratic rights; the production and exchange of knowledge through various means; caring for health and the environment, as well as participating in an increasingly versatile world of work. This education constitutes the goal towards which the teachers, the school and the national educational system will have to direct their efforts and direct their actions.

For this reason and from this international and national framework, the Undersecretariat of Basic Education has been given the task of designing, among other actions, a new curricular proposal for primary education, whose main purpose is that children and adolescents girls have opportunities to acquire skills; that is, develop and use knowledge, skills, attitudes and values, not only to continue learning throughout their lives, but also to face the challenges imposed by a society in permanent change, to act actively and responsibly with themselves themselves and with nature, be worthy members of their community, their country and the world; in short, so that they actively participate in the construction of a more free and democratic society but, above all, fairer.

In relation to the term of competences, educational research has sought to clarify it, agreeing that, as already mentioned, competences are closely linked to solid knowledge; since its realization implies the incorporation and mobilization of specific knowledge, so there are no competencies without knowledge.

A competence implies knowing how to do (skills) with knowing (knowledge), as well as the assessment of the consequences of that doing (values and attitudes). In other words, the manifestation of a competence reveals the putting into play of knowledge, skills, attitudes and values for the achievement of purposes in diverse contexts and situations and it is for this reason that the concept of “mobilizing knowledge” is used (Perrenoud, 1999); For their part, Monereo and Pozo (2007) speak of possessing non-inert, usable and reusable functional knowledge and Coll (2007) of activating and using the relevant knowledge to face certain situations and problems.

Competences for life The Comprehensive Reform of Basic Education (RIEB) proposes five competencies for life, which should be developed from all subjects, ensuring that learning opportunities and experiences are provided that are meaningful for all students.

The participation of teachers of the educational community as participant observers of their own actions, refers us to the origins of action research, where the need to have a teacher-researcher, capable of actively engaging in the search for the intrinsic-extrinsic factors focused on the learning “results” generated through the courses and workshops taught in the schools.

1. Competences for lifelong learning.

They imply the possibility of learning, assuming and directing one's own learning throughout life, of integrating into written culture, as well as mobilizing diverse cultural, linguistic, social, scientific and technological knowledge to understand reality.

2. Skills for handling information.

They are related to the search, identification, evaluation, selection and systematization of information; thinking, reflecting, arguing and expressing critical judgments; analyze, synthesize, use and share information; the knowledge and handling of different logics of knowledge construction in different disciplines and in different cultural settings.

3. Competences for handling situations.

They are those related to the possibility of organizing and designing life projects, considering various aspects, such as historical, social, political, cultural, geographical, environmental, economic, academic and affective, and having initiative to carry them out, manage time, promote changes and face those that arise; make decisions and assume their consequences, face risk and uncertainty, propose and carry out procedures or alternatives for solving problems, and handle failure and disappointment.

4. Competences for coexistence.

They involve relating harmoniously with others and with nature; communicate effectively; teamwork; make agreements and negotiate with others; grow with others; harmoniously manage personal and emotional relationships; develop personal and social identity; Recognize and value the elements of ethnic, cultural and linguistic diversity that characterize our country, sensitizing and feeling part of it by recognizing the traditions of their community, their personal changes and the world.

5. Competences for life in society.

They refer to the ability to decide and act with critical judgment in the face of social and cultural values and norms; proceed in favor of democracy, freedom, peace, respect for legality and human rights; participate taking into account the social implications of the use of technology; participate, manage and develop activities that promote the development of localities, regions, the country and the world; act with respect towards sociocultural diversity; combat discrimination and racism, and manifest an awareness of belonging to their culture, their country and the world.

Exercise 1. Time 30 min

Build a mind map for group exposure.

Pedagogical mediation.

A key requirement of the 21st century school:

DR. Ramón Ferreiro Gravié

What does the word MEDIATION evoke or suggest to us? Let's think for a moment before continuing to read the following paragraphs, what other words associated with mediation we have in our minds. And what do we think when we hear or read the word MEDIATOR? With what other terms do we relate this one? The prominent German idealist philosopher Hegel (1770-1831) Georg Wilhelm Friedrich, contributed a dialectical theory of development that is still today a point of reference to understand reality and as part of it the role of the mediating subject and the mediation process to know the world around us.

