OBSERVATIONAL LEARNING. TEXTO PARA SEGUNDO PARCIAL.

OBSERVATIONAL LEARNING. 

May 11 2011.

DEFINITION

Observational learning, also called social learning theory, occurs when an observer’s behavior changes after viewing the behavior of a model. An observer’s behavior can be affected by the positive or negative consequences–called vicarious reinforcement or vicarious punishment– of a model’s behavior.

 

DISCUSSION

There are several guiding principles behind observational learning, or social learning theory:

• The observer will imitate the model’s behavior if the model possesses characteristics– things such as talent, intelligence, power, good looks, or popularity–that the observer finds attractive or desirable.

• The observer will react to the way the model is treated and mimic the model’s behavior. When the model’s behavior is rewarded, the observer is more likely to reproduce the rewarded behavior. When the model is punished, an example of vicarious punishment, the observer is less likely to reproduce the same behavior.

• A distinction exists between an observer’s “acquiring” a behavior and “performing” a behavior. Through observation, the observer can acquire the behavior without performing it. The observer may then later, in situations where there is an incentive to do so, display the behavior.
• Learning by observation involves four separate processes: attention, retention, production and motivation.

• Attention: Observers cannot learn unless they pay attention to what’s happening around them. This process is influenced by characteristics of the model, such as how much one likes or identifies with the model, and by characteristics of the observer, such as the observer’s expectations or level of emotional arousal.

• Retention: Observers must not only recognize the observed behavior but also remember it at some later time. This process depends on the observer’s ability to code or structure the information in an easily remembered form or to mentally or physically rehearse the model’s actions.
• Production: Observers must be physically and/intellectually capable of producing the act. In many cases the observer possesses the necessary responses. But sometimes, reproducing the model’s actions may involve skills the observer has not yet acquired. It is one thing to carefully watch a circus juggler, but it is quite another to go home and repeat those acts.

• Motivation: In general, observers will perform the act only if they have some motivation or reason to do so. The presence of reinforcement or punishment, either to the model or directly to the observer, becomes most important in this process.
• Attention and retention account for acquisition or learning of a model’s behavior; production and motivation control the performance.

• Human development reflects the complex interaction of the person, the person’s behavior, and the environment. The relationship between these elements is called reciprocal determinism. A person’s cognitive abilities, physical characteristics, personality, beliefs, attitudes, and so on influence both his or her behavior and environment. These influences are reciprocal, however. A person’s behavior can affect his feelings about himself and his attitudes and beliefs about others. Likewise, much of what a person knows comes from environmental resources such as television, parents, and books. Environment also affects behavior: what a person observes can powerfully influence what he does. But a person’s behavior also contributes to his environment.

HOW OBSERVATIONAL LEARNING IMPACTS LEARNING:

Curriculum– Students must get a chance to observe and model the behavior that leads to a positive reinforcement.

Instruction– Educators must encourage collaborative learning, since much of learning happens within important social and environmental contexts.

Assessment–A learned behavior often cannot be performed unless there is the right environment for it. Educators must provide the incentive and the supportive environment for the behavior to happen. Otherwise, assessment may not be accurate.

Source: https://www.funderstanding.com/educators/observational-learning/

Integrants: Micaela Melgar, Mariana Habiaga, Rebeca Alvarenque y Micaela Caracó.

Are we all mathematicians?

Are we all mathematicians? What does this mean in us? How related?

Is this reality with the construction of our identity? What link exists in the processof the development of thoughtful and critical thinking? 

our role?What do we educate and are we educated for? As educators and learners, what is 

educational fact in itself and the looks that are fixed on it, understanding that itThese questions arouse the desire to investigate and reflect deeply on the We find found with the development of society. 

Trying to also understand the education in relation to reality, reflecting on its essence and values. The beings humans are simultaneously biological, psychic and social beings and in the transit of our existence through educational processes not passively but in a way active, building and deconstructing, reflecting, thinking ... It is then where the need to understand that the educational action is focused on the human and its entire development. Specifically in the area of Mathematics arises the need to reflect on, how human is this discipline? , Are we alien? Or in the end there is nothing more human than the construction of mathematical thinking and its application in our near and distant reality. "Philosophy springs before all science where it awakens men" (THE PHILOSOPHY, Karl Jaspers)

