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CONSTRUCT: LEARNING EXPERIENCES: CONTEXTUALIZED AND

INCLUSIVE: CURRICULAR, PEDAGOGICAL, AND DIDACTIC MODELS

Autor: GROUP 13
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FACULTY OF EDUCATION SCIENCES

PEDAGOGY OF NATIONAL AND FOREIGN LANGUAGES
ENGLISH
ONLINE MODALITY

TEACHER´S NAME
Mourad Antoine Sebastien

STUDENTS:
Britney Damaris Dume Vargas
Daniela Lisbeth Jiménez Aveiga
Donna Ivelise Rosario Lapo
Mabel Tatiana Vilche Enríquez
Romina Katherine Medranda González

THEME:
Teaching methodologies

COURSE:
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3rd Level

SCHOOL PERIOD
2024 – 2025

VIDEO PRESENTATION
https://drive.google.com/file/d/1OPePNM73qCg4jnyYU0dFjvRtyp4ZwuT8/view?usp=sharing

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CONSTRUCTIVISM

In the application of constructivism in the classroom, the active and participatory role of each
student is highlighted, as this approach promotes collaborative work and the exchange of ideas
that are fundamental to the learning process.
Students dedicate themselves to solving the assigned problem, emphasizing socialization and the
exchange of ideas in class. This allows them to develop independence and practice their
individualism within a planned environment.
In addition, the importance of focusing the educational process on the student is emphasized,
which improves both their learning and their personal and academic development.

CHARACTERISTICS

Promoting dialogue and collaboration

 Motivates the construction and organization of well-argued stories. The exchange of ideas
between teams enriches the learning process and increases the probability of developing
good narrative work.

Reading Research and Inquiry Project

 It focuses on comparing the stories created by each team, looking for relationships or
differences between them. This comparison helps connect each narrative piece, forming a
coherent story and enriching the learning process.
 Learning strategies: Learning strategies are used that question and analyze the content,
promoting a deep and reflective understanding.
 Graphic organizers: The formation of graphic organizers connects all the stories
mentioned, providing a clear and structured view of the relationships between the
different narratives.

ACTIVITIES RELATED TO THIS THEORY

 Collaborative work with fruit cards: Students share cards with different drawings of fruits
and organize themselves in groups of three, according to the drawing on their cards, to
complete group tasks, promoting cooperation and teamwork.
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 Video exhibition: Students present the stories created through videos produced by
themselves, allowing shared evaluation and collaborative learning.
 Creating stories: Students are encouraged to develop their imagination by creating stories
that combine elements of reality with fantasy, stimulating creativity and critical thinking.

CLASS EXAMPLE

 https://www.youtube.com/watch?v=yoTdojKImb4

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BEHAVIORISM
The theory of behaviorism is a pedagogical model that originated in the early 20th century, mainly
by John Watson. This theory focuses on the observable behavior of the individual in their learning
process, suggesting that learning occurs through stimulus and response conditions, influenced by
the individual's environment.

CHARACTERISTICS
 The theory of behaviorism focuses on the study of observable and measurable behavior,
ignoring internal mental processes.
 Considers learning to be a change in behavior due to experience and interaction with the
environment.
 It proposes that all behavior is acquired and modified through conditioning, whether
classical (association of stimuli) or operant (reinforcements and punishments).
 Behaviorism maintains that reinforcements increase the probability of repetition of a
behavior, while punishments decrease it.
 Emphasizes the importance of generalization (similar response to similar stimuli) and
discrimination (distinguishing between specific stimuli).
 Extinction occurs when a conditioned response decreases and disappears if the
conditioned stimulus is no longer associated with the unconditioned stimulus.
 The theory also recognizes modeling as a learning process through observing and
imitating the behaviors of others.

Objectives and goals:

 Behavior Shaping: The objective is to shape the individual's behavior in a technical,

mechanical and systematic way.
 Teacher-Student Relationship: The teacher has a hierarchical and technical role, while the
student is seen as a passive recipient of learning.