The Russian Lev Semiónovich Vigotsky (1896–1934) takes the concept of mediation from Hegel and introduces it in psychological literature as a core component to explain the type of relationship between an adult who knows and can perform a task and another subject who requires It helps to do so within the conceptual framework of the potential development zone. Vigotsky raises the existence of two evolutionary levels. He calls the first the real level and identifies it with the degree of psychological development that the child presents at a given moment. The real level of development is the result of the evolutionary processes fully completed and it is precisely what is revealed when psychological tests or standardized pedagogical tests are applied.

The other developmental level, the potential, is revealed by a task that the child cannot solve on his own, but which he is capable of doing if he receives help from an adult, parents, teachers or a more capable partner. And it is precisely this type of relationship, better still, adult-child social interaction that stimulates the development of the potentialities of the subject that Vigotsky knows as educational mediation and the subject who carries the experience as mediator.

Vigotsky argues that the origin of the conception of the world is in the first learning experiences that occur with people more skilled than us and that help us to find the meaning and significance of the objects and events of reality.

The "meaning" is not in the things of the world around us. It is given by the perceptions that we have of them and these are in turn the result of learning processes, in which others have mediated between us and that reality or in which we have "confronted" them without the help, at least intentional and immediate from others.

While it is true that direct learning has its value, it is also true that mediated learning is a condition and source of good direct learning, given among other things by its contribution to the subject finding meaning and meaning to the object of knowledge.

In recent years, an Israeli psychologist of Romanian origin Reuven Feuerstein (1921 -…) takes up the Vigotskian conception of the mediating subject and the mediation process and incorporates it as a substantive element of one of his two theories: the theory of mediated learning experience. and its three practical proposals.

The mediator is the person who, when interacting with another or others, favors the passage of the subject who learns from an initial state of not knowing, being able or being to another qualitatively superior of knowing, knowing how to do and what is more important to BE.

The mediator therefore favors learning, stimulates the development of potentialities and corrects deficient cognitive functions, moves in Vigotskian terms the learner in his zone of potential development.

Parents, friends, teachers are mediators. In general, everyone who interacts with another and in doing so meets certain requirements are mediators.

Teachers are or should be mediators par excellence. Nobody learns "through someone else's head" and we all do it when they guide us from what we already know to what we should know, do and / or be.

At all times, the mediator facilitates the transition from an initial or real state to an expected, ideal or potential state and does so with the full participation of the subject who learns and induces the use of the learner of strategies given their level, style and rhythm of learning, among other things, hence we currently speak of the Zone of social construction of knowledge.

According to Reuven Feuerstein the teacher must meet certain requirements when mediating between the student and the teaching content, among which are:

• Reciprocity, that is, a mutual activity-communication relationship in which both the mediator and the student actively participate.

• Intentionality, being very clear about what you want to achieve and how it is to be achieved, both you, the mediator teacher, and the student who makes that intention their own given the reciprocity that is achieved.

• The meaning, that is to say that the student finds meaning in the task.

• Transcendence, going beyond the here and now, creating a new system of needs that move to later actions.

• The feeling of capacity or self-esteem, that is, awakening in students the feeling that they are capable.

The mediation process therefore occurs in the face-to-face interaction of two or more subjects interested in a task to be carried out, in which at least one plays the role of mediator.

The mediation process is fundamentally characterized by being an intentional and reciprocal process among the members of a team. But also because it is a significant experience that transcends the here and now what the regulation (control) of impulsivity requires, among other things.

Mediation as a process also requires self-evaluation on the part of the learners. It also requires controlling individual and collective effort and keeping in mind stages (processes) and results.

All mediation process starts from the premise that cognitive and affective modifiability of the subject is possible and that this is fostered in the social interrelation between subjects.

