Students EI La Rinconada. Professor Alberto Cabezas a. Towards a new social paradigm - cognitive
seeks to integrate classroom and stage actor learning from both perspectives and aims to identify how a learner learns (cognitive paradigm) and learns what a learner (social paradigm).
seeks to integrate classroom and stage actor learning from both perspectives and aims to identify how a learner learns (cognitive paradigm) and learns what a learner (social paradigm).
a. Learning to learn how cognitive processes
This approach to learning to learn paradigm under the socio - cognitive, involves the use, proper apprenticeship, cognitive and metacognitive strategies. This means that there is in the apprenticeship learning potential (intelligence potential, skills and potential) that can develop from mediated learning. This learning from the actions of a mediator may be updated from the mediation of adults (parents, teachers ,...) or can be made from peer-mediated learning (more capable peers).
But this concept of learning to learn involves learning how to learn, learning to think and for this we must learn to teach, which means in practice retraining of teachers, from mere lesson explainers (Classical School) or single socio-cultural animators (Active School ) learning mediators and mediators of social and institutional culture.
As teachers, we find that the living school learners can learn with others who are slow to learn, skilled students to learn with other claims to learn (they lack the skills to learning).
Therefore, we understand the mind of a learner within the social paradigm - cognitive, a macro capability or competence, which can be decomposed into a set of capabilities and in turn they can be decomposed into smaller capacities, which would be the skills.
Thus we say that a learner can learn learn with their abilities, skills and abilities, which are only used when they are developed and when it does not need to be developed through the contents (forms of knowledge) and strategies / procedures (ways of doing).
hue mean by capacity an ability to use general or you can use an apprentice to learn, whose key component is cognitive. An ability would be a unity of thought specific using or may use an apprentice to learn, which is also essential cognitive component, constituting a set of skills capacity.
consider a step or skill as a mental component and a set of skills is a skill. Thus, curriculum design level, there are three levels or dimensions: Competence, skills and abilities. Skills and abilities are the learner's cognitive processes. A process-centered teaching has no intention to develop skills intervention programs, with content and strategies / procedures or free software (drawings, illustrations, charts and strategies ,...) / Procedures. And focused evaluation process is not nothing but evaluate their level of achievement.
But it is very difficult to talk about education or evaluation focused on cognitive processes and skills if the skills are not well identified and the cognitive and affective goals are not clear. Unfortunately too often to develop skills - only - using verbs in the infinitive or present indicative indicate action to learn content, without identifying whether it is a mental action (ability, skill or ability) or a mere mechanical action or external to mind. A cognitive goal is simply a mental action, more or less extensive, whose fundamental component cognitive.
To identify these mental actions must be created and diversify its own institutional taxonomies (Posters of capabilities and skills) by the technique of collective self-reflection. Thus, having identified the skills and abilities, teaching groups of one or more educational institutions seek to develop through content and strategies / procedures (Roman and Díez, 1994). In this case the contents are a means to develop capabilities and skills (cognitive processes).
hue mean by capacity an ability to use general or you can use an apprentice to learn, whose key component is cognitive. An ability would be a unity of thought specific using or may use an apprentice to learn, which is also essential cognitive component, constituting a set of skills capacity.
consider a step or skill as a mental component and a set of skills is a skill. Thus, curriculum design level, there are three levels or dimensions: Competence, skills and abilities. Skills and abilities are the learner's cognitive processes. A process-centered teaching has no intention to develop skills intervention programs, with content and strategies / procedures or free software (drawings, illustrations, charts and strategies ,...) / Procedures. And focused evaluation process is not nothing but evaluate their level of achievement.
But it is very difficult to talk about education or evaluation focused on cognitive processes and skills if the skills are not well identified and the cognitive and affective goals are not clear. Unfortunately too often to develop skills - only - using verbs in the infinitive or present indicative indicate action to learn content, without identifying whether it is a mental action (ability, skill or ability) or a mere mechanical action or external to mind. A cognitive goal is simply a mental action, more or less extensive, whose fundamental component cognitive.
To identify these mental actions must be created and diversify its own institutional taxonomies (Posters of capabilities and skills) by the technique of collective self-reflection. Thus, having identified the skills and abilities, teaching groups of one or more educational institutions seek to develop through content and strategies / procedures (Roman and Díez, 1994). In this case the contents are a means to develop capabilities and skills (cognitive processes).
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