WEEKLY LEARNING OUTCOMES

Weekly Learning Outcomes

Weekly Learning Outcomes

Introduction

The minds of the students are far from resembling slate clean, and the design constructivist takes this as a central element in explaining the processes learning and teaching in the classroom. The students construct personally meaningful (or reconstructed from the point of socially) on the basis of the meanings that have been built previously just because this basis it is possible to continue learning, continue to build new meanings.

What students have to start learning a particular process? What is the base from which, by the help they need, they can carry out constructive activity supposed to learn something in a meaningful way? Broadly speaking, and despite being aspects are certainly interrelated, the constructivist identifies three basic elements determining what is called the initial state of the students, by way of x-ray time to start any process of learning (Holmstrand, et. al., 2008, pp. 184-200).

Discussion

Willingness

The students have a certain willingness to carry out the learning that they face. This provision or approach that addresses the situation of learning new content is not generally something inexplicable or unpredictable, but arises as a result of the confluence of many factors of personal and interpersonal nature. The degree of student's personal balance, self-image and self esteem, their prior learning experiences, their ability to take risks and efforts, asking, giving and receiving help are some aspects of type staff play an important role in the provision of student to learning. But as noted above, these are not the only factors that affect or may affect this provision. Other elements, such as the initial representation that students have about characteristics of the task to be carried out (content, activities, materials, evaluation, etc.), its interest, or, in other matters, representation and their expectations regarding the teacher and their classmates (Rovegno & Dolly, 2006, pp. 243-251), they belong, without doubt, the cluster of factors that eventually determining how students are placed mind off the task of learning a new content and what sense attributed at first.

Global Aspect

Undoubtedly, the two global aspects mentioned above (the provision students have to learning and skills, tools, skills and strategies general are able to use) are important elements of the x-ray students to begin learning new content and in this sense, we might ask whether is necessary to consider more in order to determine their ability to initiate learning the process and to organize and plan accordingly, the teaching of new content the concept ...