MEMORY MATRIX

EVIDENCE OF CONCEPTUAL RECOVERY

TEXT: ACCELERATE LEARNING? A MISFORMULATED PROBLEM

I INGENUOUSLY RESULT
AUTOR(ES): GERARDO HERNÁNDEZ ROJAS

CONCEPT/ WHAT DOES THE TEXT SAY IS IT RELEVANT?

CATEGORIES WHY?
They have always considered teaching this is the concept that
that students learn to turn on educators and specialists in
or that they learn to develop an education they manage in the
TEACH.
appreciation for study as a current issue that must be addressed
the issues to be addressed in the teaching of education,
reflexiones y propuestas educativas” what can be one of the
reasons why the student does not
learn correctly,
We would have to ask ourselves if Certainly nowadays there have been
central problem of the learning added a great variety of
school and extracurricular is that of the content in the plans and
acceleration or speed. “ programs, which are made
generally without considering
The problem does not lie in how the disadvantage that they have
LEARNING make for the people communities marginalized,
ACCELERATED learn in a more accelerated way and the time that is available to them
but how to get the assigned students is not enough for
achieve learnings that encompass all topics and the great
degree of significance and reflexivity” majority do not finish them
block and if they finish them, it is
because they address content of
superficially.
Thanks to the research of It is necessary to achieve in the
D. P. Ausubel, we know that the students a true
meaningful learning requires a learning experience where they are
LEARNING intentional cognitive effort of participants in their teaching and
SIGNIFICANT. relate the information to learn to acquire knowledge
with the necessary schemes or knowledge to navigate
previous ones we have to achieve in your environment.
a new cognitive construction
It is not the same to achieve success. Learning does not occur.
SUCCESS ANDin a given situation or facing one only knowing the part
COMPREHENSION determined problem that theory of a situation or
 achieving an understanding of this problem is also necessary
situation or problem mentioned the practice; and also the fact that
to put an event into practice not
ensures that this same one is given,
well both must to be
related and create in the subject
an understanding.
The habits of study study habits for
HABITS OF rigid behavior procedures such as memorizing or
STUDY O that are supposed to work reading quickly are not considered
TECHNIQUES regardless of the tasks, ways to achieve learning
contents and subjects that apply them meaningfully.
The programs of educability This is a concept that
cognitive argued that it could be managed in the 70s and 80s,
enseñar a pensar o a razonar cual no mostro buenos resultados
Educability effectively regardless of what because they only approved when
COGNITIVE one reasons or one thinks. it they presented situations
similar, that is to say that it was not achieved
a real understanding of the
learnings.
The techniques are completely The techniques must be considered
insufficient unless they are considered and depend on the stage in which
psychological characteristics of the child are found, because to
TECHNIQUES apprentices who apply them... are an accelerator of learning, too
naive solution to the problem accelerates the stadiums through which
poorly planned that he proposes to us the children pass.
accelerated learning
The situation is turning us into this will be a problem because already
in apprentices permanent students no they will know
APPRENTICES
condemned to consume information select the information
PERMANENT We need to constantly update ourselves. necessary to face the
situations that arise.
School institutions should activities educational
their activities should be directed towards
educational in a double sense, to promote the development of
to teach the curricular knowledge of learning and the knowledge of the
specific to each discipline and alongside students.
they (and I would say to learn them
ACTIVITIES
it should promote development
EDUCATIONAL
of skills strategies y
motivational patterns that will provide
to the students of an instrumental
valuable for to constitute in
effective, reflective learners,
self-regulated.
 MEMORY MATRIX
EVIDENCE OF CONCEPTUAL RECOVERY

HOW PEOPLE LEARN

AUTOR(ES): LA NATIONAL ACADEMY PRESS,

CONCEPT/ WHAT DOES THE TEXT SAY IS IT RELEVANT?

CATEGORIES WHY?
The brain begins to develop from It is of great importance
Brain very early stages, and it is there where to know and understand which
science has focused its studies on the changes that
mostly, that is to say the stage of neuro- the child suffers in
development of babies and children, and early stage since
They are exhausting all efforts to know how it will depend on them.
early experiences of the child influence behavior a
(a) at this stage. future.
In general, research in neuroscience develops the mind.
Mind it confirms the important role that experiences play
experience plays a role in the development of the child
structure of the mind by accumulating with the
modification of the structures of the brain. passage of the years and
In summary, neuroscience is modifying these.
starting to give some ideas, but not structures for
their definitive answers to the issues convert them in
of great interest to educators. learnings.
The synapse is directly related to the human being from
Experience with the creation of brain structures, before their birth
these happen even before the go storing
birth of the child. brain structures
This synapse process probably does not occur at birth.
be the only way for the information to convert in
it is stored in the brain, but it is an experience although
a very important way that gives an idea of these being in a way
how people learn. implicit.
It is believed that experience is stored.
Teachers must give them the utmost. The school is of great importance.
School attention to knowledge, skills and importance for the
attitudes with which they arrive child acquires
students to the classroom. Here the knowledge is included but the
prior conceptions related to the one that must put its
subject of study, but also greater effort for
better understand the student. By trying to understand the
example: boy/girl will have to be
Cultural differences can affect the teacher because
the level of comfort of students in child in many
cooperative work versus individual work, and sometimes it is not understood
are accurately reflected in prior knowledge the
that students bring a new true meaning
situation of what is the
of learning (Moll et al., 1993). intelligence? And believe
The theories that students have are this
about what it means to be unchangeably intelligent.
can impact your performance.
The research sample what the
students who think that intelligence
it is probably an unmodifiable entity
are more inclined towards performance
what learning was doing --they prefer
to make a good impression
in front of others and do not want to take risks to
to make mistakes while learning.
These students are the ones who very
they will probably give up when
the tasks become difficult. For the
on the contrary, the students who think that
intelligence is modifiable they have a
better disposition to face tasks
challengers; they feel more comfortable with the
risk (Dweck, 1989; Dweck and Legget,
1988).
 MATRIX OF MEMORY
EVIDENCE OF CONCEPTUAL RECOVERY