The problems, so treated in the area of ​​science and philosophy, involve situations that they make us deliberate, investigate, reflect, in the forms or strategies ... In mathematics, they often set us an objective, give us information and Arouses the desire to meet. Therefore when we are facing a problem, we recognize what we are and we fully focus on their consideration with their Different edges Now, since we are oral, inquisitive and curious subjects, mathematicians, that we measure, count and try to understand the world, so that ... so that maths? If we all have a mathematician inside us, why is he there? To count and measure, to develop logical thinking ... To help us "see" the world of a more human form. The question that focuses on "serving" important issues, due to that we can concentrate on finding and problematizing practical “uses”, the applications of the algorithms that we learn in our educational trajectory or focus on the emerging desire to feel that everything should serve, the intent to see in all a utility projected many times to the future, “let's study because we are going to "Serve" for the future, let's study because we're going to "need" it when we're adults and We need a profession. But at the end of the day, how you determine me, It goes through, it is up to me "individually" and to everyone as a society. How do we see "The School "? According to Kohan, “It is a time and a space for the formation of the student's gaze, so that he looks at the world suspending and desecrating the social way of looking and paying attention to the world in order to experience it as if it were the first time, through the study and exercise that are done in the school "(" Does the school make philosophy or does philosophy make a school? ", Walter Omar Kohan) We also need a commitment from the school with the present of each person, and that we enjoy this experience that allows us to grow, build ourselves and de-build us issues of law, full, critical and freer, content because we like what we are learning, we find it interesting and that It does not contradict our future.

Text by Hermann Horn

Source: http://www.ibe.unesco.org/sites/default/files/jasperse.pdf

Student: Fiorella Núñez

How to Teach Handwriting and Why It Matters

Teaching young students how to write by hand before moving on to keyboarding can help improve their reading fluency as well.

Technology is an undeniable fact of everyday life and can support students’ learning. But there are limits to that: Completely replacing handwriting instruction with keyboarding instruction in elementary school can be detrimental to students’ literacy acquisition. Why are handwriting and letter formation so important?

Research has demonstrated a correlation between letter-naming and letter-writing fluency, and a relationship between letter-naming fluency and successful reading development. There’s a strong connection between the hand and the neural circuitry of the brain—as students learn to better write the critical features of letters, they also learn to recognize them more fluently. This recognition of letters leads to greater letter-writing fluency, which leads to greater overall reading development.

In an article summarizing several studies on handwriting and learning, the writer Maria Konnikova notes, “Not only do we learn letters better when we commit them to memory through writing, memory and learning ability in general may benefit.” When students write letters manually, they learn them more effectively. Switching to keyboarding before students have developed handwriting skills may reduce their ability to recognize letters. Konnikova also cites a study that found that students who wrote by hand—as opposed to on a keyboard—were able to generate more ideas. Students with better handwriting demonstrated “increased overall activation in the reading and writing networks” of the brain.

HOW TO TEACH HANDWRITING

Learning how to print is a developmentally appropriate first step of handwriting instruction for students in grades pre-K to 2, in terms of their fine motor skills. Handwriting instruction does not require a big time investment: Brief lessons and frequent feedback for students can be incorporated in all areas of the curriculum throughout the school day.

There are four main aspects of handwriting instruction: pencil grasp, formation, legibility, and pacing.

Pencil grasp: When it comes to how a child holds a pencil, there are correct and incorrect grasps. The correct grasps—in which the index finger and thumb hold the pencil against the middle finger—result in comfortable and efficient handwriting, while incorrect grasps can cause poor letter formation and fatigue.

A student with a poor pencil grasp may benefit from using tools such as a pencil grip or from wrapping a rubber band around the ring finger and pinkie—not too tightly!—to fold them against the hand. You can also teach the “pinch and flip” trick: The student places the pencil with the writing end facing her, pinches the pencil between the thumb and index finger, and flips the pencil into the correct position.

Formation: This refers to how a student goes about forming letters. Straight lines are easier for students to write than curved ones, so it’s developmentally appropriate to teach students to write capital letters before moving on to lowercase ones.

It’s critical that handwriting instruction be integrated with phonics instruction: As students learn how to write the letters, they should also be learning and practicing the sounds that the letters make. Handwriting and dictation activities are the cornerstone of any multisensory phonics instruction program, as requiring students to consistently practice forming the letters while connecting them to sounds will serve to better embed phonics concepts in the brain.

For students who struggle with letter formation, explicit instruction is particularly important. Students should be taught to start their letters at the top (or middle, as is the case with some lowercase letters), and use continuous strokes as much as possible. Some letters will require them to lift up their pencils, and they should be taught when to do this. Using lined paper is helpful, as is giving students a variety of visual aids: arrow cues for stroke direction, dots for starting points, dotted letters for tracing, etc. Students also benefit from “skywriting” letters—tracing letters in the air with an index finger while holding their arm straight out.

The letters b, d, p, and q are often confused by younger students. Teaching the correct formation of these letters can help diminish the confusion, as they have different starting points—b, for instance, starts from the top, whereas d starts in the middle. Internalizing the motor patterns for these letters can help make recognition more automatic.

