1. UNIVERSIDAD CENTRAL DEL
ECUADOR
FACULTAD DE FILOSOFÍA LETRAS Y
CIENCIAS DE LA EDUCACION
CARRERA DE IDIOMAS PLURILINGUE
NOMBRE: WENDY VELASCO
CURSO : 5 TO SEMESTRE «A»

2. SOCIOCOGNITIVE MODEL

3. 
The sociocognitive apprenticeship model,
developed by Vygotsky says that culture is
the prime factor of individual
development. Humans are the only
species that has formed a culture and
each child develops in the context of a
culture. Therefore, the development of a
child's learning is affected to a greater or
lesser extent by the culture (including the
family environment) in which it is
immersed.

4. Cognitive development is a dialectical
process in which the child learns through
shared experiences of problem solving,
generally shared experiences with parents
and teachers, but also occasionally with a
brother or partner.
 Initially, the person interacting with child
bears most of the responsibility for
guiding the process of problem solving,
but will gradually transferring
responsibility to the child.


5. Language is the main form of interaction
through which adults transmit to the child
the broad body of knowledge that exists in
their culture.
 As learning progresses, the child's own
language begins to serve as the primary
tool of intellectual adaptation. Eventually,
the child can use internal language to
direct their own behavior.
 It refers to the internalization of the
learning process, and therefore, to the
internalization of a wealth of knowledge
and thinking tools that exist outside the
child. This happens primarily through
language.


6. 


There is a difference between what the child
can do for themselves and what they can do
to help, Vygotskians call this difference the
"zone of proximal development".
Because much of what children learn comes
from the surrounding culture and much of
problem solving is mediated by an adult,
would be wrong to focus on a child refugee.
The approach does not reveal isolated child
processes by which children learn new skills.
The interaction with the surrounding culture
and social agents such as parents and peers
more advanced, contributes significantly to
children's intellectual development.

7. How Vygotsky's theory impacts learning:
 Curriculum: As the child learns primarily
through interaction, activities should be
designed to emphasize the interaction
between the learner and the learning
subject.
 Instruction: With appropriate adult help,
children can often perform tasks that
would otherwise be unable to do. With this
in mind, the "scaffolding", in which the
adult continually adjusts the level of
support in response to the child's level of
mastery, is an effective way of teaching.


8. 
Assessment: Assessment methods must
consider the zone of proximal
development. What they can do for
themselves is the current level of
development and what they can do to help
is their level of potential development.
Two children can have the same level of
development, but providing adequate
assistance of an adult, one may be able to
solve many more problems than the other.
Evaluation methods should focus on both
levels of development, both current and
potential.

9. 
This model highlights the question of the
meaning or the why of education and thus
of learning that seek to promote and in
that order, also emphasizes the need to
link the academic and social. Within this
context, the sociocognitive model is
proposed as a conceptual framework and
in turn perfectible interesting or improved,
to begin entering a new perspective on
the learning process, revealing from there
and with the contributions of other
approaches, the role of medical students
in their learning processes.

10. The socio-cognitive model defines the key
elements inherent in any position or focus
on education:
 • Perspective on the curriculum: since this
model curriculum is a vital educational
tool, as cultural selection of career and
discipline whose content and practical
implementation should be directed toward
the development of skills and
values serving as the purposes of
education and content and learning
methods that operate as the means to
achieve these aims or goals.


11. 
Perspective on Learning: provides a
particular view about what is and how
learning occurs, revealing the social and
cultural aspects involved in its
construction. It argues that all learning
processes involve the learner in a
scenario, their socio-cultural and historical
context in which these take place. In this
approach, significant learning building
must arise from the subject, from how
this learning (cognitive paradigm) and
what it learns (social paradigm)

12. epistemological perspective on
knowledge: learning or legitimates
knowledge that from the standpoint of
cognitive (ability / skills) and affective
(values / attitudes) students possess. In
fact the mission of teaching, pre-design
activities is to identify both.
 Perspective on educational practice:
learning activities are centered learning
strategies in the subject. The goal from
the socio-cognitive model is that activities
such as learning strategies enable the
development of skills and values as goals
of curriculum, ie, cognitive and affective
processes.


13. • Perspective on the subject of educational
action: from the socio-cognitive model
recognizes the importance of viewing the
subject of education.
This allows contextualise what students in
general and in particular pedagogical
practice, according to the specific
characteristics, knowledge, learning,
expectations and demands of specific
educability presenting different cohorts of
graduate students and residents.


14. 
In the socio-cognitive model argues that
learning potential and cognitive dimension
is
developed
through
socialization
contextualized
as
socio-cultural
dimension,

For purposes of concreteness and to
promote a holistic appreciation of the
socio-cognitive model is presented as its
main features to be developed in the
theory and practice curriculum, the
following:

15. 
As a basic metaphor, the actor tries to
integrate learning and cognitive and
affective processes in learning scenario.

• The institutional culture are both socially
reinforced, understanding the curriculum
as an integrated cultural selection skills,
values, content and methods. Thus social
and institutional culture and curriculum
have the same basic elements (skills,
values, content and methods of learning).

16. 
The teacher model has two dimensions, as
mediator of learning and as a mediator of
the social culture of the profession and the
specialty and institutional culture. This
mode uses the contents and methods as a
means to develop the skills and values.

• The goals and purposes are identified as
abilities / skills and cognitive processes
and values / attitudes as affective
processes, to develop professional and
capable people.

17. 
The curriculum will necessarily be open to
new learning, educational realities, and
also flexible in order to enable a wide
range
of
accommodations
and
concretions, because culture is plural and
changing, while facilitating institutions to
develop their own institutional culture,
favoring institutional academic freedom
and professional educators.

19. 
Pedagogy sociocognitive paradigm relies
on the sociocognitive and lies beyond the
behavioral paradigm. We define a
macromodel theoretical educational
paradigm capable of explaining the theory
and practice of education in the context of
a new society. The sociocognitive
paradigm attempts to integrate the
cognitive (capacity - values) and social
(culture). Therefore we seek more
complementarity between the opposed
cognitive paradigm and the sociocultural
paradigm for these reasons:

20. 
The cognitive paradigm focuses on the
teacher's thought processes (how to
teach) and student (learn how), while the
ecological paradigm, social or contextual
environmental worries and classroom life
and both aspects can and should be
comple ¬ mentary. Globalization (global
culture) will be the new scenario and
learning (intellectual capital) your goal.

21. 
The cognitive paradigm is more
individualistic (focusing on individual
processes), while the ecological paradigm
(context) is more socializing (focusing on
the interaction context - group - individual
and vice versa), so we must seek
complementarity between the two ..

22. 
The acting apprentice learning is
embedded in a learning scenario, which is
their niche and their life context (global
perspective that integrates global and
local). Learn how an apprentice is
reinforced in what it learns from a
contextualized. The skills and values have
not only an individual dimension without
also social. The school as a learning
organization is to develop, as an agency of
socialization and enculturation, "emotional
intelligence of the trainees".