Objectives

-Improving listening and understanding skills through ludic activities and games.

-Creating spaces where significant learning could be fostered.

-Promoting the acquisition and the use of the previous vocabulary of the students in funny activities.

-Placing the significant learning, basing our objectives on what David Ausubel proposed on his theory of "the significant learning" as the result that is going to be gotten after the activities. 

Third activity: Question making.

In this activity Miguel, Andrés, Estefany and I wrote questions in a paper and randomly and answered with enthusiasm each question.

Video: https://www.youtube.com/watch?v=1P7TD_kNM1I&feature=youtu.be

In this activity students learn to make open questions and develops his/ her speech and understanding.

Second actvity: Twenty questions.

In this activity  Alejandra, Jaime and César are our guests, they had to guess what César or Jaime were thinking, through yes or no question, let's see!


Fist part :https://www.youtube.com/watch?v=NZ3lXl4URSo&feature=youtu.be
Second part:  https://www.youtube.com/watch?v=sKoUp7GZBvc&feature=youtu.be


In this activity students learn new vocabulary and making yes or no questions.

First activity: See and imagine

In this activity Laura, César and Jaime saw an image and started to imagine a story or a comment based on the image. 

Video: https://www.youtube.com/watch?v=x-hxLiWlq2c&feature=youtu.be

In this activity students improve not only his/ her imagination, they learn to think quickly and express his/ her thoughts about an image. 

Theoretical Framework: Constructivism and significant learning.

Constructivism:

is basically a theory -- based on observation and scientific study -- about how people learn. It says that people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences. When we encounter something new, we have to reconcile it with our previous ideas and experience, maybe changing what we believe, or maybe discarding the new information as irrelevant. In any case, we are active creators of our own knowledge. To do this, we must ask questions, explore, and assess what we know. 

In the classroom, the constructivist view of learning can point towards a number of different teaching practices. In the most general sense, it usually means encouraging students to use active techniques (experiments, real-world problem solving) to create more knowledge and then to reflect on and talk about what they are doing and how their understanding is changing. The teacher makes sure she understands the students' preexisting conceptions, and guides the activity to address them and then build on them. 

Constructivist teachers encourage students to constantly assess how the activity is helping them gain understanding. By questioning themselves and their strategies, students in the constructivist classroom ideally become "expert learners." This gives them ever-broadening tools to keep learning. With a well-planned classroom environment, the students learn how to learn.

More information: http://www.thirteen.org/edonline/concept2class/constructivism/

Significant learning:

It is the knowledge that integrates the student himself and is located in the permanent memory, this information can be learning, behaviors, attitudes or skills. Perceptual psychology considers a person learns best what they perceived as closely related to their survival or development, while not learn well (or is learning that is located in the short-term memory) things that he/ she considers far or what he/she considers unimportant.

The significant learning that comes to discover what the acquired knowledge (insight), intrinsic motivation emerges, i.e. the commitment of students with their learning process. In contrast, centered education teacher, student motivation extrinsic usually based on coercion and qualifications.

More information: http://hadoc.azc.uam.mx/enfoques/significativo.htm

http://www.wcu.edu/WebFiles/PDFs/facultycenter_SignificantLearning.pdf

Theoretical framework: David Ausubel.

David Paul Ausubel (1918–2008) was an American psychologist born in New York. His most significant contribution to the fields of educational psychology, cognitive science, and science education learning was on the development and research on advance organizers since 1960.

David Ausubel was a cognitive learning theorist who focused on the learning of school subjects and who placed considerable interest on what the student already knows as being the primary determiner of whether and what he/she learns next. Ausubel viewed learning as an active process, not simply responding to your environment. Learners seek to make sense of their surroundings by integrating new knowledge with that which they have already learned.

David Ausubel was leery of the research on learning done in labs often using stimuli that were not typical of school subjects. For example, at the time Ausubel was writing a large amount of the research on learning involved having students memorize non-sense terms such as "sdrgp" or paired associates such as "table-banana" since these were likely new and unfamiliar to learners. For Ausubel this was simply rote learning that remained isolated from other knowledge the learner had acquired. It was not potentially meaningful while schools subjects were potentially meaningful. Rote learning was unlike the learning of school subjects, so Ausubel sought to study how we learn content, like school subjects, that is potentially meaningful. He wrote often about "meaningful learning" and this is why he rejected the research on rote learning as appropriate if we want to improve learning in schools.

The key concept for Ausubel is the cognitive structure. He sees this as the sum of all the knowledge we have acquired as well as the relationships among the facts, concepts and principles that make up that knowledge. Learning for Ausubel is bringing something new into our cognitive structure and attaching it to our existing knowledge that is located there. This is how we make meaning, and this was the focus of his work. 

More information: http://www.theoryfundamentals.com/ausubel.htm

Competence Comunicative III, Final Project.

As English teachers we have to look for dinamics and strategies to make our classes more dinamic and funnier, in this blog I'll propose some ludic activities which we can do in class. But, before I'll explain the bases of my project, talking about David Ausubel and his theory called: "significant learning"  in Constructivism, after explaining all the theory I'll show the ludic activities that I did.