ACTIVITIES RELATED TO THIS THEORY

Positive reinforcement:
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 Execution: The teacher praises the students for behaving appropriately and for following
instructions quickly.
 Example: As the students quickly move into the "learning position," the teacher says,
"Thank you, Daniel, for moving your chair! Thank you, Jake, for moving quickly! Awesome
job, these are perfect!"
 Practice: She Uses immediate praise and recognition to reinforce the desired behavior,
encouraging students to repeat these actions in the future.

Modeling:

 Execution: The teacher physically demonstrates the actions she expects from the students
and then asks them to imitate her.

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 Example: When she teaches the elements of a story, she says, "I want you to watch me go
over them and imitate me." Then, she demonstrates the big gestures for the characters
and other elements.
 Practice: Students imitate the teacher's actions, learning through observation and
repetition, which strengthens the learning of these concepts.

Reward System:

 Execution: The teacher uses small incentives and fun activities as rewards for good
behavior and active participation.
 Example: After a successful activity, the teacher celebrates with a “one-second party,”
where students have a brief moment of celebration and fun: “That was awesome, another
one-second party, ready 1, 2, 3, ha ha, incredible!"
 Practice: By integrating small celebrations and rewards, the teacher motivates students to
participate and follow the rules, creating a positive association with appropriate behavior
and active learning.

CLASS EXAMPLE

 https://www.youtube.com/watch?v=sRc9Noz80ko

COGNITIVISM

This example illustrates how the principles of cognitivism are applied in teaching to promote
meaningful and lasting learning through the activation of prior knowledge, the structured
organization of information, the active participation of students and repeated practice, resulting
in understanding. effective use of the principles of cognitivism, as it applies them creatively to
promote active and meaningful learning for students.

CHARACTERISTICS

Emphasis on information organization and processing:

 Schemes are used to organize prior knowledge.

 Graphic organizers are used to represent the structure of the story.
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 Key terms such as “character,” “setting,” and “plot” are defined.

 Active reading is encouraged with text marking and note taking.

Learning by discovery:

 Students discover concepts for themselves through discussion in pairs, identifying

elements, and developing definitions.

Memorization strategies:

 Drawings are used to represent characters and settings.

 Mini-books are created to define story elements.
 Key terms and concepts are repeated throughout the class.

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ACTIVITIES RELATED TO THIS THEORY

 Drawings: Students are encouraged to draw to represent the characters and setting of the
story.
 Repetition: Key terms and concepts are repeated throughout the class.
Inner/Outer Circle Game: Students take turns identifying terms related to the story.

CLASS EXAMPLE

 https://www.youtube.com/watch?v=ibBPqfnhFhU&t=203s

CONNECTIVISM

Connectivism is an alternative theory to teacher learning theory in which the incorporation of

technology and the establishment of connections in learning activities begins to bring learning
theory closer to the digital age. This is a theory that learning (defined as applied knowledge) can
reside outside of ourselves (in an organization or database), focusing on connecting sets of
specialized information and the connections that allow us to learn more are more important than
connections through which we can learn. learn more. our current state of knowledge.

CHARACTERISTICS

 Discussion and diversity in learning: Learning and knowledge require diversity of opinions
to represent the whole and allow the selection of the best approach.
 Definition of learning: Learning is the process of networking between relevant nodes or
specialized sources of information.
 Knowledge goes beyond personality. Knowledge can reside in networks.
 Technology facilitates learning: Knowledge can exist in non-human applications and
technology enables/facilitates learning.
 Ability to seek knowledge: More important than what is currently known is the ability to
know more.
 Continue studying: Learning and cognition are ongoing, continuous processes (not states
or end products).
 Ability to make connections: The ability to see connections, recognize patterns, and
understand underlying domains, ideas, and concepts is a fundamental skill of modern
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humans.
 Needs updating: Innovation (updated and accurate knowledge) is the goal of all related
educational activities.
 Learning is making decisions: The choice of what to learn and the importance of the
information received are considered through the lens of a constantly changing reality. The
right answer today may be wrong tomorrow.