In summary, mediation is a non-frontal or imposed style of educational interaction, although it is intentional, conscious, meaningful and transcendent. It is reciprocal action between at least two people who share a learning experience and where one of them (THE MEDIATOR) by their level accompanies and helps the other (s) to move in their zone of potential development given their contribution among other things, that they find meaning and meaning in what they do and want to achieve.

The traditional school has been characterized among other things by the transmission of information and by stimulating direct learning. The living conditions of families and of the society of the new millennium as a whole, including the explosion of information and the rapid obsolescence of knowledge, the revolution in telecommunications and information technology and even more so in telematics, impose on the school of the XXI century, the need to stimulate mediation processes and aspire to master mediators.

In a change of era in which direct learning and independent study using new technologies, pedagogical mediation has to be increased, without a doubt, pedagogical mediation is the key requirement to educational processes as a methodological alternative that enables the development of the distinctive capacity of the student. human being: thinking and feeling, creating and innovating, discovering and transforming. It is an expression of humanism and respect for the human person.

Pedagogical Mediation begins from the treatment of the content of the Course or subject. The teacher must have didactic resources that allow him to present the information (content) in an accessible way to the student (aiming at knowledge in the most appropriate means). In the treatment of content, attention should be paid to:

- Thematic ubiquity.

- The treatment of the content itself, and the language strategies.

The methodological strategy for independent study should promote the active construction of knowledge, according to the specific characteristics of the object of knowledge that is being addressed. For this purpose, the teacher proposes to the student different activities for their independent study that allow: The appropriation of the concepts and the contextualization of them to examples and applications.

The school, as an educational institution, must promote that the student builds knowledge through five basic competences: metacognition: learning to learn from one's own cognitive experience, the capacity for abstraction that will allow them to analyze reality in different situations, systemic thinking To be able to appreciate and understand the set of realities, the necessary experimentation to strengthen the previous capacities and the ability to collaborate, using an appropriate language, to communicate abstract concepts and achieve consensus.

To become mediating agents, we need:

- give the student “the floor”, invite him to ask ourselves and ask ourselves questions, knowing that they will be unpredictable, without pre-established answers that will make us stumble repeatedly and question our knowledge;

- "shut up" to let people speak and listen, - let “be” teaching to respect the differences and singularities of each person;

- not to impose meanings but to help them emerge as a result of understanding: give the word that allows “the thread of a thought to start from its place to others” (Robert Musil);

- allow knowledge to circulate as a valuable asset, to be completed, improved from student interventions;

- create learning environments in which reflective thinking and dialogue play a key role, since it is precisely in these exchanges, in these pedagogical and exploratory conversations that the development of thought is promoted;

- Establish with the students a true attitude of trust, thus giving them the possibility of unfolding their potentialities, helping them to move from everyday speech to polite speech.

It is necessary for each one to be able to offer subsequent generations what allows them to make a commitment in relation to their history, that is, to their way of conceiving their own life.

Exercise 2. Time 30 min.

Build a concept map that talks about mediation and we need it to be mediators.

The Cognitive Structural Modifiability Proposed By Reuven Feuerstein

"What is modifiable is not only with respect to the cognitive, but the human being is modifiable emotionally"

Reuven Feuerstein.

Feuerstein (Feuerstein & Kozulin, 2002) considers that intelligence is not a fixed quantity but rather a function of the experience and mediation of other important individuals in a child's environment. "Intelligence is a state that can be high, low, moderate, but essentially it can be modified" (Feuerstein, R, 1991).

This theory turns out to be quite optimistic, considering that the individual is modifiable and that he can improve his intellectual achievements, and therefore, his intellectual performance.

When reviewing different theories that have been proposed in the past, we can realize that many of them have treated in a partial way, their object, that is, they have defined in an imprecise way what is intelligence? Does intelligence come into existence? Another little explained aspect is the conditions that prevent or enhance its development. What does it mean to be intelligent? And what is the most appropriate methodology to develop it?

I consider that the proposal of this Romanian Israeli psychologist answers each of the questions raised above and many others, but the most interesting thing is that he does it in a clear and well-supported way, his years of study, research and work guarantee it., its program (PEI) with more than 40 years of application around the world, supports it. It is considered as a theory that vindicates the human being, which it treats as an organism open to change and with a dynamic, flexible and receptive intelligence to the positive intervention of another human being. For this reason, I am sure that this approach offers the opportunity to develop the intelligence and therefore the talent of any person who receives correct mediation.

