Stephanie's comment

Diana del Carmen's Defining concepts.

• Definition language

Language is the process by which all human beings transmit, communicate or express their thoughts, opinions and ideas; in some other way using all the senses through speech, writing, signs or symbols, given the understanding as a fundamental aspect of language. Language is one of the most important in the life of human beings elements. 

• Definition learning 

Learning is one of the main functions that uses the mind of human beings, as this process involves obtaining the knowledge, skills, virtues, values and attitudes that characterize everyone. This acquisition process is  possible through study or training taht is part of the process, and even the experience you gain from any walk of life.

• Definition Teaching 

Teaching besides being one of the most important and funadamental functions of the school, it is one of the activities and practices that humans develop. This practice involves the development of methods which everyone uses in order to pass on their knowledge, beliefs, values, customs or specific information to another person or group.

Diana Lisset's Defining concepts

• Language: the language is part of the identity of a people and that each part has a different way of talking and communicating with others, the sayings and forms of speech characterized the people of the same. from the sociocultural part it is given meaning to the language because some meanings are different depending that each language. The language is that makes different of the animals and make possible the culture  and this permit interpret the things that pass around and the reality. permit the communication and is adapted to the needs of each society. 

• Learning:
  
  is a process that permit development a skill, knowledgeand is possible add experience when you learn something.  Not only is refers academically process, the learning can be about a culture.

• Teaching: it is the means by which the process of learning is possible, includes methods, systems and styles. The teacher is a guide or mediator of knowledge, values, customs, culture and depend of the contexts in that are immerse.  
   

Stephanie's Defining concepts

•   Language: 

Language is a means of communication by which different types of languages, namely, verbal or nonverbal generated and from different contexts. Through various cultural, religious, customs, etc social exchanges, which allow to know other forms of expression that are part of a society, but considering all these grammar rules that are part of the same to generate a language  assertive and meaningful communication and at the same time makes this one  unique and different from the other languages.

• Learning:

Learning is a process by which learners take those ideas or knowledge considered fruitful for personal growth and professional development. I think a learner can create from it a truly enriching learning when they are able to regulate themselves, when they investigate and scrutinize most other fields of knowledge, when they have a high degree of willingness disciplinary at what they do, among other things that help them acquire a critical, vital and meaningful learning.


 

•     Teaching:  

Teaching is a process of interaction skills taught freely, that is, where the teacher learns from   the student and the student's teacher, a process where the learner expressed their views without fear of being excluded by their notions, where he is a guide and teacher cares about giving constructive classes that allow students to acquire knowledge  fruitful and awakening in them a constructive critical thinking.

Vygotsky’s philosophy - by Stephanie Caballero M

Vygotsky's Theory on Constructivism

Taking into account Vygotsky's Theory on Constructivism, he believed that culture is the principal determinant of cognitive progress. In his theory of Constructivism, knowledge leads to further cognitive development. The societal configuration of intelligence and states that the individual growth could not be comprehended without indication to the societal and cultural context where the aforementioned evolution is entrenched mind development is continuous. In the same way Vygotsky focuses on the actual mechanism of the development. He excludes discernible stages of development as theories and assumptions. Vygotsky's theory on constructivism does not adhere to the idea that a single abstract principle is able to explain cognitive development.

As a substitute to Piaget's constructivism and he argues that knowledge is internalization of social activity. He considers that mediation is the key proponent of the constructivism. His theory offers a harmonizing viewpoint to the behaviorist view. Vygotsky's theory of constructivism supports that the use of mediators helps the human to alter their environment, and this is her way of interacting with the nature. Vygotsky's theory of constructivism also supports that the use of activity mediators provides a way in which people are able to interact with the nature. Mediation is also defined as the use of certain tools within socially organized activity. There were two phenomena which encompasses the mediated relationship of individuals to their environment. These are 1) Humans use language and physical signs to change social relations into psychological functions between their minds and their environment. The second thing was that higher intellectual progression will actually use symbolic mediation.

Zone of proximal development (ZDP) characterizes one of the biggest differences which can be found between Vygotsky's and Piaget's differing views of cognitive development. He defined ZPD as the rupture between a persons actual competence (on which level a student is able to independently solve problems), and their individual prospective development level (on which level the student could solve the problems assuming they were given guidance from teacher).

The concept of ZPD as it functions within Vygotsky's theory of constructivism supports a depiction of academic advancement based on permanence. Learning is able to propel cognitive growth. The role of the teacher is one of a mediator for the child's cognitive development. In Vygotsky's theory of constructivism, learning, instruction and development are the only positive forms of instruction. These three lead the cognitive development. Teachers must use teacher resources, worksheets, lesson plans, and rubrics all in a combined attempt to aid the student's progress and measure said progress as the child continues to grow in their abilities to solve problems independently. Learning that is situated within the current developmental level is not desirable. More Knowledgeable Other (MKO) goes hand in hand with ZDP, although in a more remedial sense. The MKO is generally the teacher, or person of higher intellect and learning ability.

In the following video you will see some aspects mentioned before of the Constructivism: