UNIVERSIDAD NACIONAL FEDERICO VILLARREAL FACULTAD DE EDUCACIN SECCION DE POSGRADO

PROGRAMA:

SEGUNDA ESPECIALIDAD

MENCIN:

DOCENCIA DEL IDIOMA INGLES

ASIGNATURA:

TEACHING STRATEGIES FOR CHILDREN AND ADULTS

TRABAJO GRUPAL: MAESTRISTAS:

TRABAJO DE INVESTIGACIN

CORDOVA C A J A V I L C A , E S T H E R JARA R E G A L A D O , V I O L E T A L I S B E T H ROSALES S E B A S T I A N , S O N I A RUIZ ZAMBRANO, LUZ SAMANEZ F L O R E S , D E N I I L A N D E Z

CATEDRTICA:

LIC. JULIA MANTURANO 2 011

IVAN PERTOVITCH PAVLOV (1849 1936) 14 de septiembre de 1849 - San Petersburgo, 27 de febrero de 1936). Fisilogo ruso.

Pavlov is recognized by his precursor works on the physiology of the heart, the nervous system and the digestive device. His more famous experiments, which it realized in 1889, demonstrated the existence of reflections determined and not determined in the dogs, and had great influence in the development of psychological behaviorist, physiologically orientated theories, during the first years of the 20th century. His work The work that Pavlov did in name of the psychology began really as study in the digestion. He was looking at the digestive process in dogs, specially the interaction between the salivation and the action of the stomach. Without the salivation, the stomach was not obtaining the message to begin to digest. Pavlov wanted to see if the external stimuli might affect this process, this way, the experiment consisted of that: he sounded an alarm at the same time as he gave the food to the dog. After awhile, the dogs - that before only were salivating when they saw and eating his food - began to salivate when the alarm sounded, even if there was no present food. In 1903 Pavlov published his results calling this " determined reflection, " that is different from a natural reflection, such as to extract a hand behind of a flame, in which he had to be learned. Pavlov called this learning process (in which the nervous system of the dog comes to associate the alarm with the food, for example) determined. " He also found that the determined reflection serious suppressed if the stimulus tries " incorrectly " was appearing too often. On having investigated on the conditioning it centred on the area of the learning, which is the most important of the psychology. The learning supposes that the behavior of the organism depends on the environment and to control the behavior it is necessary to control the way. After long works he concluded that the undetermined reflections are insufficient for the adjustment of the organism to the way, for what he needs other answers acquired by the conditioning. Especially Pavlov is known for formulating the law of the determined reflection, which it developed between 1890 and 1900 after his assistant E.B. Twimyer was observing that the salivation of the dogs that they were using in his experiments was taking place before the presence of food or of the own experimenters, and then it determined that it could be a result of a psychic activity. The acquaintance realized consistent experiment in a bell made sound just before giving food to a dog, coming to the conclusion from that, when the dog was hungry, began to salivate after hearing the sound of the bell. Pavlov's Studies Pavlovs basic observations were simple. If they put on food or certain acids

diluted in the mouth of a hungry dog, this one starts segregating a flow of saliva proceeding from certain glands. This one is the reflection of salivation; but it is not quite. Pavlov observed that the animal also was salivating when the food still had not come to the mouth: simply seen or smelt food was provoking the same response. In addition, the dog was salivating equally before the mere presence of the person who in general was bringing the food over. This led Pavlov to developing an experimental method to study the acquisition of new connections of stimulus - response. Undoubtedly, which it had observed in his dogs could not be innate or connaturales of this class of animal. The first step to giving, when this experiment is realized, is to acquaint the dog with the experimental situation that is going to live, until not of samples of alteration, especially when the harness is placed and there is left he only in an isolated room. A small opening or fissure is practised in the jawbone of the dog, close to the conduit of one of the glands you will salivate. Then, a tubito (cannula) of crystal is placed in order that the saliva goes out for him in the moment in which the gland is activated to salivate. The saliva is going to stop to a container of crystal. Finally, there exists the reinforcement, which is the strengthening of the association between a stimulus undetermined with the determined one. The reinforcement is an event that increases the probability of which certain response happens. The definition of classic conditioning is the formation (or reinforcement

H w ab so irnn u s s i a e R ( 1 8 1 99 3 6 ) 4
H e w as

IV A N P A V L O V
H e d e m o n s tr a te d th a t

th e e x is te n c e o f r e f le c tio n s d e te r m in e d R e c o g n i z e d b y h i st hpper h c u iros loo rg wy o r k s o n eys a n d n o t d e te rm in e d in th e d o g s , a n d h a d g r e a t in f lu e n c e o f th e h e a r t, th e n e rv o u s s y s te m a n d th e d ig e s tiv e d e v ic e i n t h e d e v e l o p m e n t o f ,p s y c h o l o g i c a l b e h a v io r i s t