TOWARDS A NEW PARADIGM OF STRATEGIC LEARNING: THE ROLE OF SOCIAL MEDIATION

OF THE SELF AND OF EMOTIONS.
AUTOR(ES): CARLES MONEREO

CONCEPT/ WHAT DOES THE TEXT SAY Is it relevant?

CATEGORIES WHY?
Strategies of We had defined learning strategies as Because I consider that a strategy of
learning decision making, conscious and intentional, learning involves activities and tasks that
aimed at learning goals and adjusted to the context in which the students are
conditions of a specific context. immersed in order to achieve that they have a
most significant learning in your life.
On one hand, it is the design of powerful environments. It is understandable as the learning environment that
Context learning, in which the effective learning and use of is promoted to ensure that students build
strategic strategies play a central role. his/her knowledge properly.

These relate to the meaning and significance of learning and both the students and the students themselves
Modification of to teach, to master a subject and to be autonomous must be reflective in their actions, they must analyze
conceptions Learning… The change in those conceptions must evaluate their actions and self-assess, accept what they do.
pointing towards the consideration that reality is good and what they do wrong in order to seek a
personally built by a consensual truth improves its role during the process of
by the scientific community, and as such it is falsifiable and learning, none should be placed in a way
modifiable. traditional way of doing things.
That modification must primarily affect the teachers who must use innovative strategies.
Modification of teaching methods that come into play for the teaching-learning process, their
the methods teaching of strategies. classes and methods should not be traditional,
because what works once may not work again
to function.
organization It is regarding the nature of the content. All curricular content must be
curricular to teach and in relation to the level of dissemination achieved... considered by the teacher who must
Generally in teaching, it is preferred to organize them all to relate them to each other, not to do
those knowledge that have a very hierarchical selection by degree of difficulty
settled on a subject and which also turn out to be easy by selecting the easiest ones to work on
to teach by being formed by fixed operations that classroom and discard the most difficult ones or leave them
they must be executed in a fixed order. as homework for parents to help, or in
In some cases, do the homework.
Self ideal It consists of three levels of goals: high goals. The ideal self, as the author defines it, makes it possible.
level that defines what I want to be and obtain, some goals understanding that each student has common goals
consistent personal projects that depend on their specific ones
academic, emotional, and social character, and some scripts or learning processes, since if something does not work out
Action programs that become preferred when interesting for the student will not be possible.
they affect more than one project and one goal. I managed to be significant for him.
Different selves In many cases, it manages different selves with different The student can take on different roles depending
levels of coherence and consistency that would be activated by what the teacher demands, for example if the teacher
different ways in different contexts and in which he only asks to memorize and learn what he says
Activation the teacher and his demands would have a role student can manage with learning
outstanding. mechanic to achieve a qualification.
Context It takes place in the student's mind, it requires us to know the processes at the level
intrapsychological inter-psychological activity as the student projects psychologically what happens to us, in order to
personal. interaction with some of its different selves or versions of understanding certain issues regarding
yo, and also other possible voices representing behavior and cognitive level.
other actors who have produced texts about the
activity that is developed and that is evoked in that
instant.
Context We restrict this context to asymmetric relationships. Take into account Ausubel's ideas with the
Interpsychological one by one, in which the partner generally performs Real Development area which are the knowledge
diadic tutelage and/or tutoring functions. Through prior support from the student, who to reach the Zone of
asymmetric. verbal or material the member that performs the potential development function, or builds their learning,
tutorial would provide a psychological scaffolding to your needs that requires scaffolding provided by a tutor that,
interlocutor in order to promote their progress from their in the case of the Teaching-learning process,
Prior knowledge towards new knowledge is the teacher.
 potentials.

