Full transcript
0:02Hello everyone, welcome to my channel, we learn everything because I am going to
0:08explain Yves' didactic triangle. If the video is useful to you,
0:14please subscribe and give a like. Remember that the complete theory
0:20is in the previous video. If today we We are going to focus on what he called and he is going to
0:27talk to me about the didactic triangle in this didactic triangle we have the point
0:36p and the point what he was referring to with these initials well with these initials he refers
0:50to the following the student or student but as a teacher, that is, a teacher, and that is knowledge, that
1:04is, for us, the content is very perfect, the so-called didactic triangle because there are three
1:15vertices, the truth is that it says that it is a reciprocal relationship towards all the elements of this triangle, what
1:24does this mean, does this mean that each of these elements has a function in this
1:35learning process if then what I want to evaluate now is how the student learns according to and he
1:43goes then first we are going to go to the function of the teacher the teacher with the content remember that
1:52this relationship is what he calls didactic transposition without wise knowledge to knowing how to teach
2:03, however, before this didactic transposition occurs, the teacher has to
2:11have several objectives before transmitting knowledge, for example, what am I going to teach,
2:23why am I going to teach certain knowledge
2:35and finally how to do it? I am going to teach
2:43how I am going to teach that knowledge well all these questions are going to
2:50be framed in an approach that can be behavioral or constructivist so
3:04within the behavioral well we have several authors for example Pablo Pablo sorry I think
3:11it is for Paulo when they are going to correct constructivist insurance Within the constructivist
3:18approach that I work with, the main objective is that the subject, that is,
3:26the student, constructs the learning without based on what theory we work on in Piaget's theory
3:36in which the subject constructs that learning in interaction with the object. without medium
3:49I also refer to the theory of Vigo 2 in that the subject is going to learn in the
4:00interaction with that medium with the parents and the teacher as a beautiful truth or for example it does not rise
4:15in that the subject is going to achieve learning to the extent that can relate
4:25prior knowledge to new knowledge well
4:36then the three authors are constructivists basically the theory of these authors is much longer
4:43but basically it is because we have this clear because when I am going to build a
4:49didactic sequence so that to teach my students I have to take into account how
4:56I am going to work, I am going to work on the fact that the child is going to act or interact with an object with its
5:04natural environment. He is also going to work with his parents to take the three theories. Yes, when we work
5:10on Rubén we always have We have to think that the student's prior knowledge for us
5:17that famous diagnosis if when we make a diagnosis of the students we are going to know what
5:27prior learning they have so that in order to be able to relate them with that new knowledge
5:36in this relationship the didactic contract
5:48which means the didactic contract or the didactic contact are like a kind of
5:55agreements that occur between the teacher and the student. For example, there are teachers who,
6:05when they enter a grade, the entire grade or course in silence, most or most
6:15situations can Being a mathematics teacher does not mean that we are
6:21afraid of the teacher, but rather that we have more respect for mathematics because it
6:27is more difficult if there is that relationship or that agreement has an explicit part
6:36and an implicit part, so and within This contract includes the pedagogical aspect,
6:47not only the teacher but also the students, the methodological
6:58and the attitudinal aspects,
7:06the pedagogy. Well, for example, I have a constructivist approach, I work under these
7:12concepts. Yes, the methodology, for example, in my case would be to work based on the situation
7:22in didactic situations of action, for example, Bruce or Al, he notes that he had options about the
7:29environment, yes, with his parents and the attitudinal is the predisposition of both the student or the student
7:41and the teacher without the predisposition to guide the students' knowledge the predisposition.
7:48have patience, good will and the motivation of the student, which in my case is better said in
7:56my opinion, the motivation is internal to the student. Well, now the relationship between the
8:04student and the knowledge taught would be missing if this relationship depends on the internal motivation of the student, yes,
8:17but also on the interest, if the interest
8:27of the teacher depends on the interest, as well as the teacher is going to get that student interested in
8:34learning certain content, yes, or that wise knowledge that is going to become knowing how to teach
8:44well, basically that would be missing for me in the environment. Let's see, let's see how we explain it, what he says,
8:56and I'm here, he says the following, although all of this occurs in a course or in a
9:03teaching degree, students without content, these relationships are framed in an environment,
9:15what would that environment be, well, that environment is the relationships, yes. For example,
9:25the educational policy, the education laws, and which in turn will be
9:31included in an educational system, the educational system is what we mean by
9:39the administration, the managers, although this is called, they do not expect them
9:49to leave and in turn within of this educational system we are going to find
9:55all the didactic triangles for each of the subjects or subjects because
10:04this process does occur individually in each teacher and in turn in each group
10:13of students. What does this mean that although a teacher can teach the same subject? In
10:19different degrees, perhaps their methodology or pedagogy does not work in the same way
10:30and this may be determined by different factors, whether attitudinal or group, the same
10:40group requires another type of attention or another type of activity will exceed well. This was all, I
10:49hope that The video threw you anything, please comment and thank you for subscribing.