https://padlet.com/nathaliamarin001/n4xixmxge7u2rkrz en-us 2020-11-05 14:15:20 UTC 2020-11-17 15:44:12 UTC hello@padlet.com nathaliamarin001 https://padlet.com/nathaliamarin001/n4xixmxge7u2rkrz/wish/894643990

A learner's environment plays a pivotal role in his/her learning development.

Students learn collaborately with language playing a key role in the development of their higher mental processes. 

The sociocultural learning theory views learning taking place through interaction, negotiation, and collaboration in solving authentic problems

Individual development cannot be understood without reference to the social and cultural context within its place.

_{Nathalia Marin & Michelle vital}

]]> 2020-11-05 16:14:30 UTC https://padlet.com/nathaliamarin001/n4xixmxge7u2rkrz/wish/894643990 nathaliamarin001 https://padlet.com/nathaliamarin001/n4xixmxge7u2rkrz/wish/894666250

An approach to learning that holds that people actively construct or make their own knowledge and that reality is determined by the experiences of the learner.

Knowledge is actively created or invented by the child, not passively received from the environment. Students do not "discover" the way the world works, they invent new ways of thinking about the world. 

Learning is an active process in which the learner uses sensory input and constructs meaning out of it. 

There is no independent knowledge of the meaning given to experience that is constructed by the community of the learners, we have knowledge that we construct for ourselves as we are learning.

_{Nathalia Marin & Michelle Vital}

]]> 2020-11-05 16:18:45 UTC https://padlet.com/nathaliamarin001/n4xixmxge7u2rkrz/wish/894666250 melanyrodriguez004 https://padlet.com/nathaliamarin001/n4xixmxge7u2rkrz/wish/902819847 1. Reciprocal teaching/learning:
Allow pairs of students to teach each other.
2. Cooperative learning:
Students work together in small groups to maximize learning. Cooperative learning differs from typical group work in that it requires interdependence among group members to solve a problem or complete an assignment.
3. Inquiry-based learning (IBL)
Learners pose their own questions and seek answers to their questions via research and direct observation. They present their supporting evidence to answer the questions. They draw connections between their pre-existing knowledge and the knowledge they’ve acquired through the activity. Finally, they draw conclusions, highlight remaining gaps in knowledge and develop plans for future investigations.

_{Melany Rodriguez}

]]> 2020-11-09 04:56:55 UTC https://padlet.com/nathaliamarin001/n4xixmxge7u2rkrz/wish/902819847 nathaliamarin001 https://padlet.com/nathaliamarin001/n4xixmxge7u2rkrz/wish/906343419 1. Classroom Methodology:
It's important for the teacher to begin each lesson with the learning objective. This gives students a focus on the new subject knowledge. Next, give a conceptual idea; having students think about what is being asked by asking questions and using real life experiences. After giving students time to organize and prepare their inner thoughts the teacher pairs students based on their thinking and learning theory too work together and collaborate their thoughts and ideas. Within the social and cultural environment of the classroom, the teacher and students work together until a common idea appears.
2. Identity:
Students understand from their own prior understanding and are actively constructing new knowledge in a collaborative of ways. students work together to look for knowledge, construct ideas, and make decisions by discovering information for themselves. As they are working critically, this helps their confidence and makes the students become more independent learners. This helps students develop a more positive attitude towards mathematics and encourages them to share their curriculum choices.
3. Play-Based Learning:
It is true students learn through each another, that's why having students play with one another means students will use their native language to interact with their peers and this allow the students to move through their zone of proximal development. The teacher can give each group a specific problem statement and have students act out as they are trying to problem solve.  This means the students will create new ways of thinking and doing.

_{Michelle Vital}]]> 2020-11-09 22:15:40 UTC https://padlet.com/nathaliamarin001/n4xixmxge7u2rkrz/wish/906343419