CONSTANCIAS de inglés

Estimados alumnos de Posgrado que acreditaron el Examen de Comprensión Lectora del pasado mes de NOVIEMBRE, pueden recoger sus constancias en las OFICINAS de UPN096 Norte ubicadas en Aragón a partir del sábado 30 de noviembre en los horarios de oficina. (Los lunes no labora el personal administrativo)

Tel. 55-564-973-51

Listado FINAL del EXAMEN comprensión CEAL

Comunidad UPN 096 Norte

Se les informa que se cerró el periodo de inscripción para el examen de Comprensión Lectora en Inglés que tendrá lugar el próximo 8 de noviembre del año al curso de 15:00 a 17:00 hrs. en las instalaciones de la Mediateca en el CEAL UPN AJUSCO, edificio D, escalera 8, nivel azul, cubículo 452.

Deberán presentarse con:

1.       Un diccionario de inglés.

2.       Fotocopia de tira de materias (historial académico o constancia terminal)

3.      Dos fotografías tamaño infantil en blanco y negro o a color con retoque e impresas en papel mate delgado, recientes, iguales de frente, rostro serio, con las orejas y frente descubierta, cabello totalmente recogido, vestimenta formal (camisa blanca y saco obscuro)

4.       ORIGINAL y copia fotostática de su IFE o INE  

Los alumnos registrados son:

1.       Santos Dimas

2.       Reyes Hernández

3.       Contreras Couoh

4.       Martínez Vargas

5.       Nava García

6.       Reyes Gallegos

7.       García Hernández

8.       Velázquez,Monroy

9.       Gómez Navarro

10.   Méndez Torres

11.   Martínez Pérez

12.   Álvarez Aguilar

13.   López Quezada

14.   López Benítez

15.   Martínez Juárez

16.   Hernández López

CONVOCATORIA ABIERTA

A TODOS LOS ALUMNOS ACTIVOS Y EGRESADOS DE POSGRADO,

Que estén interesados en presentar su Examen de comprensión lectora de inglés, se les invita a realizar su REGISTRO a través del Formulario de Google https://forms.gle/R3qRZ43W4q3Fc2Bj8 a partir del día 4 de noviembre de 2019. El registro se cerrará una vez cubierto el cupo máximo de 25 personas  o como fecha máxima el día 10 de noviembre de 2019.

El examen tendrá lugar en las instalaciones de la Mediateca en el CEAL UPN AJUSCO, edificio D, escalera 8, nivel azul, cubículo 452. Será de una duración de 2 horas y deberán llegar AL MENOS 20 minutos antes de la hora establecida. En caso de llegar posterior al horario que sea determinado no se les permitirá el ingreso. (Pendiente fecha de aplicación de examen) 

Deberán presentarse con:

1.       Un diccionario de inglés.

2.       Fotocopia de tira de materias (historial académico o constancia terminal)

3.       Dos fotografías tamaño infantil en blanco y negro o a color con retoque e impresas en papel mate delgado, recientes, iguales de frente, rostro serio, con las orejas y frente descubierta, cabello totalmente recogido, vestimenta formal (camisa blanca y saco obscuro)

4.       ORIGINAL y copia fotostática de su IFE o INE  

Asimismo, se les invita a consultar el Blog https://upn096english.blogspot.com/ donde hemos incluido videos y lecturas como parte de la preparación para su evaluación.

NOTA: Se informa también que la Unidad UPN 096 Norte, impartirá un nuevo curso Blended – Learning (presencial – virtual) de preparación de Comprensión Lectora el lunes 11 de noviembre, y se informará por este mismo medio la forma de registro. 

