4. Las dimensiones socio-culturales del aprendizaje 1
•
1 like•543 views
Charla de John D. Falk y Lynn Dierking (Oregon State University) en el curso sobre Aprendizaje por libre elección dictado a educadores de museos de Colombia (with permission). Por traducir con su colaboración.
Report
Share
Report
Share
![Overview ,[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
_Multi-Cultural-Dimension-of-Education
The document discusses 5 dimensions of culturally responsive teaching:
1) Content integration - Using examples from diverse cultures to illustrate concepts
2) Knowledge construction - Helping students understand perspectives and biases that influence knowledge
3) Prejudice reduction - Developing positive attitudes toward other groups
4) Equity pedagogy - Modifying teaching to facilitate diverse students' achievement
5) Empowering school culture - Transforming the school culture and structure to enable diverse students' equality and status.
SocioCultural Dimensions of Learning
The document discusses sociocultural dimensions of learning. It states that learning is influenced by social interactions and relationships with others. When learners can interact and collaborate with others on tasks, their learning can be enhanced. Social learning settings that respect diversity can encourage flexible thinking and social skills. Interactive and collaborative contexts allow individuals to gain new perspectives and reflective thinking, which can boost cognitive, social, and moral development as well as self-esteem. Positive relationships that provide stability and trust can increase learner self-respect and sense of belonging, creating a supportive climate for learning.
Holistic teaching
The document provides an overview of holistic education from multiple perspectives. It defines holistic education as an approach that develops students' intellectual, emotional, social, physical, artistic, creative and spiritual potentials. It aims to nurture healthy, curious individuals through connections to community, nature and humanitarian values. Holistic education recognizes each student's innate ability and encourages a transfer of learning across disciplines through experiential learning.
Developmental and social factors
Developmental influences on learning are impacted by opportunities and constraints as individuals develop physically, intellectually, emotionally, and socially. Learning is most effective when accounting for differences in development across these domains. Social influences on learning also impact the learning process through social interactions, relationships, and communication with others.
Home, School, and Community Influences
This document discusses the influences of home, school, and community on children's development and success in school. It explains that in the past, home and school were closely linked, but over time community influences have also impacted children. Now, all three social settings (home, school, community) shape children. The document outlines how each setting affects children at different ages and developmental levels. It also discusses challenges facing education today that require collaboration between social settings to address issues like diversity, poverty, and more. Teachers must work to connect home, school, and community to help all children succeed.
Socio-cultural Development - Vygotsky
The document discusses Lev Vygotsky's socio-cultural theory of development. It explains that Vygotsky believed cognitive development occurs through social interactions and is mediated by language and culture. A key concept is the Zone of Proximal Development, which is the difference between what a child can do independently and what they can do with guidance and is the area where maximum learning occurs. Scaffolding from adults and peers helps children learn new skills within their ZPD."
Communication Strategies for Collaboration
This document discusses strategies for effective communication. It outlines that 55% of communication is nonverbal, 38% is through voice inflections, and only 7% is the actual words. Effective communication involves being aware of nonverbal cues and voice tone so messages are not mixed. Strategies include controlling voice inflections, avoiding mixed messages, understanding different cultures' communication styles, and using multiple methods like face-to-face, writing, technology to communicate clearly with all stakeholders. The goal is building strong relationships between families, schools, and communities.
Socio cultural theory
1. According to Vygotsky's social development theory, learning and development are social processes and children learn best when working together with more knowledgeable others within their zone of proximal development.
2. Instruction should target activities within a child's zone of proximal development where they can learn with guidance from teachers or more advanced peers. Cooperative learning activities can be designed to facilitate this.
3. Scaffolding is a teaching strategy where teachers provide prompts and hints to help students accomplish tasks within their zone of proximal development to promote learning and development.
Recommended
_Multi-Cultural-Dimension-of-Education
The document discusses 5 dimensions of culturally responsive teaching:
1) Content integration - Using examples from diverse cultures to illustrate concepts
2) Knowledge construction - Helping students understand perspectives and biases that influence knowledge
3) Prejudice reduction - Developing positive attitudes toward other groups
4) Equity pedagogy - Modifying teaching to facilitate diverse students' achievement
5) Empowering school culture - Transforming the school culture and structure to enable diverse students' equality and status.