In this way, intelligence is defined as a broad process, which allows covering different phenomena, whose characteristics in common are dynamics and adaptation, a lot has been said about adaptability in relation to problem solving and many of the definitions of intelligence have referenced (problem solving encompasses elements, cognitive, motivational and creative). But here we mean adaptation in its broadest sense.

By accepting the origin of intelligence as an adaptive meaning, we accept intelligence as a process rather than as a fixed entity, then the previous schemas of the subject are modified to adapt to the new situation that has been produced by the new experience.

Modifiability is a process that presents significant differences between human beings, therefore we would speak of different levels of adaptation; But if we are all modifiable, why do some benefit more from this than others? Why are there people who adapt more easily to new situations? The answer is not easy, since there are multiple sources and origins of these differences, the same ones that not only respond to the nature of the organism, but also to a way of interacting with the world, which affects precisely this quality of human experience.

Feuerstein speaks of two modes by which the human organism is modified, which determine the differential cognitive development of a person, the first is direct exposure (source of change for humans as well as for animals) of the organism to environmental stimuli, which gets to be modified, gets to adapt even if it is a limited adaptation. It is certainly responsible for many forms of change in human beings, however it is the second mode of interaction between human beings and the environment.

The first is par excellence the Mediated Learning Experience (EAM), so that this modifiability is present in the subject, it is necessary that an active interaction takes place between the individual and the internal and external sources of stimulation, which is produced through EAM, this is responsible for a more general and significant type of change, becoming structural in nature, therefore, it will not require repeating the sequence of procedures or steps by which the adaptation took place.

This is specified with the intervention of a Mediator (educator, tutor, parent or other person related to the subject), who plays a fundamental role in the selection, organization and transmission of certain stimuli from outside, thus facilitating their understanding, interpretation and use by the subject. According to Feuerstein (1991), "My hypothesis is that AME is the determinant responsible for the development of adaptive flexibility that I call intelligence."

Under this premise, we can affirm that it is possible to develop intelligence, therefore, talent, that although they differ in their concept, the latter requires high levels of intelligence, thus Howard Gardner refers to talent as: "talent is a complex of aptitudes or intelligences, learned skills and knowledge, and motivations - aptitudes - dispositions, that predispose an individual to success, in an occupation, vocation, profession, art or business. (Gardner, 1992).

Then, as the first recommendation to discover and develop talents, it is necessary to create enriching environments where adults become active and stimulus transformers, since the bridge between the environment and the subject is built by the mediator, who enables this person to incorporate a wide range of range of cognitive strategies and processes, which will lead to behaviors considered prerequisites for good cognitive functioning.

The mediator changes the order of the appearance of some stimuli, transforming them into an ordered succession, leading the subject to focus their attention, not only on the selected stimulus, but on the relationships between it and other stimuli and on anticipating results. This mediation has specific purposes, describing, grouping and organizing the world for the mediated.

In this way, we will only speak of mediation when there is a mediator who acted considering three universal, fundamental and indispensable criteria: the first is "Intentionality and Reciprocity" where the Mediator considers an intentional interaction, there are previous goals that guide the selection and organization of the information and the necessary material, to achieve the predetermined objectives. The mediator tries to share the intentions with the subject in a mutual process that implies enrichment and development on the part of both.

“Deficient cognitive functions are explained, generally by lack of ability. However, it is the lack of Need that causes the low level of mental functioning of the subject. This need can be awakened and modified if there is a clear Orientation towards specific goals (intention of the mediator). Thus, the modification of the Need through Orientation, produces the modification and increase of the Capacity and therefore the better functioning of the cognitive operations. " (Sonia Fuentes, 2000).

The second is the "Mediation of Meaning" consists of presenting learning situations in an interesting and relevant way for the subject, so that he is actively and emotionally involved in the task, for which he must know the importance and purpose of the task. has for your learning.