Adverbs

Adverbs of Frequency in English 

Grammar Lesson

Adverbs of Frecuency video

Adverbs of frequency with present simple

Paulo Freire

Paulo Freire Pedagogo de los oprimidos y transmisor de la pedagogía de la esperanza

CONCEPTOS de PAULO FREIRE
1.	CODIFICACIÓN		Objeto de conocimiento mediatizado
2.	CONCIENTIZACIÓN		Inserción crítica en la acción transformadora del mundo
3.	DIALOGICIDAD		Práctica al servicio de la liberación
4.	EDUCACIÓN BANCARA		Proceso en el que se depositan contenidos en el educando.
5.	EDUCACIÓN PARA LA LIBERACIÓN		Método de acción transformadora sobre la realidad
6.	LIBERACIÓN		Se alcanza por medio de la educación
7.	OPRESORES		Instauran la violencia a través del poder
8.	OPRIMIDOS		Los débiles necesitados de libertad
9.	PRAXIS		Aplicación de la metodología estudiada
10.	PRÁCTICA DOMESTICADORA		Relación de manipulación docente-alumno

I.

The justification for a pedagogy of the oppressed.
The dichotomy of oppressors and oppressed - and how to move beyond it.
The concrete reality of oppression and the oppressed.
Nobody liberates anybody else, and nobody liberates themselves all alone. People liberate themselves in fellowship with each other.

II.

The "bank" concept of education as an instrument of oppression. Its assumptions. Its critiques.
The problematising concept of education and freedom. Its assumptions.
The "bank" concept of education and the dichotomy of educator/educated.
The problematising concept and the overcoming of the educator/educated dichotomy. Nobody educates anybody else. Nobody educates himself. People educate each other through their interactions of the world.
Man as an incomplete being, conscious of his incompleteness, and his eternal quest to BE MORE.

III.

Dialogicity: the essence of education as freedom in practice.
Dialogicity and dialogue.
The dialogue begins in the search for the programmatic content.
The relationship between man and the world, "generative topics" and the programmatic content of education.
The study of generative topics and its methodology.
The consciousness-raising significance of the study of generative topics.
The stages of such a study.

IV.

Antidialogicity and dialogicity as opposed theoretical frameworks for cultural action: the first serves oppression and the second, liberation.
The antidialogical theory of action and its characteristics:

• ·         conquest
• ·         division
• ·         manipulation
• ·         cultural invasion

The dialogical theory of action and its characteristics:

• ·         collaboration
• ·         union
• ·         organisation
• ·         cultural synthesis

The oppressor uses antidialogicity in a variety of ways to maintain the status quo. He conquers the oppressed with an invariably unilateral dialogue, converting the communication process into an act of necrophilia. Some oppressors even use other ideological instruments to achieve their conquest - like that of "bread and circus" - so that their conquest will be total.

Consultado en: http://www.comminit.com/democracy-governance/content/pedagogy-oppressed-paulo-freire-analysis

The Decalogue of Montessori

The Decalogue of Montessori

1. Never touch the child unless invited by him (in some form or the other).
2. Never speak ill of him in his presence or in his absence.
3. Concentrate on developing and strengthening what is good in him. Take meticulous and constant care of the environment. Teach proper use of things and show the place where they are kept.
4. The adult is to be active when helping the child to establish relation with the environment, and remain outwardly passive but inwardly active when this relation has been established.
5. The adult must always be ready to answer the call of the child who stands in need of him and always listen and respond to the child who appeals to him.
6. The adult must respect the child who makes a mistake without correcting directly. But he must stop any misuses of the environment and any action which endangers the child or the other members of the community.
7. The adult must respect the child who takes rest and watches others working and not disturb him, neither call or force him to other forms of activity.
8. The adult must help those who are in search of activity without finding it.
9. The adult must, therefore, be untiring in repeating presentations to the child who refused them earlier, in teaching the child who has not yet learned, in helping the child who needs it to overcome the imperfections in animating the environment, with her care, with her purposeful silence, with her mild words, and her loving presence. She must make her presence felt to the child who searches and hide from the child who has found.
10. The adult must always treat the child with the best of good manners and, in general, offer him the best she has in herself and at her disposal.  https://www.themontessorinotebook.com/decalogue-montessori/ 

Growing Up with The Montessori Method  

Recuperado en:  https://visual.ly/community/infographic/education/growing-montessori-method

Curso de INGLÉS

CURSO DE COMPRENSIÓN LECTORA DEL IDIOMA INGLÉS CON FINES DE ACREDITACIÓN

Dirigido a:

Alumnos y alumnas de Posgrado (activos y aquellos que han egresado) de la Universidad Pedagógica Nacional, Unidad 096 Norte a fin de que cumplan con el requisito para concluir con su trámite de TITULACIÓN. 