E s p e c ia ll y P a v lo v is k n o w n f o r f o r m u la ti n g th e l a w o f th e s i t n e d e t e r mr e i fnl e cdwt i ho intc ,d e v e l o p e d b e t w eH e i n c o n d tci tei on no r in dgt h e a r e a o f t h e l e a r n i n g , w h i c h h i st h m oi m t p o r t a n t o f t h e p s y c h o l o g y . e s 1890d 1900 an T h e l e a rn in g s u p p o s e s th a t th e b e h a v io r o f th e o rg a n is m d e p e n d s o n th e e n v iro n m e n t a n d to c o n tr o l th e b e h a v io r it is n e c e s s a r y to c o n tr o l th e w a y .

P a v l w vo `rsk o

m r s P a v l o v u n d e r s t a n d s t h a t t h e m a Pj o ar vt yo ov f ht ha es a n o i me ak l es ei sn rnu el es d a s o f fo r t h e h u m a n " c o n d u c t s " , f a r i t i s il cs n b y " t h o u g h t " b a s e d o n t h i s s y s t e m o f s u b o tni tsu i tdi oe nr i s g t h e m t o b e a a n ys s. t e m o f d e t e r m i n e d r e f l e c t i o n s , n o t a t l e a s t o f s y o r ue f l e c t , t h e f i r s t s y s t e m o f s i g t h se c h e m a t i c m o d e l " s t i m u l u s / r e s p o n s e "

LEARNING THEORY BY JEROME BRUNER The learner-centered education. From various theoretical perspectives that can be integrated into this great of thought can be argued, first that "a learner-centered education is any educational practice which central purpose is set mainly on learning student, arises from their needs, abilities and interests, taking into account in planning and pending its progress and obstacles, "to which, of course, has to structure a methodology and a pedagogical strategy that leads to this objective, unlike that bases its tendency to act in education and the method per se: the magistrate centrist scholastic and scholarship, where the method, the teacher and the contents are privileged by Above all, regardless students, their preferences and characteristics within the process rather than assuming the role of recipients, so they are obliged to: memorize and obey, repeat play. The first feature of the focus on learning is that a constructivist theory considered as part of a wider possibility of joint theoretical, epistemological and psycho-pedagogical focus on Teaching to think and act on meaningful content and operate under basic premises: - The student is the subject of its own process, - The student's internal development is a result of complex personal and activity and You can see the world gradually in three stages of maturation (intellectual development) for which the individual passes, which called the author and psychological modes of knowing: Enactive way, so iconic and symbolic way, which correspond to the stages development in which first passes through the action, then the image and finally language. These stages are cumulative, so that each stage is overcome, lifelong learning as a form. Bruner's Three Modes of Representation Enactive: This appears first. It involves encoding action based information and storing it in our memory. For example, in the form of movement as a muscle memory, a baby might remember the action of shaking a rattle.

The child represents past events through motor responses, i.e. an infant will shake a rattle which has just been removed or dropped, as if the movements themselves are expected to produce the accustomed sound. And this is not just limited to children. Iconic: This is where information is stored visually in the form of images (a mental picture in the minds eye). For some, this is conscious; others say they dont experience it. This may explain why, when we are learning a new subject, it is often helpful to have diagrams or illustrations to accompany verbal information. Symbolic: This develops last. This is where information is stored in the form of a code or symbol, such as language. This is the most adaptable form of representation, for actions & images have a fixed relation to that which they represent. Dog is a symbolic representation of a single class. Symbols are flexible in that they can be manipulated, ordered, classified etc., so the user isnt constrained by actions or images. In the symbolic stage, knowledge is stored primarily as words, mathematical symbols, or in other symbol systems. DISCOVERY LEARNING BY BRUNER. TEACHING TECHNIQUES ARE BY THE METHOD OF DISCOVERY: Bruner highlights a number of benefits from learning by discovery: * Increased use of intellectual potential: this means that the emphasis on discovery learning encourages the learner in the habit of organizing the information it receives. * Intrinsic Motivation: Within the concept of learning as a process of discovery, the child gets a reward in their own ability to discover, which increases their internal motivation towards learning, which takes more strength for which the approval or disapproval from the outside. Difference Between Bruner and Piaget
BRUNER AGREES WITH PIAGET 1. Children are PRE-ADAPTED to learning 2. Children have a NATURAL CURIOSITY 3. Childrens COGNITIVE STRUCTURES develop over time 4. Children are ACTIVE participants in the learning process 5. Cognitive development entails the BRUNER DISAGREES WITH PIAGET 1. Development is a CONTINUOUS PROCESS not a series of stages 2. The development of LANGUAGE is a cause not a consequence of cognitive development 3. You can SPEED-UP cognitive development. You dont have to wait for the child to be ready 4. The involvement of ADULTS and MORE KNOWLEDGEABLE PEERS makes a big difference 5. Symbolic thought does NOT REPLACE EARLIER MODES OF

