Angie Katherine Sanchez

     Vygotsky's theory about of constructivism as a school of thought, adapts both to the current scientific thinking in constant evolution, and to the reality of the educational context from which to start, this contrasts that the students assimilate the world, according to their form of thinking and according to this are represented as people, in the creative discovery and the imagination in themselves. Constructivism articulates language and culture as factors that generate social and cognitive thinking, while allowing the inclusion of each and every one of the students, it is therefore crucial to recognize the importance of they coming from a different context (Cultural diversity, social, economic, status, place), and how each one can, from his / her impetus and human nature, to build his / her knowledge adapting to the different strategies that are offered to him in his academic process, and learning in interaction with others as social process.

     It is invaluable to think that the construction of a self-directed knowledge, supports all ecclesiastical hegemony in the teaching-learning process, since constructivism allows the student to integrate from the proposed contents and  their biological nature, to the construction of their own knowledge and the teacher is your guide in that process. The school promotes cooperative development and learning, insofar as it promotes the constructive mental activity and the metacognitive process of the student, understanding that it is a unique and unrepeatable person, but belonging to a particular context and socio-cultural group that influences at him. The constructivist conception focuses on a system of methodologies that are restructured into a particular teaching model, reflecting these significant learning framework with certain characteristics, applied in a given context to the interpersonal relationships and educational environment, allowing the transversality of the prior information of each student based on their life experience.

     Vygotsky one of the great exponents of constructivism makes a great contribution to this theory from the social point of view, where he emphasizes mainly that the goal of instruction by the teacher is to mediate and facilitate the student's learning, which is to describe the tasks accurately, and not to define the learning structure required to achieve a task; if learning is decontextualized, there is little hope that the transfer will occur. The teacher provides an environment of creation and inspiration, is a participant, guide and mediator in the teaching methodology with the students, for each one of them to carry out his / her significant learning process, in a bold and equivalent way to their previous knowledge, where students develop individual and collective skills, from their cognitive and psychological thinking, In interaction with the teacher, mates and the environment (real context). Below, I present some examples of a learning strategy based on social constructivism:

- A teacher designs and plans a class activity on "hobbies and activities", in which students must answer some questions related to images; the teacher gives her students the material (a guide with 10 questions) which consists of relating each sentence to the correct image, although the students do not know the complete translation of the sentence, but if within their previous knowledge they know some word and recognize the meaning of the image, then they already have an advantage on one side but on the other, they need clues and signals that the teacher is transmitting and saying them; the students focuses each drawing on the guide and observe the sentence in detail, which words they know that lead to have a relation next to the drawing?, so, if they know what means run in spanish then, could it relate to the photo of the girl running in the park?; by means of this method in which the teacher is the bridge, so that the students solve the activity participating in class with her, it is probable that the transfer happens and thus the students incur the technique of deletion; at the end of the activity will be done feedback with the help of the English dictionary (as complementary material).

- A group of students have to make a model on the solar system, as didactic material for the class "Didactic", where they must present it and expose it to a group of students of sixth grade; in order to evaluate the physical material as a sensory stimulus, as well as the capacity and the impact that this can bring to the student's learning; however, from the beginning although each student proposed to contribute to the elaboration of the model, distributing the functions (a person helps with the materials, another help with the economic resources, information, design and structure of the model, and final exhibition ), an agreement was finally reached by means of a dialogue, in which a collaborative collection would be better, through proposals based on resources (economic, physical and human), for the construction of the model and where all they support in the same space-time, without dividing the obligations and leaving on a single person the creation of the model; therefore, as a group work, the team of 5 students work cooperative and collaboratively in the realization of the activity, where they not only proposed, constructed and created a didactic material, but also learned in joint interaction and exchange of ideas, and achieved a process of collective development, in a harmonious, social and professional environment.

- Each student should write an essay on the topic "the use of ICT" for the class "Academic Writing", in addition to being published in a Blog that each one should create, also must be exposed through a enconunter by skype, to the teacher and the others mates, with the purpose of generating a debate that allows to express different points of view, interact, make questions, conclusions and especially potentialize language skills. Through the online synchronous encounter a particular context is known, allows us to articulate teaching and learning in the construction of knowledge, from a cognitive, social, interlingual and intercultural approach.