El curso será blended Learning

Duración del Curso: 

• INICIO: lunes 11 de noviembre (25 de noviembre, 2, 9 y 16 de diciembre)
• LUGAR:Calle 659 N° 39 Esq.Calle 602-A, Col. San Juan de Aragón V Sección, C.P. 07979, (oficinas administrativas)
• HORARIO: de 5:00 a  7:30 
• 20 horas de curso en línea a través del Blog y Classroom Google. 
• ACUDIR con DICCIONARIO FÍSICO, libreta y pluma. 

Para inscribirse es IMPRESCINDIBLE hacerlo a través del Formulario de inscripción y presentar su correo de Confirmación de Inscripción. (CUPO LIMITADO A 20 ESTUDIANTES)

Es importante puntualizar que los alumnos y alumnas que se inscriban DEBERÁN cumplir con al menos el 80% de asistencia y tareas asignadas para que sean inscritos por la Unidad 096 en el CEAL y para mantener su inscripción en el curso. 

NOTA: NO se realizará el examen de inglés hasta el mes de enero de 2020

Atte. Mtra. Karina Félix Cruz

Teléfonos 56-49-73-51, 56-49-56-82 

Correo electrónico unidad096@g.upn.mx

Lev Vygotsky

Lev Vygotsky was a seminal Russian psychologist who is best known for his sociocultural theory. He believed that social interaction plays a critical role in children's learning. Through such social interactions, children go through a continuous process of learning. Vygotsky noted, however, that culture profoundly influences this process. Imitation, guided learning, and collaborative learning all play a critical part in his theory.

The Zone of Proximal Development

According to Vygotsky, the zone of proximal development is:

"[The] distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem-solving under adult guidance or in collaboration with more capable peers."—Lev Vygotsky, Mind in Society, 1978

Essentially, this zone is the gap between what a child knows and what he does not yet know. The process of acquiring that information requires skills that a child does not yet possess or cannot do independently, but can do with the help of a more knowledgeable other.

Parents and teachers can foster learning by providing educational opportunities that lie within a child's zone of proximal development. Kids can also learn a great deal from peers, so teachers can foster this process by pairing less skilled children with more knowledgeable classmates.

The More Knowledgeable Other

Vygotsky conceived the more knowledgeable other as a person who has greater knowledge and skills than the learner. In many cases, this individual is an adult such as a parent or teacher. Kids also learn a great deal from their interactions with their peers, and children often pay even greater attention to what their friends and classmates know and are doing than they do to the adults in their life.

Sociocultural Theory

Lev Vygotsky also suggested that human development results from a dynamic interaction between individuals and society. Through this interaction, children learn gradually and continuously from parents and teachers. This learning, however, can vary from one culture to the next. It's important to note that Vygotsky's theory emphasizes the dynamic nature of this interaction. Society doesn't just impact people; people also affect their society.

Vygotsky's Biography

Similarities between Piaget and Vygotsky theory

1.   They both share a developmental perspective which is essential for an understanding of psychological phenomena and process namely those relatively more elaborate or complex as in the case of Piaget’s mental operations and Vygotsky’s symbolic operations.

2.     Piaget and Vygotsky both put a greater emphasis on the importance of action on the origin of diverse forms of intelligence, and on all functions of consciousness.

3.   Both Vygotsky and Piaget stress on the primacy of processes of development, whether of external outcomes or exterior manifestations.

4.       Both Vygotsky and Piaget have put a greater emphasis on the qualitative or transformational changes, not on the quantitative or variation one.