And the third is the "Mediation of Transcendence", it refers to the fact that the mediation must extend beyond the immediate need that originated it, it must lead to relate a series of activities of the past with the future, achieving a level of generalization of information.

Thus, the subject's cognitive development is not only the result of the organism's maturation, nor of its independent interaction with the world of objects, but it is the result of the combination of the two types of experiences already mentioned above, but above all. all, the experience of mediated learning typical of the human species.

Exercise 3.

Through a song "Mexican Revolution style" talk about Cognitive Structural Modifiability.

Evolution of the concept of zone of proximal development

The zone of proximal or potential development as it is also named is a nodal concept, and integrative in the theory of LS Vigotsky (1896-1934) that appears belatedly in his works "Thought and Language" and in "The Superior Psychological Functions".

For LS Vigotsky, learning depends on the presence of another more skilled and knowledgeable person, on the social interaction between one and another, on the semiotic negotiation that is achieved in the communication process between them and on what is more important, acting helping the learner on the fringes of his potential development zone.

The Proximate Development Zone is the “distance” between:

- The current, real, what a person can do alone, without help and that reflects the level of development of their cognitive functions.

- And the potential, what you can do with the help of another and that shows the level of psychological development to be achieved.

This concept, like others, many have evolved from its original notion, currently finding in the literature at least three well-defined positions, namely:

- A position faithful to the original in which the zone of potential development (ZPD) is examined in dyadic relationships, of two, and in the learning of simple tasks. In this direction we have the investigations of J. Brunner and his help system, scaffolding, to work the ZPD.

- Another position based on cultural anthropology developed in the teaching of trades and the expert-novice relationship in real working conditions. In this sense we have the works of B. Rogoff and M. Cole. The reflections from these investigations have made it possible to demonstrate the original idea in practice.

- And a third position given the rise of recent research on the social constructivist conception of teaching and learning, which is the one that examines the ZPD as a construction, better still, of the social construction of knowledge. It is enough to read the latest works by Messer and Coll, among others, to understand the correctness of this interpretation.

In such a way that the concept of Potential Development Zone has evolved from a transmissionist perspective, where the guiding role was played absolutely by the mediator and communication was basically "unidirectional" to a ZONE OF SOCIAL CONSTRUCTION OF KNOWLEDGE, where the one who teaches Without a doubt, you know, but the apprentice can contribute and between the two or more, knowledge is built.

Of course, the original essence of Vygotsky's approach is present: the necessary help from the other to learn, but clearly not from just any help, but from that which mediates between the subject who learns and the teaching content, for which certain specific requirements and take into account the relationship between current and potential.

Only in this way does learning cease to be a simple appropriation and becomes something that causes development.

Undoubtedly, the new interpretations corroborate, enrich and bring Vygotsky's thesis closer to current educational practice and allow a better understanding of the mediation process and the role of the TEACHER MEDIATOR.

The school can and must act from its specificity: teaching and learning, and it is from here that it will be able to intervene by transmitting or promoting the transformation of current cultural guidelines. UNESCO defines the 4 pillars of S.21 education: learning to do, to be, to learn, to live together. Juan C. Tedesco says "learning to live together, meanwhile, means that the new generations require a solid ethical formation, fundamentally oriented to strengthen solidarity and individual responsibility"…

- Finally, medication at school is practical learning for life.

Imagine yourself: wait turns to speak, identify your own goals and those of others, analyze options, know how to ask, reformulate problems, legitimize people and events, reflect as a team. These are behaviors that we do not frequently assume in our daily lives and the application of mediation develops and favors them. This is their educational potential and the appropriate place for their learning is the school institution.

Exercise 4. Time 30 min

With the support of illustrations or photographic representations from magazines and newspapers, represent the theme Evolution of the Concept of Proximate Development Zone.

Components of Collaborative Learning

The AC is based on 5 basic elements that help to build and achieve collaboration among group members:

• Positive interdependence

• Individual responsibility

• Social skills

• Interaction (face to face or virtual)

• Group processing.

