Universidad de Córdoba

Facultad: Ciencias Básicas

Programa: Química

Asignatura:
Ingles
Grupo: G1B

Nombre:
Natalia Andrea Martinez Diaz

Docente:
Liney Lilian Hernández julio
Taller:
1. ¿Cuáles son los modelos pedagógicos?
2. ¿Cómo se forma el pasado simple?
3. ¿qué es una infografía?
4. ¿hacer dibujos de frutas, verduras y medios de transportes?
Developing
1. The main pedagogical models
There are many ways of conceptualizing learning, each having different repercussions
depending on what practical effects this conception has. Many of the ideas regarding how
the educational process works or should be carried out have been developed and have
become a more or less solid pedagogical model.

Having a pedagogical model allows us not only to have an explanation in this regard, but
also to develop a series of guidelines that lead us to educate and enhance certain aspects
depending on the type of model chosen. There are a large number of pedagogical models,
among which the ones that I show below stand out.

1. Traditional model

The traditional pedagogical model, the most widely used throughout history, proposes that
the role of education is to transmit a set of knowledge. In this relationship between student,
educator and content, the student is only a passive container, absorbing the content that the
educator pours on him. The leading role falls on the educator, who will be the active agent.

This type of model proposes a methodology based on the memory retention of information,
based on the continuous repetition of tasks and without requiring an adjustment that allows
the granting of a meaning to the learned material.

Likewise, the level of achievement of learning through the product of the educational
process will be evaluated, qualifying the student based on his ability to replicate the
information transmitted. High importance is given to the concept of discipline, the teacher
being an authority figure, and knowledge is transmitted without a critical spirit and
accepting what is transmitted as true. It is based on imitation and ethical and moral
development.

2. Behavioral model

The behavioral pedagogical model also considers that the role of education is that of
transmission of knowledge, seeing it as a way to generate the accumulation of learning. It is
based on the behavioral paradigm in its operant aspect, proposing that every stimulus is
followed by its response and its repetition is determined by the possible consequences of
said response. At an educational level, learning by modeling behavior is intended, fixing
the information through reinforcement.

The role of the student under this paradigm is also passive, although it becomes the main
focus of attention. The teacher continues to be above the student, in an active role in which
he issues the situations and information that serve as a stimulus. The use of memory and
imamitive-observational methodology abounds. Technical procedures and skills are usually
well learned under this methodology at a procedural level, considering learning as behavior
change

3. Romantic / naturalistic / experiential model

The romantic model starts from a humanist ideology that aims to take into account the
student as a leading and active part of learning and centralized in the inner world of the
minor. It is based on the premise of non-directivity and maximum authenticity and
freedom, assuming the existence of sufficient internal capacities on the part of the
apprentice to be functional in her life and seeking a natural and spontaneous learning
methodology.

Under this model, it is promoted that the development of minors should be natural,
spontaneous and free, focusing learning on free experience and the interests of the minor,
with only the educator being a possible help for this in case of need. The important thing is
that the minor develops his internal faculties in a flexible way. It is not theoretical but
experiential: you learn by doing.

In this model, it is proposed that the subject should not be evaluated, compared or
classified, pointing out the importance of being able to learn freely without interference. At
most, a qualitative evaluation is proposed, leaving quantification aside to observe how the
subject has developed.

4. Cognitive / developmental model

Based on the Piagetian conception of development, this model differs from the previous
ones in that its main objective is not to comply with the curriculum, but to contribute and
train the subject in such a way that they acquire sufficient cognitive skills to be
autonomous, independent and capable to learn for himself. Education is experienced as a
progressive process in which human cognitive structures are modified, modifications that
can indirectly alter behavior.

The role of the teacher goes on to assess the level of cognitive development and guide
students in order to acquire the ability to give meaning to what they have learned.

5. Educational-constructivist model
The constructivist educational model is one of the most widely used and accepted today.
Based like the previous one on authors such as Piaget but also together with the
contributions of other prominent authors such as Vigotsky, this model focuses its attention
on the student as the main protagonist of the educational process, being an essential active
element in learning.

In this model, the teacher-student-content triad is seen as a set of elements that interact in a
bidirectional way with each other. It is intended that the student can progressively build a
series of meanings, shared with the teacher and with the rest of society, based on the
content and orientation of the teacher.

A fundamental element for this perspective is that the learner can attribute meaning to the
material learned and also to the learning process itself, the teacher acting as a learning
guide and taking the latter into account the need to provide help tailored to the learner's
needs.

2. simple past

Form: to construct the past simple in English, add –ed to the stem of the verb if it is regular
and if we do not use its irregular form found in the 2nd column of the famous list of
irregular verbs. For negative and question forms we use the auxiliary did.
The good thing about the past in English, and in general its entire verbal system, is that it is
very simple and has few forms.

- I worked
- You worked
- He / She worked
- We worked
- You worked
- They worked

All people in the past simple use the same form (be it regular or irregular). Negative forms
are formed in this way:
- I did not (didn’t) work
And the questions:
- Did you work?

Use: you must use the simple past, to talk about actions that happened at a specific time in
the past and that have already ended. You should be careful when using the past simple as it
is often believed to be used exactly as in Spanish, but there are differences.
Example: Yesterday, I sent an email to my boss. The action happened in the past and has
already ended.
3. Infographic

An infographic is a graphic representation that supports information and allows it to be

translated into something that everyone can understand with the naked eye. It is an
incredibly useful communication tool, since having a visual format, it is processed by the
human eye much faster.

An infographic can help us improve our content marketing strategy because it has
significant advantages over other formats. Well constructed, it simplifies the information
we want to communicate and makes topics that a priori can be complex to understand more
accessible. It is a resource that is easy to share through social networks, mail, etc., so it
lends itself to viralization.
4. Drawings of fruits, vegetables and means of transport