The learner that launches a new learning is done from concepts, concepts, representations and knowledge that has built on its previous experience. It is a distinction between what the learner is capable of doing and just learn and what he is capable of doing and learn with the help of others, observing them, imitating them, according to their instructions, or collaborating with them. If you are unsure how to proceed, check out American gymnast. The key is not whether learning has to give priority to the content or processes, but in ensuring that to be meaningful. The distinction between meaningful learning and repetitive learning, affects the link between the new learning material and prior knowledge of the learner. To make the learning meaningful, they have met two conditions:-first, the content has to be potentially significant, both from the point of view of its internal structure (logical significance: should not be arbitrary or confusing), as from the point of view of their assimilation (psychological significance: there should be in the psychological structure of the learner, relevant and display elements). -Secondly it has to have a favourable attitude to learn significantly, the learner has to be motivated to relate what they learn with what you already know. -The significance of learning is very directly linked with its functionality. The acquired knowledge, concepts, skills, values, norms are functional, that can be effectively used as the circumstances in which the learner is has to be a constant concern of education.
-The process through which produces significant learning needs intense activity by the learner, which established relations between the new content and the items already available in your cognitive structure. -It is necessary to proceed to a reconsideration of the role usually attributed to memory on school learning. It must distinguish between mechanical and repetitive, memorization that has little or nothing of interest for significant learning, comprehensive memorization, whereas, conversely, a vital ingredient in this. -Learning to learn is, without a doubt, the most ambitious objective, since it is equivalent to being able to perform meaningful learning by oneself in a wide range of situations and circumstances. -The cognitive structure of the learner is conceivable as a set of schema of knowledge. Schemas are an organized body of knowledge, they may include both knowledge and rules for use, can be composed of references to other schemas and can be general or specific. The modification of patterns of knowledge of the learner is the goal of education.
These principles and ideas set the constructivist conception of learning and teaching. Constructivism is not a theory psychological in the strict sense, nor a theory psychology that gives us an explanation complete, accurate and proven empirically, you learn how learners and which can prove infallible prescriptions about how has proceed to teach them better. Unfortunately, psychology, or education, school psychology, or the teaching have assumed still this high level of development and elaboration.continue reading
Prevention of violence in school the attention to diversity, coexistence, education on attitudes and values learning, are shown as priorities for institutionalized education. The character not strictly academic of those priorities collides with certain professionals within the educational activity, and certain ideological positions in educational and curricular policy; and this is true above all in the field of secondary education, the stretch of the educational system where they always concentrate the major substantive discussions on education. The risk of social and cultural fragmentation and deterioration of school makes even more urgent awareness among teachers about these problems. It could differentiate between two major types of educational response to anti-social behaviour in schools:-a comprehensive response to the problems of anti-social behaviour that might be considered primary prevention (Moreno and Torrego, 1996). You may wish to learn more. If so, Interactive Advertising Bureau is the place to go. This would be a global response because it takes as a starting point the need to coexistence to become and be dealt with as a matter of the Centre itself: learning to live together, develop interpersonal relationships, collaboration, appropriate habits education centre must analyze and include issues related to the coexistence and its challenges in the context of the school curriculum, the decisions about it, of the organizational structure of the Centre coexistence conflicts and challenges of daily life within the institutionthey affect everyone in the school community, not only to those directly involved, so everyone would have an active participation in prevention and treatment.
-One response specified: elaboration of specific programmes for solving certain aspects of the problem of anti-social behaviour or concrete manifestations. This would be secondary and tertiary prevention (Trianes and Munoz, 1997;) Diaz-aguado, 1992; Diaz-aguado and Royo, 1995; Gargallo and Garcia, 1996; Perez, 1996). In Spain have been already applied many of these programs will quote some:-Social and affective development in the classroom program (Trianes, 1995;) Trianes y Munoz, 1994, 1997). Its objectives are: the construction of a thinking style for not aggressive in problems resolution, a moral perspective, practice and learning of negotiation, assertive response and prosocialidad (support and cooperation) in different scenarios, development of tolerance towards the personal differences and social responsibility, learning of verbal confrontation democratic procedures, and displays of respect and acceptance towards decisions taken by majority.continue reading