COLLABORATIVE TASK ONE

MOMENT ONE

STUDENT:
HAROLD ENRIQUE RODRIGUEZ DAZ (CODE 72136910)

GROUP: 15

TUTOR:
JULIO CESAR TULANDE

UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA UNAD

ECEDU
BACHELOR OF ARTS IN ENGLISH AS A FOREIGN LANGUAGE
FIRST AND SECOND LANGUAGE ACQUISITION
GARZN - HUILA
2016

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CONSTRUCTIVISM
There are two branches of Constructivism: Cognitive and Social.
Cognitive constructivism considers that learners must individually construct
their knowledge assuming a more active role in the teaching-learning process
(Slavin, 2003, pp. 257-258).
Social constructivism considers that learners construct their knowledge
through social interaction and cooperative elarning.

VIGOTSKY
Vigotsky is the most representative advocate of social constructivism.
According to Vigotsky (1978), the environment where children develop their social
interactions allow them to construct their own thinking and meaning-making
(Kaufman, 2004, p. 304).
Vigotsky developed the concept of Zone of proximal development (ZPD),
which describes those tasks that the learner has not learnt yet but with proper
guidance he or she will be able to learn.

Constructivist-based teaching-learning activities

One of the activities I have developed with my co-workers at SENA in
Pitalito is the one we have called the English Karaoke.
On this activity, each technical course (each English instructor has at least
ten curses or programs) must work as a whole group.
They must choose a song according to the following criteria:
- Lyrics complexity
- Song's thematic story
- Rythm
- Staging difficulty
The group must present their project to the English teacher in order to get
his approval.

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Once the group gets the teacher's approval, they have to prepare their
presentation which would be performed in the Auditorium in front of the other
competing groups and the jurors.
The learning process begins when the group has to:
- Learn the song's lyrics.
- Learn and develop a correct pronunciation.
- Comprehend the lyrics in order to prepare a good staging and
coreography.
- Practice a lot.
In order to have the students encouraged to perform as well as possible
they are rewarded with prizes for first and second places. However there is also a
reward, concerning grading, for worthy presentations.
This activity is quite a great success every year among students and allow
us as teachers to develop many learning activities in only one contest.
The teacher is the guide of each group during the whole process.

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REFERENCES

Brown, H. D. (2007). Principles of language learning and teaching fifth edition.

Pearson Longman. San Francisco State University.