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343%20 engaged%20learning1 Presentation Transcript

  • 1. Engaged Learning:Cooperation and Community CHDV 343
  • 2. Beyond Vygotsky, Piaget and IPModel The concept of “culture” and cognitive functioning. The social systems that influence development and cognitive E WORK OF URIE BROFENBRENNER ; 1989-2000)
  • 3. The Bio-EcologicalModel of Human • BIO= Human beings bring theirDevelopment biological selves to the developmental process. • ECOLOGICAL = the recognition that the social contexts in which we develop are ECOSYSTEMS.
  • 4. The Theory “Ecological systems theory views the child as developing within a complex system of relationships affected by multiple levels of the surrounding environment.” “Bio-ecological” model (Bronfenbrenner & Evans, 2000).
  • 5. ALL RELATIONSHIPS ARE RECIPROCAL (they flow in bothdirections)
  • 6. MICROSYSTEM (a) specific physical andTheinnermost material elements, (b) face-level, the to face interactions withmicrosystem other people (parents,consists of teachers, friends) who haveactivities andinteraction particular personalities,patterns in temperaments, and beliefthe child‟s systems.immediatesurroundings
  • 7. Home in relation toMESOSYSTEM school, neighborhood inThe second relation to social life.level of themodel, themesosystem spans the Does the peer groupconnections contradict or support thebetween parent‟s belief system?microsystems.
  • 8. EXOSYSTEM Religious institutions,Theexosystem is parents‟ social networks,made up of health and welfare servicessocialsettings that in the community, parents‟do not workplace.includechildrendirectly butaffect theirexperiencesin immediatesettings.
  • 9. MACROSYSTEMThemacrosystem is Consider the effects of themade up ofhistorical feminist movement.events, culturalvalues, laws, The establishment ofcustoms andresources. educationalA general policies, children‟s welfarecultural policies.“blueprint” thatstructures theactivities andvalues occurringin lower levels.
  • 10. Chronosystem The birth of siblings, movingThe to a new neighborhoodchronosystemcapturesthetemporaldimensionof themodel.
  • 11. IMPLICATIONS FOR COGNITIVE DEVELOPMENT AND TEACHERS(1)The relationships (2)There are between systems are DYNAMIC FORCES RECIPROCAL that affect individual development(3) TheMicorsystem andMesosystem inrelation to socio-cognitivedevelopment.
  • 12. IMPORTANT MICROSYSTEMS FAMILY  SCHOOL (school culture, teaching styles) (Nuclear family, blended family, divorce, parenting styles) BAUMRIND (1991)  PEER GROUPS (peer- Authoritarian = parental culture, peer power and a detached aggression, bullying) attitude.  Instrumental Aggression = Permissive = limited control no clear intention to cause and love and affection. harm. Authoritative=high levels of  Hostile Aggression: both warmth and achievement demands. bold, direct actions intending to harm (a) Rejecting-neglecting=a Overt, (b) relational disengaged style. WHY ARE THESE IMPORTANT TO COGNITIVE DEVELOPMENT AND LEARNING?
  • 13. ENGAGING SCHOOLS “Although learning involves cognitive processes that take place within each individual, motivation to learn also depends on the students‟ involvement in a web of social relationships that supports learning.” “Thus, a focus on engagement calls attention to the connection between a learner and the social context in which learning takes place.”
  • 14. TWO CRITICAL CONCEPTS FOR ENGAGED LEARNING Collaboration  Cooperation A philosophy about how to deal with people  A philosophy of how to that respects work with others to differences, shares attain a shared goal. authority and builds on  the knowledge of  „The majority of studies others. indicate that cooperative groups have positive effects on students See Ch. 9, p. 323 empathy, tolerance of differences, feelings of acceptance, self- confidence and even school attendance.‟
  • 15. Basic Characteristics of Cooperative Learning Group Work Integral parts of group work: (i) Argumentation, (ii) Elaboration/interpretation/explanation, (iii) Appreciation of multiple perspectives. (i) SOCIAL SKILLS, (ii) TEAM BUILDING GOALS, (iii) INDIVIDUAL ACCOUNTABILITY
  • 16. Preparing Students for Cooperative Learning DAVID AND ROGER JOHNSON (1999) Five elements define true cooperative learning groups: 1. Face-to face interaction 2. Positive interdependence 3. Individual Accountability 4. Cooperative skills 5. Group Processing Australian research in grades 8 -12 indicates that in science, math and English students learned more in such groups.
  • 17. • CULTURAL • FAMILY/TE BELIEFS ACHERS/PE affect what is ERS acceptable Influence and non- norms and acceptable values about school achievement. SOCIAL COGNITIVE PROCESSES IN LEARNING LEARNING• SCHOOL COOPERATIVE COMMUNITY LEARNING COLLABORATION • INDIVIDUAL Learning can be CHARACTERISTIC developed in S AND THE cooperative groups DEVELOPMENT through rehearsal OF SOCIAL SKILLS and elaboration . (IPM), • Respect for disequilibrium differences, and (Piaget) or conflict resolution scaffolding mechanisms. (Vygotsky).