acquisition of SYMBOLS

REPRESENTATION

Drs. Andrea Honigsfeld and Maria Dove

Authors of Collaboration and Co-Teaching: Strategies for English Language Learners Collaboration and Co-Teaching: Strategies for English Language Learners, a practical resource which provides a step-by-step guide to making collaboration and co-teaching work for general education teachers and ESL teachers.

About the Author

Dr. Andrea Honigsfeld is Associate Dean in the division of education at Molloy College, Rockville Centre, NY. She was the recipient of a Doctoral Fellowship at St. John's University, where she conducted research on individualized instruction and learning styles. She has published extensively on working with English Language Learners and/or providing individualized instruction based on learning-style preferences. She received a Fulbright Award to lecture in Iceland in the Fall of 2002. In the past eight years, she has been presenting at conferences across the United States, Great Britain, Denmark, Sweden, the Philippines and the United Arab Emirates. She frequently offers staff development primarily focusing on effective differentiated strategies and collaborative practices for English as a second Language and general education teachers. Maria G. Dove is Assistant Professor in the division of education at Molloy College, Rockville Centre, NY where she teaches courses to pre-service and inservice teachers in the graduate education TESOL program. Having worked as an English as a Second Language teacher for over thirty years, she has provided instruction to English language learners in public school.During her years as an ESL specialist, she established co-teaching partnerships, planned instruction through collaborative practices, and conducted ESL co-taught lessons in mainstream classrooms with her fellow K-6 teachers. She has served as a mentor for new ESL teachers, and coaches both ESL and mainstream teachers on co-teaching strategies. She has published several articles and book chapters on her experiences with co-teaching, differentiated instruction, and the education of English language learners.
Their book

Teacher collaboration and co-teaching are proven strategies for helping students with diverse needs achieve academically. This practical resource provides a step-by-step guide to making collaboration and co-teaching work for general education teachers and English as second language (ESL) specialists to better serve the needs of English language learners (ELLs). The authors address the fundamental questions of collaboration and coteaching, examine how a collaborative programme helps ELLs learn content

while meeting English language development goals, and offer information on school leaders' roles in facilitating collaboration schoolwide. Andrea Honigsfeld and Maria Dove highlight the importance of a whole-school approach to the teaching of ELLs where the collective expertise of teachers is harnessed through collaboration and co-teaching. This approach ensures that ELL students are not isolated from their peers and all teachers gain access to instructional strategies that promote student engagement and accelerated academic development Effective collaboration between professionals promotes success for English learners only when all parties share both a deep understanding of the educational issues involved and a firm commitment to academic excellence. One of the book's strengths is that the role of the administrator is included in each chapter. The authors recognize the importance of administrative support to ensure the success of collaborative and co-teaching strategies.

Teacher collaboration and co-teaching

Drs. Andrea Honigsfeld and Maria Dove

Is a guide to making collaboration and co-teaching work for general education teachers and English as second language (ESL) specialists to better serve the needs of English language learners (ELLs).

Highlight the importance of a wholeschool approach to the teaching of ELLs where the collective expertise of teachers is harnessed through collaboration and co-teaching

This approach ensures that ELL students are not isolated from their peers and all teachers gain access to instructional strategies that promote student engagement and accelerated academic development

Bibliography Jerome Seymour Bruner: from perception to language (2004) Bruner, Gerome, mental reality and possible worlds Kearsley, G (2008). Constructivist theory. Retrieved February 14, 2008, from Explorations in Learning and Instruction Web site: http://tip.psychology.org/bruner.html Jerome Seymour Bruner. (2006). In Encyclopedia of World Biography [Web]. Thompson Gale. Retrieved 2/18/2008, from http://www.bookrags.com/biography/jerome-seymour-bruner/ Learning Theories Knowledgebase (2008, February). Discovery Learning (Bruner) at Learning-Theories.com. Retrieved February 18, 2008 from Bruner, , Jerome S. (2001). In Gale encyclopedia of Psychology [Web]. Retrieved 2/18/2008, from http://findarticles.com/p/articles/mi_g2699/is_0000/ai_2699000048