5.   Both Vygotsky and Piaget share a dialectical approach, in that the psychological development involves a continuous interaction among distinct, but interdependent, functions or processes such as assimilation in Piaget’s theory and internalization in Vygotsky’s theory.

6.     They both share a non-reductionist view of human intelligence and consciousness.

Summary

·   Children develop more sophisticated ways of thinking as they grow older as a result of maturation, and learning and understanding is mainly concerned with concepts that each individual hold and what effort they put towards developing it.Vygotsky’s approach gives out only a general outline of cognitive development in that it only put its emphasis on the social and cultural aspects of learning and cognition.

·    Internalising monologues and therefore becoming a verbal thinker is a stepping stone to higher levels of thinking.

·         There is a close link between the acquisition of language and the development of thinking.

https://www.knowswhy.com/similarities-between-vygotsky-and-piaget-theories/

Comparison between Piaget & Vygotsky
	Similarities Children learn increasingly complex information and skills as they get older Emphasis on both nature and nurture - Both recognise the role of heredity and maturation of the brain and body=nature. Piaget recognises how children meet the demands of their environment Children's cognitive abilities develop in a sequence and particular abilities develop at certain stages	Differences Piaget said that cognitive development is driven by a child's inbuilt tendency to adapt to new experiences whereas Vygotsky said that cognitive development is driven by social interaction Piaget stated children learn through active self-discovery; Vygotsky said children learn through instruction and guidance Piaget believed cognitive development is the same universally whereas Vygotsky said that it differs across cultures and time Piaget believed children will only learn when they are ready, whereas Vygotsky believed that development could be accelerated to an extend, with correct scaffolding and within the ZPD Piaget believed that language is a result of cognitive developement; Vygotsky said that language is key to cognitive development
	Overall comparison The key difference between Piaget and Vygotsky is that Piaget believed that self-discovery is crucial, whereas Vygotsky stated that learning is done through being taught by a More Knowledgeable Other.

https://getrevising.co.uk/grids/comparison-between-piaget-and-vygotsky

Piaget VS Vygotsky

Although never in direct competition with each other, the theories developed by Piaget and Vygotsky are often used in contrast with one another for many educational learning books. This is because they have two learning theories with a lot of differences, but still impacting on understanding the cognitive development of early learners.

When one compares and contrasts Piaget and Vygotsky’s theories of learning, it is easy to see why they are both so crucial in modern understanding of cognitive development. They have both been used to inform pedagogical methods that are regularly used in early childhood learning.

The ultimate difference that underlines the theories is that Piaget believes self-discovery and active learning is essential while Vygotsky felt that learning should be directed by a teacher, mentor, or space to guide the learning. These methods can be seen in different pedagogical scopes, either letting children learn through inquiry or directing them with specific tools of learning.

When both theories are used in conjunction with one another, there is endless scope to help children develop critical thinking skills and cognitive awareness for a well-rounded way to learn. Neither theory is actively correct, but both are highly important to be aware of when education early learners.

Piaget	Vygotsky
Cognitive development is already formed and driven by the way children adapt to new experiences.	Cognitive development is driven by social interaction and experiences.
Children learn through active self-discovery and awareness.	Children need constructed guidance to learn and develop.
Cognitive development is universally similar for all children.	Cognitive development varies and differs depending on culture and time.
Children will only learn when they are ready.	Children can learn at any point by having the ZPD scaffolded and shaped.
Language is the result of cognitive development.	Language is the key to unlocking cognitive development.

https://educationlearningtoys.com/knowledge-base/piaget-vs-vygotsky/

Vigotsky & Piaget's View

Both Piaget and Vygotsky provided highly influential theories which had impact on the way children are taught. However, as with every theory and study, there are pro’s and con’s to be highlighted. I will first evaluate Jean Piaget’s theory, followed by Lev Vygotsky. I will then compare and contrast the two with each other, showing the main similarities and differences between the two.

Negative evaluations are in red.
Positive evaluations in green.

Evaluation of Jean Piaget’s theory of cognitive development.

