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The current model of education is that of Piaget because the aim is for students to work under rule a power that is being initiated with support from 2 materials: one to develop the skills and other support to communication. This model is being adopted for monitoring the standards already established, but still do not get results because that is still in flux as well as influences that staff is in control groups not yet prepared for such a change because only guide in what he says the book but have no proposals to improve a class. We require the development of a master class that encourages teamwork and individual students as well as research of the issues addressed in class and change its role from being the one who gives all the material to be the facilitator and support in doubt. It also seeks to support the theory of behaviorism this so that new knowledge is constructed based on knowledge that students already have with what is learned. Unfortunately this new model is a badly done copy that we are coupling the common European framework therefore has many mistakes. With this model we seek for our students to develop their own integrity to society, employment and family. Under this new model will give some definitions: PUPIL: Apprentice closed social and personal level but more demanding for the development of technology. FOREMAN: Staff to have but does not transmit knowledge, they focus on what is fact, not experience, not proposing. Teaching Strategies: Transition from the traditional and communicative skills. Planning, securities, portfolios of evidence and assessments. Learning: skills development. EVALUATION: Forward movement of the pupil.

References: Ubaldo Meraz Valdez Planning Area COBAED on English


Definition Behaviorism is a theory of animal and human learning that only focuses on objectively  observable behaviors and discounts mental activities. Behavior theorists define learning as  nothing more than the acquisition of new behavior. Discussion Experiments by behaviorists identify conditioning as a universal learning process. There  are two different types of conditioning, each yielding a different behavioral pattern: 1. Classic conditioning occurs when a natural reflex responds to a stimulus. The most 

popular example is Pavlov’s observation that dogs salivate when they eat or even  see food. Essentially, animals and people are biologically “wired” so that a certain  stimulus will produce a specific response.  2. Behavioral or operant conditioning occurs when a response to a stimulus is  reinforced. Basically, operant conditioning is a simple feedback system: If a reward  or reinforcement follows the response to a stimulus, then the response becomes  more probable in the future. For example, leading behaviorist B.F. Skinner used  reinforcement techniques to teach pigeons to dance and bowl a ball in a mini­alley.  There have been many criticisms of behaviorism, including the following: 1. Behaviorism does not account for all kinds of learning, since it disregards the  activities of the mind.  2. Behaviorism does not explain some learning–such as the recognition of new  language patterns by young children–for which there is no reinforcement  mechanism.  3. Research has shown that animals adapt their reinforced patterns to new information.  For instance, a rat can shift its behavior to respond to changes in the layout of a  maze it had previously mastered through reinforcements.  How Behaviorism Impacts Learning This theory is relatively simple to understand because it relies only on observable behavior  and describes several universal laws of behavior. Its positive and negative reinforcement  techniques can be very effective–both in animals, and in treatments for human disorders  such as autism and antisocial behavior. Behaviorism often is used by teachers, who reward  or punish student behaviors. References: 04/01/10 8:50 AM

Here we give you a little help on how to make a plan for a daily class. As important to keep in mind that we will need to be clear what the objectives of class today and that we want to develop skills and 3 important points in a class: Pre: is the activity that is going to help introduce the topic of the class While: is the activity that develops in the base and were dealt. Post: that is where the students put into practice what they learn.

The objective of this class is that students begin English apprehensive Running Time: 1 hour •

Pre The first ten minutes have the dual aim of introducing the topic of the day and ensure that students begin to think in English. Generally we will ask questions, discuss the news, or review homework. After the introduction we are ready for the main purpose of the class and the teacher will explain what we learn today. This is the main part of the day when working more intently. Sometimes we follow a book, help prepare a conversation, listen to an interview, and practice a presentation or a video study.

While when you have spent most of the class, review the goal of the day to make sure everyone understood what we we do this through exercise, a game, role-play or any activity in which students apply what they just learned.

Post The last fifteen minutes will be devoted to questions, doubts and colloquial conversation. This is the quietest section of the class and generally uses it to practice English.



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