ACTIVITIES RELATED TO THIS THEORY

General online project:

 Objective: Carry out a joint project using online tools to communicate and work with
other students.

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 Description: Students will form teams with members from different geographic locations
and use tools such as Google Docs, Slack, or Trello to coordinate their work. The project
could be a research project, product development or the creation of an educational
resource.
 Evaluation: The results of the project will be evaluated along with a report describing how
technological connections and tools were used to accomplish the work.

Creating a personal learning network

 Objective: Grow and manage your personal learning network using digital tools and
resources.
 Description: Students create profiles on professional and educational platforms such as
LinkedIn, Twitter, ResearchGate and others. They follow and interact with experts in their
field by participating in discussions, sharing relevant content, and collaborating on
projects. They use tools like RSS feeds, blogs, and mailing lists to stay up to date with the
latest research and trends.
 Evaluation: present a map of your personal learning network, highlighting the key
connections and their importance. A written reflection on how each connection
influenced your learning and professional development. Specific examples of
collaboration or meaningful learning achieved online.

CLASS EXAMPLE

 https://www.youtube.com/watch?v=Tyc_4gWg8RU

COMPLEXITY

The dynamic interaction, adaptability, emergence of patterns, nonlinearity, and sensitivity to

initial conditions demonstrate that the teaching practice exemplified in the video aligns with the
principles of complexity theory.

CHARACTERISTICS

Enthusiasm and energy

 The teacher seems very animated and enthusiastic as she interacts with the students,
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which surely helps to keep them interested and motivated.

Patience and adaptability:

 When students have difficulty understanding, the teacher shows them patience and helps
them adapt to the activity.

Personal connection:

 The tutor has a positive and trusting relationship with her students, which facilitates
teaching and learning.

Use of teaching resources

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 Use materials and tools to make the class more interactive and dynamic, such as
whiteboards, games. Etc

Diversity of strategies:

 Apply different teaching methods, such as verbal explanation, group work.

Constant feedback:

 The teacher constantly monitors the students' progress and provides them with
comments and suggestions so they can improve.

ACTIVITIES RELATED TO THIS THEORY

 Practice: Students imitate the teacher's actions, learning through observation and
repetition, which strengthens the learning of these concepts.
 The teacher begins the class with a brief theoretical explanation of the topic to be
discussed.
 Use of teaching material, she uses visual material such as images to support the
explanation.
 She Asks students questions to evaluate their understanding and encourage their
participation.
 Feedback and corrections, she makes comments and corrections to the students after the
presentations.
 She Ends the class with a practical activity related to the topic.

CLASS EXAMPLE

 https://www.youtube.com/watch?v=mFO0f_dIEsE

ANEXOS
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REFERENCES
Kurt, D. S. (2023). Connectivism Learning Theory. Educational Technology:

https://educationaltechnology.net/connectivism-learning-theory/

National University. (2024). Constructivism in Education: What Is Constructivism? National

University: https://www.nu.edu/blog/what-is-constructivism-in-education/

John Wilkinson. (2013). Constructivism [Vídeo]. YouTube. https://www.youtube.com/watch?

v=yoTdojKImb4

John Wilkinson. (2013). Behaviorism [Vídeo]. YouTube. https://www.youtube.com/watch?

v=sRc9Noz80ko

John Wilkinson. (2013). Cognitivism [Vídeo]. YouTube. https://www.youtube.com/watch?

v=ibBPqfnhFhU

Stephen Downes. (2016). Stephen Downes on Connectivism [Vídeo]. YouTube.

https://www.youtube.com/watch?v=Tyc_4gWg8RU

Marcy Voss. (2018). Dual Language Depth and Complexity Demo - English [Vídeo].

YouTube. https://www.youtube.com/watch?v=mFO0f_dIEsE
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