SocioCultural Dimensions of Learning
The document discusses sociocultural dimensions of learning. It states that learning is influenced by social interactions and relationships with others. When learners can interact and collaborate with others on tasks, their learning can be enhanced. Social learning settings that respect diversity can encourage flexible thinking and social skills. Interactive and collaborative contexts allow individuals to gain new perspectives and reflective thinking, which can boost cognitive, social, and moral development as well as self-esteem. Positive relationships that provide stability and trust can increase learner self-respect and sense of belonging, creating a supportive climate for learning.
Holistic teaching
The document provides an overview of holistic education from multiple perspectives. It defines holistic education as an approach that develops students' intellectual, emotional, social, physical, artistic, creative and spiritual potentials. It aims to nurture healthy, curious individuals through connections to community, nature and humanitarian values. Holistic education recognizes each student's innate ability and encourages a transfer of learning across disciplines through experiential learning.
Developmental and social factors
Developmental influences on learning are impacted by opportunities and constraints as individuals develop physically, intellectually, emotionally, and socially. Learning is most effective when accounting for differences in development across these domains. Social influences on learning also impact the learning process through social interactions, relationships, and communication with others.
Home, School, and Community Influences
This document discusses the influences of home, school, and community on children's development and success in school. It explains that in the past, home and school were closely linked, but over time community influences have also impacted children. Now, all three social settings (home, school, community) shape children. The document outlines how each setting affects children at different ages and developmental levels. It also discusses challenges facing education today that require collaboration between social settings to address issues like diversity, poverty, and more. Teachers must work to connect home, school, and community to help all children succeed.
Socio-cultural Development - Vygotsky
The document discusses Lev Vygotsky's socio-cultural theory of development. It explains that Vygotsky believed cognitive development occurs through social interactions and is mediated by language and culture. A key concept is the Zone of Proximal Development, which is the difference between what a child can do independently and what they can do with guidance and is the area where maximum learning occurs. Scaffolding from adults and peers helps children learn new skills within their ZPD."
Communication Strategies for Collaboration
This document discusses strategies for effective communication. It outlines that 55% of communication is nonverbal, 38% is through voice inflections, and only 7% is the actual words. Effective communication involves being aware of nonverbal cues and voice tone so messages are not mixed. Strategies include controlling voice inflections, avoiding mixed messages, understanding different cultures' communication styles, and using multiple methods like face-to-face, writing, technology to communicate clearly with all stakeholders. The goal is building strong relationships between families, schools, and communities.
Socio cultural theory
1. According to Vygotsky's social development theory, learning and development are social processes and children learn best when working together with more knowledgeable others within their zone of proximal development.
2. Instruction should target activities within a child's zone of proximal development where they can learn with guidance from teachers or more advanced peers. Cooperative learning activities can be designed to facilitate this.
3. Scaffolding is a teaching strategy where teachers provide prompts and hints to help students accomplish tasks within their zone of proximal development to promote learning and development.
Vygotsky's Sociocultural Theory of Development
Vygotsky's sociocultural theory of development states that cognitive development is a product of social interactions and culture. It claims that social learning precedes development and that language plays a key role in cognitive development. The theory emphasizes the role of culture and social interaction, highlighting the role of mentors and the zone of proximal development, which is the difference between what a child can do independently and with guidance.
SOCIO-CULTURAL PERSPECTIVES OF DEVELOPMENT
This document discusses socio-cultural perspectives on development as proposed by Lev Vygotsky. Vygotsky believed that individual development originates from social interactions and is mediated through culturally provided tools and language. He introduced concepts like the Zone of Proximal Development to describe how learning occurs through guided participation between novices and experts. According to socio-cultural views, cognitive development depends on social and cultural practices that scaffold children's learning as they appropriate skills and knowledge from their community.
Sociocultural theory zahra farajnezhad
Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals. (Vygotsky, 1978, p.57)
“the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers.”
Vygotsky's Socio-Cultural Therory
Lev Vygotsky developed the socio-cultural theory of cognitive development which emphasizes the important role of social interaction and culture. He believed that development occurs through social learning where children internalize knowledge from interacting with more knowledgeable individuals like parents, teachers, and peers. According to Vygotsky, language plays a central role in cognitive development by allowing children to regulate their own thinking. His concepts of the zone of proximal development and scaffolding describe how learning occurs through social interaction that guides children's development.
A Guide for Early childhood educators_ the influence of cultural background o...