Learning that is fostered Social Skills

• Accept and ask for help

• Mutual respect

• Tolerance

• Respect for diversity

• Active listening • Co-

responsibility

• Co-evaluation

• Discussion

Characteristics of the Case Method

• A case is the description of a past event that describes a real complex situation.

• A good case allows discussion based on the problematic facts that must be addressed in real life situations. Its purpose is to allow the expression of attitudes of various ways of thinking in the classroom.

Learning that is fostered

• Self-directed learning, through individual preparation of the case.

• Critical thinking, through the process of analysis and formulation of the solution of the case, as well as in the comparison of their own thought processes with respect to the rest of the members of the group.

• The ability to analyze, to base their proposals for solutions to the case.

• The ability to solve problems, based on the situations presented in the case.

• The ability to make decisions in business situations.

• Collaborative work, through groups.

Project Oriented Learning

Project characteristics

A project is an effort that is carried out in a given time, to achieve the specific objective of creating a unique service or product, by carrying out a series of tasks and the effective use of resources.

What is a Project?

In order to apply the Project Oriented Learning strategy it is necessary for the teacher to first define the type of model to use. Among other aspects, the model is defined based on the courses that the project will cover in terms of time or period.

The period of work on a project normally lasts one semester. At the beginning of the semester, the students are presented with the project and they are the ones who plan how they will work to deliver the results of the project at the end of the period. Students have to work in groups of six to eight members.

Stages of the project

In general, it can be established that the project is a process that consists of the following stages:

Stage Characteristics Activities

Analysis of the problem

Resolution of the problem

Report.

Learning that is fostered

Among the values and attitudes that this technique fosters is that students develop as:

• Organizer.

• Planner and manager of your time, your resources and learning.

• Knowledge to obtain the best results.

• Practice of communication skills, interpersonal relationship and teamwork.

Teacher Role

• Tutor.

• Supervisor, Project Manager, Designer, Evaluator - Examiner, Counselor, Teacher.

• Expert.

Student Role

• Be more responsible and innovative.

• Have a clear awareness of the needs of the country and its regions.

• Make a commitment to act as agents of change.

• Have respect for nature.

• The ability to work in interdisciplinary teams.

• The ability to solve problems.

• Communication and cooperation skills.

• The skills to apply technical knowledge of the discipline to real situations.

• The ability to organize, plan and manage your time and resources.

• The ability to formulate objectives, goals and purposes to start and finish a project within the limits and structures determined.

• The ability to analyze to specify criteria for solving problems.

• Critical judgment skills that allow you to appreciate the value of information for decision making.

• The ability to work in unfamiliar and unstructured situations.

• The ability to learn to learn.

Exercise 5. Time 30 min.

Elaboration of cognitive maps like sun, cloud type and the representation of a tree for each topic respectively.

Exercise 6.

Application of phases 2 and 3.

Bibliography

Bibliographic References Chomsky, N. (1970). Aspects of the theory of syntax. Madrid: Editorial Aguilar. Coll, C. (2007).

Competencies in school education: Something more than a fad and much less than a remedy. Aula de Innovación Educativa, 161, 34-39. URL: (consulted 07/25/09).

Gutiérrez JL (2007) "Teach to learn" in JL, Gutiérrez, Education. Civic and Ethical Training, Mexico, Cal y Arena. Monereo C. and Pozo, JI (2007) Coordination of the Monograph "Basic Competences Competences to (with) live with the XXI century". Cuadernos de Pedagogía, 370.

Parlebas, Pierre (2001), Lexicon of Motor Praxiology, Spain, Paidotribo. Perrenoud, Philippe (1999) Building competencies from school, Santiago, Chile, Dolmen.

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World Declaration on Education for All, Satisfaction of Basic Learning Needs, Jomtien, Thailand, March 5-9, 1990.

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EURIDYCE (2002), The key competences. An expanding concept within compulsory general education, EURIDYCE.

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Jacques Delors (1996) Education contains a treasure, Report to UNESCO of the International Commission on Education for the XXI Century. Organization for Economic Cooperation and Development (OECD), (1997), The definition and selection of key competences. Presidency of R.

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