Legibility: An important factor impacting legibility is spacing between words. It’s helpful to encourage students to use a “finger space” between words—right-handed students can put an index finger on the line after one word before writing the next one. This technique doesn’t work for left-handed students, who will benefit from using a narrow tongue depressor as a spacing tool.

Pacing: If students are using an appropriate pencil grasp and forming letters correctly, that will often solve any pacing challenges. Another factor to consider when looking at pacing is the press: Students should not be pressing the pencil down on the paper too hard as they write because doing so can lead to writing fatigue and a greatly reduced rate of letter production. But if they press too lightly, it can be a sign of weak muscles or inappropriate pencil grasp. Encourage students to write with a variety of materials (markers, short pencils, crayons, erasable markers on whiteboards) to help them adjust how hard they press.

School days are packed with instructional priorities, and it can be easy to let handwriting fall by the wayside. However, with just a few minutes a day, students’ letter formation skills can improve, leading to positive outcomes for overall literacy development.

Text by Brooke MacKenzie

Source: https://www.edutopia.org/article/how-teach-handwriting-and-why-it-matters

Student: Andrea Cabrera

A story about children's rights. The giant boy
The giant boy Children's Story about Rights

One day a very big boy came to a town that seemed a little special. All the people were very small. The boy was very hungry and fed him.

As the boy did not find his parents in that town, he thanked him for the food and was already leaving to continue looking for his parents, when they told him that what he had eaten cost a lot of money and that he would have to pay for it. But the money the child had was not worth to pay in that town.

They told him that he would have to work to pay for their food. The boy replied that he did not know how to work because he was a child. They replied that he was too big to be a child and that he could work better than anyone because he was a giant.


So the boy who was very obedient, went to work. Because he worked hard, he was very hungry and had to eat again. And since he was very tired he had to stay there to sleep. And the next day he had to work again to be able to pay for food and lodging.

Every day I worked more, every day I was more hungry and every day I had to pay more for food and bed. And every day I was more tired because I was a child.

The townspeople were delighted. Since that giant did all the work, they had less to do every day. Instead, the children were very worried: the giant was getting thinner and sadder every day. Everyone brought their snacks and leftovers from their homes; but still the giant was still hungry. And although they told him wonderful stories, he did not miss the sadness.

So they decided that, so that their friend could rest, they would do the job. But as they were children, that hard work exhausted them and also, since they were always working they could not play, go to the movies, or study. The parents saw that their children were tired and weak.

One day the parents discovered what was happening and decided that the giant had to be punished for letting the children do the work, but when they saw the parents of the giant child arrive, who traveled the world in search of their son, they understood that they were wrong. The giant was really a child!

That child went with his parents and the elders of that town had to return to their homework as before. They would never force a child to work, even if it was a giant child.

Text by: Jose Luis García Sánchez and M.A. Pacheco:
 Student:Valeria Tejera

EDUCATIONAL INCLUSION

UNESCO defines inclusive education in its conceptual document (i) as follows: ¨ Inclusion is seen as the process of identifying and responding to the diversity of the needs of all students through greater participation in learning, cultures and communities, and reducing exclusion in education. It involves changes and modifications in content, approaches, structures and strategies, with a common vision that includes all children of the appropriate age range and the conviction that it is the responsibility of the regular system to educate all children ¨

It is based on the principle that each child has different characteristics, interests, abilities and learning needs and should be the educational systems that are designed, and the educational programs put in place, taking into account the wide diversity of these characteristics and needs

It deals with providing relevant responses to the full range of educational needs in pedagogical contexts in schools and extracurricular schools.

Far from being a marginal issue about how some students can be integrated into the mainstream education, it is a method that reflects on how to transform educational systems so that they respond to student diversity. (ii)

http://www.inclusioneducativa.org/ise.php?id=1

Valentina Prieto 4°A

Children's rights

This document that includes the rights and obligations of children was promulgated by various international organizations and arises from the arbitrariness, terrors and vexations suffered by the witnesses of the First and Second World War, where children were also the most affected by the same war and all the atrocities that surrounded it.

Precisely since children do not have knowledge about how to defend themselves in adverse life situations, they must be guaranteed their protection so that at the time some of these conditions are violated, a penalty can be demanded at the criminal level. Therefore, we should all know what the rights of children are and work so that they are respected in all areas of society and denounce when we see that they are not respected.

The UN-approved document includes the 10 rights of children that we will collect in this document.These rights must be assisted and promulgated by the policies of the various national states and by world organizations that guarantee that children and adolescents may have the right to:

Right to life

It means that every child has the right to live. They cannot be killed or physically assaulted and must grow in optimal conditions.

