Unit 1 – Task 2

Defining Concepts

Submitted by:

Dainer William Bonilla Tovar 93380055

Kathleen Michel Ramos 1120387380

Luis Carlos Rodríguez 1018472826

Mario Fernando Tarache Cabarte 1118569850

Passy Katerine Mosquera Ayala 1112763210

Submitted to:

Yohom Fredy Sánchez

First and Second Language Acquisition and Learning - 551018_28

National Open University and Distance – UNAD

Sciences and Education School – ECEDU

March, 2019
 DEFINING CONCEPTS 2

Dainer William Bonilla

Task 1A:

Task 1B:

https://prezi.com/p/yopqft2vbk_f/defining-concepts-and-constructivism/
 DEFINING CONCEPTS 3

Comments about the case (Luis’s case) and the screenshots of the student’s participation.

I've read and analyzed the case of study proposed by you and I think that the teacher could do

the next things in order to solve the problem:

The teacher could take the students’ words and start giving short introductions to the possible

solutions and let the students complete the idea.

The teacher could help his students to organize and structure their ideas by proposing ideas

related to what they’re thinking. I hope these ones can be the answer to the problem.
 DEFINING CONCEPTS 4

Kathleen Michel Ramos

Task 1A:

Task 1B:

https://prezi.com/view/ZH9DlWaZEhRlC8IYkSRq/
 DEFINING CONCEPTS 5

Comments about the case (Luis’s case) and the screenshots of the student’s participation.

I just saw your prezi presentation. It is clear and organized. I think that the teaching-learning

process focused on Vygotsky´s philosophy on constructivism clarifies and gives several tools on

how to carry out this process, which is a useful tool as students and future teachers of different

students so that they can build different tasks and develop the skills of people.
 DEFINING CONCEPTS 6

Luis Carlos Rodríguez

Task 1A:

Task 1B:

https://prezi.com/view/K28jZ8tKYUMWMwPted6L/
 DEFINING CONCEPTS 7

Comments about the case (Kathleen’s case) and the screenshots of the student’s

participation.

I saw your prezi presentation and I think is very important the way that you take into account

some concepts that are vital to explain the topic, also I think you did an excellent job showing us

how relevant was the concept of Vigotky's theory, I want to congratulate you because you did an

amazing job.
 DEFINING CONCEPTS 8

Mario Fernando Tarache Cabarte

Task 1A:

Task 1B:

https://prezi.com/view/p91IPNcGdZe79fCS5PDC/
 DEFINING CONCEPTS 9

Comments about the case (Katerine’s case) and the screenshots of the student’s

participation.

I checked your case out, and I found it helpful to analyze it according constructivism theory,

you mentioned some of the most important actors in education, students, teacher, subject and

environment.

Is evident that students need someone to encourage them in the learning acquisition, to help

them to ask questions, explore themselves and asses what they know in order to use the previous

knowledge and build new ones.

Besides, the theory states "learning from experience", which means it is important to interact

with the resources around us, for example, if you want to learn how to ride a horse you wouldn´t

go out and just buy a book on riding theory you have to go out and get on the horse, practice over

and over again until you get it right; that is an active learning example.
 DEFINING CONCEPTS 10

Passy Katerine Mosquera Ayala

Task 1A:

Task 1B:

https://prezi.com/p/b61-s1igvotj/vygotskys-philosophy-the-constructivism/
 DEFINING CONCEPTS 11

Comments about the case (Dainer’s case) and the screenshots of the student’s participation.

Regarding your case study, I consider, in the first place, that it is a very common case in

teaching processes, students are easily demotivated from the teaching processes that a teacher

adopts and that makes learning difficult.

Therefore, when analyzing the case, I raised that the teacher should use teaching tools that are

meaningful for students, such as the using songs, videos or images that have the verbs that are

working, in addition to activities where students are proactive and can practice through

conversations, plays, stories, etc.

Taking into account the theory of constructivism, the teacher must motivate through

interaction and meaningful learning to students, promoting situations where they are the

protagonists and relate to their reality.

 DEFINING CONCEPTS 12

References

Araus, M. (2017). Vygotsky. Principios y conceptos básicos de la teoría del constructivismo

social. Retrieved from http://educacionparalasolidaridad.com/2017/01/18/vygotsky-

principios-y-conceptos-basicos-de-la-teoria-del-constructivismo-social/

Brown, H. (2000). Principles of language learning and teaching. Chapter 1. Retrieved from

https://octovany.files.wordpress.com/2013/12/ok-teaching-bypriciples-h-douglas-

brown.pdf

Doughty, C. J., & Long, M. H. (Eds.). (2008). The handbook of second language acquisition

(Vol. 27). John Wiley & Sons.313-337 Retrieved from,

http://campus02.unad.edu.co/ecedu17/%20http:/www.international.ucla.edu/media/files/h

andbook.pdf?AspxAutoDetectCookieSupport=1

Guillen Ramirez, M. (10, 12, 2018). Unit 1 Language learning and teaching. [Archivo de video].

Retrieved from,

http://campus02.unad.edu.co/ecedu17/%20http:/www.international.ucla.edu/media/files/h

andbook.pdf?AspxAutoDetectCookieSupport=1

Liu, C. H., & Matthews, R. (2005). Vygotsky's Philosophy: Constructivism and Its Criticisms

Examined. International education journal, 6(3), 386-399. Retrieved from,

http://files.eric.ed.gov/fulltext/EJ854992.pdf