As Diego says "The most important is that the network reflects the reality." The group that took to make the experience of intervention is 11 ° A (38 students). Mathematically, there are the best mathematicians of the institution: students: 17, 27, 7, 6, 26, 28, of whom 4 are the Galois group. There are also students with low academic performance, but in general they like my class and most were dismissed hand at the end of class, as a courtesy that I treasure.
There are 6 nodes:
1. The student: 6,7,16,19,26,27 (total of 6 students, 9 relationships).
2. The student: 20,28,30,31,32 (total 4 students, 6 relations).
3. The student: 8,15,14,21,2324 (total 7 students, 6 relations).
4. The student: 25,29,33,38 (total 4 students, 5 lists).
5. The student: 9,18,34,35,36,3 (6 students total, 10 relationships).
6. The student: 3,10,2 (total 3 students, 2 relations).
nodes that have more relationships are 1 to 5, with 9 and 10 relationships, respectively. In the 1 are the best students and, in 5 not so good.
The double arrow means that the relationship is reciprocal (return).
arrows should get out of my (the red) to each of the students (and ask them all), but they are only scratching the back and forth (these students, not just ask, also contribute).
could say that the methodology and of course the teaching of Professor Roland Sosa Guillermo León is traditionally (chalk board), also used colored chalk to draw the attention of her students and TEACHING has also some show work in the Zone of Proximal Development, Dialogue Mayéutica, Flashback (Estanislao Zuleta style) and preconceptions, "When starting the explanation is going to one end of the board (at right) to write about the performance or provide guidelines prior to exercise, to better understand the next steps, and then returns to the end (left) where he had left the board started the year and now all clear what is working, along with students, for example him says, Emilio continue. Luisa What goes here? Stephanie how it would work here? and the finger was pointed out, the girl answers, the teacher puts to doubt and asks you sure?, and she says yes, and the heightened tone professor says, no, look good, and continue. The child becomes aware of the error and says - yes, it is not. I fixed in the notebook and then telling the teacher what should follow mathematically. Stephanie GOOD! That's right! "(Journal of Field 10, July 27, 2010).
the teaching of Professor Guillermo Leon, also looks set to behaviorism and using memory and repetition, especially in regard to definitions. Note the following taken from the October Journal of July 27, 2010. "With what definition does not fight. The definition is learned, repeats, repeats, repeats until it is recorded in the brain and when he says this, William put his finger on his temple. "
Guillermo methodology is the most simple (elementary exercises) to the more complex and gradually raising the bar. This stage passes through the filter: Who has a question?
A characteristic feature of the methodology of William is the constant concern that the young man understand in the workplace, ie in the classroom. Guillermo employed outside their background and experience mathematics methodology Zone of Proximal Development and the help of the monitor (as shown in photo). So one strategy is the collaborative work in sense of Vygotsky. But there is a constant. Should be a constant. This is where we focus, to propose in the intervention, a new or different teaching.
intervention I would like to learn how to build the network as does Professor Diego, because the network is constructed without the intervention of the teacher (she weaves by interactions alone appear as it passes time). The
I present today (a pencil and paper) is the appreciation I have of the boys. I would like to know how to change if the interaction is with ICT.
The classroom is as present in the photo. Is there 21 computers (Not very good). The Internet I have to share rooms with the systems (fall too fast or not reached).
are very few times we used the equipment.
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