Twenty-eighth International Conference on Learning

Abstract

In this workshop, we work on self-concept. First, we simulate a classroom. A questionnaire of learning styles is distributed in order to know the predominant styles in the classroom; it is optional. The classroom is then divided into four corners: active, pragmatic, reflective, and theoretical. It is requested that from each corner there be a representative, s/he is informed at the written level as well as at the oral level what is done. They relay the information to their peers. While the indications are given, the rest of the corners will be drawing up the poster that identifies them according to their learning style. Work is done in each corner as follows: 1) Active: these participants work on self-perception–who I am–where they elaborate their own hands, write aspects of themselves and positive aspects of their peers. 2) Reflexive: participants work on the possibility of changing the self-concept through viewing part of a video and asking the question: How do we work the self-concept in class, with this student? 3) Theoretical: a brief explanation of the four structures and organization of self-concept is given–multidimensional, hierarchical, stable, and learned. Then participants solve a game of thinking using chopsticks and can link the terms. 4) Pragmatic: participants work what we learned in self-concept, with balloons, where they channel feelings and emotions. Participants rotate in all corners every twenty minutes, and at the end, we engage in a shared discussion and reflection.