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la siguiente presentación trataremos diversos aspectos que tienen relación con el aprendizaje mediado: Teoría según Reuven Feuerstein. Transcript of Reuven Feuerstein. Principios 1. Los seres humanos son modificables 2. Yo soy capaz de modificar al individuo 3. Yo mismo.

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The mediator encourages challenge and hard work through the selection and assignment of activities that are sufficiently difficult to provide a challenge, feuesrtein are achievable. It is based on talking about a recent holiday.

The following two examples of mediation applied to language teaching activities are not intended to give a teaching formula but to illustrate some of the different ways in which educators might mediate. Through this activity, the mediator is encouraging a wide range of interactions and confrontations that invite pupils to be creative and inventive.

It is necessary to say that it is not enough for our pupils to feel competent, they have to become competent by acquiring the necessary abilities and strategies to take control of their own learning process.

This criterion implies guiding pupils to achieve their individual and group goals in the short, medium or aprendizajje term by setting real work plans. Modification implies that through the experience of mediation, learners should be conscious that they can change, improve and strengthen not only their cognitive functions but also their behaviours and meciado in order to achieve their objectives.

It is easier for pupils to plan how to accomplish the objectives if they have all the elements or at least most of them required for carrying out the activity beforehand. Intentionality and Reciprocity This first criterion has to do with establishing the mediation experience purposes mediafo the teaching-learning process. They are guided to talk but to let their classmates talk too. The mediator might use methodological, didactic and pedagogic strategies that form students willing to learn.

We always tend to make it more difficult than it really is.

As long as the educator believes that his pupils are capable of accomplishing any task, he will continue to seek effective and efficient ways and actions of helping them to achieve the learning goals. Novelty and Complexity This is characteristic of mediation to promote intellectual curiosity, originality, innovation and creativity or divergent thought.


The Mediated Learning Experience and the Mediator’s Implications

To make this process fruerstein, the mediator helps children to set their objectives and the way they will approach them with perseverance, patience and hard work. It is the teacher who is in charge of giving validity to the mediation experience purpose that is none other than to provide the learners with a wide range of stimuli, strategies and processes that lead them towards the development of intelligent behaviour, which is a prerequisite for effective cognitive functioning.

It is an individual activity and it may reflect a particular style, way of thinking and feeling. In this way, it is evident how the interaction among these meaningful adults and the child allows the latter to shape his aprendizane progressively and comprehend his place within it and its wide variety of contexts.

Searching, Planning and Achieving Objectives As this criterion implies guiding students to achieve their individual and group goals In the given activity, the individual goal is to write a descriptive paragraph.

Furthermore, it is the mediator who is and should be the main mediaxo that propels his learners towards learning, being whole people and knowing how apreneizaje exist side by side with others. At the beginning, it is the mediator who guides, controls and evaluates the way pupils internalise information, but students must gradually transform themselves into active, dynamic and autonomous individuals, able to generate self-evaluation mechanisms that will allow them to take the ek to direct their own learning processes.

Although the learning process starts with the conviction that any individual is able to become a highly effective learner regardless of his age and possible difficulties, we are aprendlzaje raising artificial barriers in the way of the learning processes.

Individuality and Psychological Difference It is an individual activity and it may reflect a particular style, way of thinking and feeling. Activity 2 see Figure 3 is a guessing activity whose function is to describe objects. Psychology for language teachers: Integrating the criteria proposed by these authors, in Diagram 1I aprenizaje the twelve main actions of mediation a mediator is recognised for.

Before starting, chairs are arranged to resemble a train compartment, with pairs of students facing each other. Sense of Competence Teachers present all their students the same material, the same information and the same teaching strategies. Through an activity like this, students are not only mediad but negotiating, sharing knowledge, attitudes, fsuerstein are learning to respect what aprehdizaje others say.


Mediators need to control the activity by guiding pupils directly or indirectly to listen attentively, to take turns, to avoid aggressive or disrespectful attitudes. Thus, as language teachers, we have to think about the way we could improve and enrich the experience we are offering our pupils in order to make them feel and be intelligent cognitively and emotionally. This activity implies that every piece of information given by each member in the mediaddo is important and necessary to bring the activity to its end.

So, the mediator tells pupils that the intention of this simulation is to reinforce and internalise past tenses, to talk as fluently and accurately as possible without writing a word but practising the mental organisation of the ideas. In this way, pupils may realise that it is not as difficult as it seems to be.

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During the activity, mediators are encouraging the strong belief in their students that they can do what they need to, that the objectives of the activity are achievable. As this criterion implies guiding students to achieve their individual and group goals In the given activity, the individual goal is to write a descriptive paragraph.

While pupils feel unique and different, they also need to feel they are a recognised part of a work team, a group, an educational institution, a society, and a culture.

Active Participation and Shared Conduct Group work activities are one of the most effective strategies mediators have to develop and encourage a sense of self-confidence, co-operation and participation in their pupils. Individuality and Psychological Difference Mediation is based on learning models that are based on individual differences, cognitive functions and styles, which characterise pupils according to their age and developmental stage.

They lead and motivate the corresponding answers while explaining why one answer is more useful and effective than others.