4. A psychologist know for his
work, sociocultural theory of
cognitive.
It will help the child make sense of the
world through disscusion of a phenome
non or event which both of them are ex
periencing.
Is also one benefits gained fro
m the use of socio-constructivis
t approach to learning.
Is actually a guided participation wher
e a novice works with an expert mento
r with a certain period to learn how to
perform complex tasks in a particular
domain
5. In the end of this lesson student will be able to:
LEARNING INTENDED OUTCOMES
6. A Developmental psychologist
His theory came to be known as socio
-cultural theory of learning
He was born in Russia in 1896
He began when he was studying lear
ning and delevopement to improve his
own technique.
7. Option 0
2
Option 0
3
Option 0
4
1. Some cognitive process are seen in a variety of species, but some are unique to human beings
.
2. Through both informal conversations and formal schooling, adults convey to children the ways i
n which the culture interprets and responds to the world.
3. Every culture not only teaches its members how to interpret their experiences, but also passes
along the physical and cognitive tools that make daily living more effective and efficient.
4. Thought and language become increasingly interdependent the first few years of life.
5. Complex mental processes emerge out of social activities ; as children develop, they gradually
internalize the processes they use in social context and begin to use them independently.
6. Children appropriate their culture's tools in their own idiosyncratic manner.
7. Children can accomplish more difficult task if they are assisted by people more advanced an
d competent than they are.
8. Challenging tasks promote maximum cognitive growth
9. Plays allows children to cognitively "stretch" themselves.
8. Vygotsky's theory focus on the processes which children deve
lop their social and cognitive skills of learning
Developmental theories advance the view that humans go thr
ough developmental stage s
Vygotsky's concepts of learning is often unclear and speculati
ve
Educational practice ; social reconstruction of meaning, scaffo
lding, participation in adult activities, apprenticeships, acquisiti
oin of teaching skills, and dynamic assessment
9. STUDENTS PREFER TO WORK ALONE, BUT SOMETIM
ES THEY ARE ASK TO WORK TOGETHER TO SOLVE A
PROBLEM, A SITUATION FROM WHICH THEY CAN LE
ARN FROM EACH OTHER; AND SUBSEQUENTLY CRE
ATE NEW KNOWLEDGE.
SOCIAL CONSTRUCTIVISM
10. INTERACTION WITH ADULTS
It help the child make sense of the world through
discussion of phenomenon or event which both of t
hem are experiencing
This type of learning is mediated learning experie
nce.
11. A supportive technique, carried out by experts or components peopl
e which helps students of any age to perform and accomplish challe
nging tasks.
a. Modeling the correct way of performing a task
b. Dividing a big or complex task into smaller and simplier activities
c. Setting guidelines for accomplishing task
d. Providing technology aids to make the task easier
e. Keeping students ' attention focused on critical aspects of the tas
ks.
f. Asking questions that get the students focus on the tasks
g. Giving frequebt feedback about how student is progressing
12. PARTICIPATIO
N
A gradual entry into adult activities increase the probability that
children will engange in behaviors and thinking skills within thei
r zone of proximal development
APPRENTICESHI
P
Is actually a guided participation where a novice works with an expert
mentor for a certain period to learn how to perform complex tasks in a
particular domain.
13. COGNITIVE APPRENTICESHIP
Can show novices how experts typically think about a task
or activity
It is important in the classroom.
a) Modeling
b) Coaching
c) Scaffolding
d) Articulation
e) Reflection
f) Increasing Complexity and Diversity of Ta
sks
g) Exploration
14. As a children acquire and gain new and first-hand information and skil
ls from experienced member of the community, they can, in turn, teac
h their new knowledge to others
It requires first the identification of task that children cannot do indepe
ndently, then provide in-depth instruction, and practices in developing
cognitive behavior along these tasks; and finally determine the extent
to which the learner benefited from the intervations.
16. The situated learning theory is one theory that exemplifies the view t
hat learning is a product of the cultural context where one lives or exi
sts.
Situated cognition or situated learning is a theory that suggests learn
ing is "naturally tied to authentic activity, context and culture" (Brown
, Collins and Duguid 1989).
Situated learning is deriving and creating meaning from the real activ
ities of daily living where learning occurs in a pro- social but informal
setting.
17. 2 1
3 4
A sociologist - anthropologist and learning theorist Jean Jave, is one o
f the notable proponents of situated learning theory. Following are the
highlights or the main idea of the situated learning theory that she adv
anced (Brown, Collins and Duguid, 1989, Vol 89, pp, 32– 42).
18. A. Knowledge is socially – constructed.
B. Knowledge evolves naturally as a result of individuals participati
ng in a negotiating their way through new situations.
C. Knowing, learning and cognition are socially-constructed, that a
re seen or expressed in actions of people and people interacting.
D. Construction of meaning is tied to specific contexts and purpose
s.
E. Learning is fundamentally social and inseparable from the practi
ce it is supposed to develop.
F. Learning is situated within authentic activity, context and culture.
19. G. Situated cognition is way of naming the kind of learning that takes p
lace in and through common practices amomg a group of people with
similar goals and interests.
H. Learning is in part about increased participation and that it is legitim
ate to participate in different ways.
I. Cultural models are not held by individuals but live in the practices of
a community and how people engage with each other, as well as any t
ool they use, and the specific cultural context.
K. Knowledge undergoes construction and transformation through con
tinuous use.
20. Brown, Collins and Duguid (1989) further rationalize the imp
ortance of authenticity in situated learning. These are :
1. Knowledge is a product of making and creating meanings
, and cannot be separated from its contexts.
2. Learning is a continuous, life - long process from acting wi
thinand reacting to situations.
3. The tool of learning and their usage reflect the particular a
ccumulated insights of communities of practice.
4. Learning is process of enculturation.
21.
22. 1. Name the 6 general implications for educational pratice in Vygotsky's the
ory.
2. What is the importance of socio-cultural theory of learning.
23. Thank you for listenin
g
Reported by:
Alexander Jones Batoon
Ailene Grace Bolay-og
