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It seems that we can say (Coll, 1984) that the cooperative organization of learn
ing activities, compared with competitive or individualistic organizations to be
significantly higher in terms:
The centers of interest are methodological choice based on action: "The school f
or life and for life" Ovide Decroly (1871-1932), from a comprehensive approach,
introduces the focus of interest as a pedagogical approach to trying to answer n
atural needs and interests of students. Decroly are for the "ideas - force" that
move and motivate students, as it is part of their physical, intellectual and s
ocial.
The areas of interest revolve around four main needs:
1. Eating to maintain and develop life 2. Protecting against the weather in Marc
h. Defending against the threat in April. Acting and working jointly, recreation
and improve ...
The boy, from very small, relates these centers with other interests:
a) animal b) plants c) Nature d) companies e) civilizations f) cultures
Phases of the centers of interest
1st
Observation. Through direct observation will find the sensory qualities of objec
ts: be felt, weighed, smell ... It's the beginning of the scientific method. 2nd
Association. In this process relate the background of the students with the o
bservation obtained by strengthening the management, comparison, seriation, clas
sification, abstraction, generalization ...
Phases of the centers of interest (Cont.)
3rd
Expression. The expression would be the culmination of the process, and we can h
ighlight:
Expression
concrete (materialization of their observations and personal creations, resultin
g in free drawing, crafts ...) abstract expression (realization of thought thr
ough conventional symbols and codes, is captured in free text, language, mathema
tical, musical ... )
Project Method
Kilpatrick
influenced by Dewey created the project method. This approach is based on the
development of a globalized knowledge and relational. The partial schedule for
each project replaces the program materials.
F. Hernandez (1986) has defined the organizational strategy
... The
role of the proposed work is to create strategies for organizing knowledge based
on information processing and the establishment of relationships between facts,
concepts and procedures that facilitate the acquisition of knowledge. "
Project Phases
Suggestion: choice of subject, of the problem situation ... Planning: the search
for possible solutions. Activities are planned and the time required for their
development. It attempts to specify the type of class organization, materials, r
esources ... From that moment begins to develop the project.Conclusion: Resolut
ion of the issues raised. The research, documentation, information processing, .
.. made throughout the project, must be translated into something concrete: a mu
ral, a model, a monographic work, ...
the teacher would be the "leader" that the instructor of the group.
The
project method, open a range of possibilities for educational innovation, implem
enting such familiar terms as:
Globalization interest motivation
meaningful learning
Motivation in the Classroom: Theories
The word motivation is derived from Latin motus, which moves, those internal and
external factors that drive a person to act in a certain way. There are two asp
ects of motivation: Some internal variables to the subject: the needs of food,
shelter, security, self esteem, at ease with himself ... Other variables exte
rnal to the person but interacting with it: to belong to a group and be accepted
, to have things, prestige before others, power, and be above the other, fashion
...
Maslow Theory
For Maslow only unmet needs are sources of motivation. Maslow developed a hierar
chy of needs organized into five categories. Believes there is a natural process
in which individuals meet their needs in order from the most immature to more m
ature. This progression of the hierarchy of needs is seen as the climb up a ladd
er: the individual must feel secure on the bottom step to put your foot on the t
op.
Maslow Theory
• Therefore, when it has fulfilled a need arise in the lower to the higher rate
individual needs • The five categories of needs are: V. IV self-actualization ne
eds. III standing requirements. II membership needs. I. security needs Basic Nee
ds
Homeostatic theory: Lindsley, Hull
A current problem in the primary and secondary education, often mentioned by tea
chers is the lack of student motivation. How to organize the tasks has a motivat
ing power and performance improvement.
Some young people suffer a deprivation of care, whether in family or social envi
ronment, and compensate this deficit by drawing attention to peers laugh, they l
ay down in them ... They do not care to speak ill of them, because you want this
type of student is that you have in mind above all else.
The teacher must realize what is happening to this student and not to reinforce
his behavior by calling attention in the middle of the class, responding to his
provocations, or losing control. What is not to give appropriate weight to their
calls to the forefront, and if the student nevertheless persists, it should say
so and clearer that at the end of the class talk in private
Lack of self-efficacy expectations
Self-efficacy expectations that have led to the completion of a task. That for w
hich I feel competent attracts me, pay attention and I dedicate my time. On the
contrary, the possibility of failure on a task leads me to leave. The interventi
on of the teacher must facilitate successful experience for the student receives
the reinforcement of a job well done. We must spread the content, exercises, ac
tivities ...graduate levels so they can be resolved properly by the students.
The negative self-concept
The
students with negative or low self esteem, as is often said, too, will doubt the
ir ability to solve new tasks, even if they consider most relevant. The teache
r intervention must be targeted to change the idea of himself that this type of
student. Help to discover their potential, to experience its effectiveness, you
see the role that has been assigned does not correspond with reality
Influences of the group leaders
The
teacher should know the groups formed in the class, who are the leaders, who are
the "stars" that are popular but do not have the leadership, who are isolated.
A useful tool for this is the sociogram, makes explicit all relationships.
Testing the limits of teacher
When
students are faced with a new teacher, carry out what might be called a 'evaluat
ions of teachers "to know what he is capable of withstanding, how far it can go
with it, what degree of authority is, what is going to allowed to do or not ...
Psychologists often call this process "testing limits."
Type
activities Time and space materials Resources