Right to Food

Every child has the right to good food, no child should go hungry or suffer from starvation. As parents we must ensure that this right is respected and meet the nutritional needs of the little ones.

Education rights

All children should receive education that contributes to creating their own future. The child has the right to enjoy the social life that the school gives him. The right to education constitutes an essential element for the social, psychological and economic development of the child.

Right to water

All children must have the right to have drinking water that has been treated in a healthy manner correctly. This right is fundamental to guarantee the health and well-being of children.

Right to health

No child should suffer any illness caused by the carelessness of not providing medical assistance at the right time. Children have the right to enjoy good health so that they grow and become healthy adults.

Right to identity

All children have the right to be an identifiable citizen in society and the nation, that is, to have a name and surname that identifies them. Parents are obliged to give them a name that formalizes their existence.

Right to freedom of expression

All children have the right to express themselves and give their opinions without being vexed for it. Children can participate in the decisions where they are involved.

Right to protection

All children must live in a safe environment, without threat or weapons. Children should grow protected to preserve their physical and psychological well-being. No child should suffer exploitation, discrimination or abuse.

Right to recreation and recreation

Every child having to enjoy social security, which implies developing in a safe environment, must also have the right to a healthy recreation that allows them to develop fundamental social aspects in order to become an emotionally stable adult.

Right to have a family

As children are growing people, they need all the compression and love they can be given. This compression must start from the family where the child develops. It must be an environment of affection and affection.

That is why children should not be separated from their mothers, except in exceptional situations where another of the rights of the child is violated. In that case, the State will be responsible for protecting the welfare of the child by granting obligations to another family member or attending them through care in public institutions designed for that purpose.

Children's rights are a fundamental part of the growth and construction of a better society in the future. The great construction of statutes, laws, reforms both nationally and globally has the sole purpose of ensuring that children can have rules that respond that it grows safely.

However, it is the parents or representatives who are responsible for enforcing these rights and it is through them that they can be enforced.

We have gathered here the 10 main rights of children, but there are many more rights of children that we must respect and enforce so that children have a happy childhood. It is your right, let's respect all the rights of children.

Student: Valentina De Armas.

Phrases we should say to our students every day

Phrases we should say to our students every day

In this article I want to claim that language that, obviously, sometimes we don't give it the value it has.

1. "I know you will know how to do it"

Some words have the power to comfort and make us feel capable of anything. They strengthen our confidence and encourage us to undertake new projects. These types of expressions are very important during childhood and adolescence, which is the moment when the personality is being forged. You will need to get a good repertoire for the school: "I believe in you", "I don't doubt you will get it", "you will achieve it".

2. "Why don't you try?"

When we speak from the heart and encourage our students to take risks, we fill them with energy. With our positive and close attitude, we remind you that we trust them and, above all, that you have the ability to believe and grow. The experiences we live make us the person we are and that is how our identity is forged. "Do you dare to try?", "What if we try together?", "Do you dare to do it?"

3. “I love how you are, I love how you do this”

An important part in building self-esteem is the interaction with other people. With the beginning of the nursery school, our little students begin to interact with other children their age and it is nice (and necessary) to remind them that each of them is unique and special. In the difference is the value!

4. "What if you try to see it differently?"

We tend to aim at our own thoughts and we find it difficult to see things from another point of view. In such a way that it is great to have someone to push us to think differently and to open our minds. I think this is a good phrase (in all its variants) for students to put themselves in the place of another person and thus lead them towards a more positive and empathetic thought: "Do you think your partner Marcos would think the same?", " tomorrow would you think the same again? ”

5. “How much have you tried!”

We all need to feel that our efforts are recognized and not just the achievements we achieve. This is how the motivation falls on the road and not only on the final goal. Therefore, when we emphasize with beautiful words the dedication that our students have put in a task, we strengthen those positive behaviors and attitudes. "You got very involved in group work," "you have worked hard on it," "you can be proud, how hard you have done!"

6. "I care about your opinion, what do you think about this?"

When we value our students' opinions, they feel comforted and satisfied. He warns that his thoughts are important and that each of us has his own way of thinking. This translates into immediate benefits in living in the classroom: our students are more receptive and tolerant and receptive, and dialogue between them is promoted.

Although simple, said consciously and at the right time; they manage to generate very positive attitudes in our classrooms and bring out the best that people have, those unique human qualities that make us special.

Source: https://www.educaciontrespuntocero.com/recursos/educacion-emocional/7-frases-que-deberiamos-decir-a-nuestros-alumnos-cada-dia/31238.html

                                                                                                                               Zhamira Bruni.

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