Context In this case, the interaction originates among equals. It explains teamwork, because sometimes
Interpsychological when there is a common goal and some are promoted and others are not, if the students do not form
symmetric group. collaboration in small groups, through empathy or there is no common goal the work does not
structured dynamics, with functions can be carried out collaboratively, and it
explicitly or implicitly defined. they will defend personal interests.
Context It would focus on the interactions that take place with the educational goals that concern everyone.
Interpsychological texts generated by the educational institution as a whole, members of the school community, managers,
institutional. as a historical-cultural organization that has included teachers, students, and parents
setting personal goals, norms and rules of conduct, community in general, Therefore everyone must be
ways to distribute work, routines, protocols, etc., participants to achieve more learning
many of them collected in significant institutional documents for students, everyone must work
but others deployed implicitly in the daily collaborative work since working in a way
living together and just as capable as the previous ones, of individual, that is, each person in what suits them
regular to some degree the behavior of the correspondent, often they become
educational community. contradictory actions.
Perspectivism Competence to identify and anticipate strategies Because it is something that human beings use to
strategic. that are set in motion by other people when they can activate and choose the appropriate self of
communicative exchanges. according to the context or situation in which it is
find.
Contexts En los contextos rutinarios se integran conjuntos de El niño empieza a aprender ciertas conductas, y
routine with actions and words are similar, in times and spaces how to behave in different matters due to
mediations delimited, which the child quickly recognizes and anticipates, these are routine and are lived in their day to day.
but also elements of a more emotional nature such as bath time, mealtime, bedtime,
social
related to certain perceptions, attitudes, etc. are behaviors that commonly many
Sentimental expressions that are also associated with are referred to as 'mania'.
those situations.
Strategies Gradually the child learns to position themselves in society, taking into account the role that society plays.
learned from the contexts, first as a passive subject of the action during the child's development, because also the
adult models. adult, as an observer, but progressively as a social environment influences the construction of
protagonist, as someone who can embody an identity, personality, and behavior of the human being
 determined role in the script. That is where it begins throughout his life.
to try certain strategies learned from the
own adult models, to achieve their goals
personal.
Versions of Strategies can take various forms; the existence of different selves does not guarantee that a
one-same or of a spectrum of possibilities and, of course, any person is capable of acting in different
selfs to have various effects and responses... circumstances, handle the advantages and disadvantages
These different versions of one-self or selves would not be the existence of multiple selves in the human being,
however enough to structure a mind because certainly some may have different
capable of adjusting to changes. Without a representation of personalities without achieving a balance
of identity that would create a sense of emotional and mental unity and continuity, which could affect the subject
to the subject, these competing versions could affect their identity and self-esteem.
as a result an indecisive, labile mind, incapable of
to choose.
Feeling of For Damasio (1995), this feeling of identity has the identity that allows the subject to,
identity. a biological basis that is based on the ability to properly identify and value oneself as a being
of the organism of "self-observing and self-representing" unique and with perhaps similar thoughts and ideas.
continuously and, therefore, to recognize themselves in others but not like them, so they can defend themselves
different "movies" that he creates about himself and take a personal role in the interactions
interaction with others. social
Context Es precisamente el juego dinámico que se produce entre El contexto cognitivo permite al niño seleccionar la
cognitive the sense of identity (being oneself) and those selves line of action that must be followed as a response to
constructed (possess different selves) the one that constitutes what it interprets from the actions of others.
cognitive context proper,…, that takes place
in the privacy of our mind but involves a
continuing dialogue among a variable number of selves that
They allow the child to interpret what they do, say, and want.
others and start making decisions, more or less
strategic, based on this interpretation.
Alter ego The episodes of private speech 'out loud', common in talking to ourselves, that is with
The children aged 3-4 years are revealing of our selves; they could help us analyze and
dialogues with an alter-ego that help to express, select the various options or lines of
describe, reason, argue or solve multiple tasks. action that can exist in front of a situation
 specific, without these internal dialogues perhaps our
acting would be so improvised and unconscious.

New selves. Other dialogues are often incorporated into these. In many cases, in our internal dialogues.
external voices: those of parents, relatives, teachers, we not only put our ideas regarding into play
friends, but also the fictional characters to a topic, rather we also consider the ideas of
created by literature or the media, the others, for example when someone wants to
created by the subject itself; some of them also do something that could be seen negatively in a social context, the
they will follow a process of internalization promoting the subject discussing with their selves who could have ideas
new forms of thought, action, and emotion, in favor and finding, arguing why to do it
new selves that would actively become part of it or not, but it can also say, 'if I do it my
cognitive context. parents could get angry
it's wrong
regulation on Rozandaal Minnaert & Boekaerts (2005) show that when the self is triggered in a manner
the self. when teachers face unconscious circumstances related to the subjects
favorable, they easily return to their old habits of the implicit knowledge of people, and
teaching. when it is consciously triggered, that is to say it
In other cases, however, a teacher or a student chooses how to act, I would be talking about the
strategic can consciously activate a reflection and analysis that one has in order to act
determined self, intentionally planned how to seek solutions to various situations.
It is desirable to think, how it is preferable to feel, what it is
advisable to decide, and act in a given context.
We would be talking about a continuum that
would occur from situations in which the self
shoots uncontrollably, even those in which
the self is triggered by the subject.
Behavior Whenever we refer to a behavior, it speaks of the balance that is maintained at the cognitive level.
strategic. strategic we talk about a supervision system and to be able to choose an adequate self,
conscious regulation capable of introducing changes while having its own identity, in order to be able to defend
resolution process when the pursued objective is the same, with our ideas and ideologies
and threatened. personnel.