·         Piaget’s theory is based on a number of rigid, defined stages. In real life, how likely is it that cognitive development occurs as mechanically as his theory suggests? When a child acquires all they need to move onto the next stage, a ‘switch’ doesn’t just flick whereby they move into another stage. Cognitive development is much more ‘messy’ and fluid.

·         There is much contrary evidence (see the Jean Piaget post) that suggests some details of his study are inaccurate.

·         Further evidence suggests Piaget underestimated the ability of infants and children.

·         No way to account for individual differences; some children will naturally be very intelligent and storm through the stages much earlier than Piaget suggests. This links in with the problem of a stage theory.

·         The methodology used to develop his theory has been heavily criticised. Is it that children are incapable of certain cognitive functioning, or just that his methods were too complicated for a child to understand? (McGarrigle and Donaldson’s ‘Naughty Teddy’ experiment, for example).

·         There is little/no explanation for emotional/social development or developmental problems.

·         Piaget’s theory has had a huge impact on teaching methods over the world, and remains one of the most important cognitive development theories in education to date.

·         His theory provides a framework for understanding what might be happening when children acquire certain cognitive functions.

·         There is evidence suggesting certain parts of his theory do hold true (see Jean Piaget post).

Evaluation of Lev Vygotsky’s theory of cognitive development

·         There is little scientific evidence to support or contradict the concepts described in Vygotsky’s theory (Thomas, 2000)

·         There is so much emphasis on social interaction and culture that many other aspects for development are missed (such as emotional aspects) (Feldman & Fowler, 1997)

·         As with Piaget, there is no full explanation for developmental problems and individual differences.

·         There is a large educational implication; it shows how adults and MKO’s can actively engage in helping others reach their full potential.

·         Studies have shown that children who work in pairs do actually produce better, more complex ideas than when alone (Tan-Niam et al., 1998)

·         Studies also show that children with parents that engage in scaffolding with them in early development achieve higher grades when in higher schools than those with parents who don’t (Neitzel & Stright, 2003)

·         Group learning is incorporated into the theory, as well as looking at individual cognitive development.

https://psychohawks.wordpress.com/2010/12/12/evaluating-and-comparing-two-theories-of-cognitive-development/

NOTE:  *MKO (More knowledgeable others)

https://infograph.venngage.com/p/125146/vygotskys-theory-of-cognitive-development

Lev Vygotsky

The work of Lev Vygotsky (1934) has become the foundation of much research and theory in cognitive development over the past several decades, particularly of what has become known as Social Development Theory. Vygotsky's theories stress the fundamental role of social interaction in the development of cognition (Vygotsky, 1978), as he believed strongly that community plays a central role in the process of "making meaning." Unlike Piaget's notion that childrens' development must necessarily precede their learning, Vygotsky argued, "learning is a necessary and universal aspect of the process of developing culturally organized, specifically human psychological function" (1978, p. 90). In other words, social learning tends to precede (i.e., come before) development. Vygotsky has developed a sociocultural approach to cognitive development. He developed his theories at around the same time as Jean Piaget was starting to develop his ideas (1920's and 30's), but he died at the age of 38, and so his theories are incomplete - although some of his writings are still being translated from Russian. No single principle (such as Piaget's equilibration) can account for development. Individual development cannot be understood without reference to the social and cultural context within which it is embedded. Higher mental processes in the individual have their origin in social processes.

https://www.simplypsychology.org/simplypsychology.org-vygotsky.pdf

https://www.youtube.com/watch?v=lCMwJvBAQmA

https://www.youtube.com/watch?v=6GLYaVnVwDQ

LENGUAJE EN LA TEORÍA DE VYGOTSKY

El lenguaje interior según Vygotsky https://lamenteesmaravillosa.com/el-lenguaje-interior-segun-vygotsky/.  

DIFERENCIAS ENTRE PIAGET Y VYGOTSKY 

https://www.imageneseducativas.com/%E2%80%8Bpiaget-vs-vygotsky-similitudes-y-diferencias-entre-sus-teorias/.