This document provides a guide for early childhood educators on the influence of cultural background on parenting beliefs and practices. It discusses how culture can impact views of individualism vs collectivism and parenting goals. The guide emphasizes that parenting is a cultural activity that varies between groups. It suggests that involving parents in children's learning experiences can help facilitate understanding between families and educators and help children develop a sense of cultural identity and belonging.
Social development theory by Vygotsky
Social Development Theory is Lev Vygotsky's theory that social interaction and learning precedes development. It asserts that cognitive development occurs through socialization rather than individual experience. A key concept is the Zone of Proximal Development, defined as the difference between what a learner can do independently and with guidance. Within the ZPD, learning occurs through interaction with a More Knowledgeable Other, such as a teacher, parent, or peer. Scaffolding refers to support provided by the MKO to help learners perform tasks until they can do so independently.
Socialconstructivism
Constructivism suggests that learning is an active process where the learner constructs new understandings through interactions and experiences rather than passively receiving information. Social constructivism in particular emphasizes how learning occurs through social and cultural interactions. According to Vygotsky, cognitive development results from children internalizing knowledge and skills gained through problem solving with others, like parents, teachers, and peers. Scaffolding and the zone of proximal development are key concepts, with the latter referring to what a learner can achieve with guidance versus working alone. Assessment should consider both actual and potential development to fully understand a learner's abilities.
Schools & Socialization (By Linda Price & Nathaniel Rowland)
Agents of Socialization: SCHOOLS
Group Project for Chld 90.1
Fall 2014
Linda Price & Nathaniel Rowland
Holistic education 2008
This document summarizes key aspects of holistic education. It discusses (1) how education shapes society and should develop integrated, well-rounded individuals rather than just scholars or job seekers, (2) the four pillars of learning according to UNESCO - learning to know, learning to do, learning to live together, and learning to be, and (3) how these pillars involve mastering knowledge, developing skills and competence, understanding others, and maximizing one's potential. The document stresses that education should light a fire within students rather than just fill them with information.
Vygotsky’s theories
Lev Vygotsky was a Russian psychologist who developed theories about cognitive development between 1896-1934. He believed that social interaction and language play a fundamental role in cognitive development. Vygotsky proposed that learning occurs in the Zone of Proximal Development (ZPD), which is the difference between what a child can do independently and what they can do with guidance from a More Knowledgeable Other (MKO). Private speech, or self-talk, helps children plan activities and strategies to aid their development according to Vygotsky.
Vygotsky THEORY OF SOCIO-CULTURAL DEVELOPMENT
Vygotsky's sociocultural theory of cognitive development emphasizes how social interaction and culture impact cognitive development. Children's cognitive development occurs through their interactions with more knowledgeable others in social contexts, through guided learning within the zone of proximal development. Language plays a central role as a tool for thinking and internalizing knowledge from social interactions and cultural tools like imitative learning, instructed learning, and collaborative learning.
Cognition & Development: Vygotsky
Lecture 4 in the module 'Cognition & Development'. Vygotsky.
Learning Outcomes: Introduce the Vygotskian theory. Think about how Vygotskian theory has informed Developmental psychology. Consider the relationship between language and development. Consider the educational implications of Vygotsky’s theory.
Vygotsky’s cognitive theory
Lev Vygotsky was a Russian psychologist who developed the theory of social constructivism, focusing on the important role of culture and social interaction in cognitive development. His theory proposes that intellectual development depends on cultural tools like language and counting systems. In contrast to Piaget, Vygotsky believed that cognitive development is strongly linked to input from others and occurs through social learning within a child's zone of proximal development with scaffolding from more knowledgeable individuals. His theory emphasizes using private speech and cooperative learning to internalize cultural knowledge and self-regulate independent thinking.
Cognitive Approaches to Learning:Socio-cultural theory by Lev Vygotsky
Lev Vygotsky was a Russian psychologist known for his sociocultural theory of cognitive development. He believed that cognitive development occurs through social interaction and language. According to Vygotsky, higher mental functions develop from lower mental functions and are mediated by tools and signs from a culture, including language, which allows internalization of cognitive processes. A key concept is the Zone of Proximal Development, defined as the difference between what a learner can do independently and what they can do with guidance and collaboration, highlighting the role of social learning.
Vygotsky’s sociocultural theory of learning
The document discusses Lev Vygotsky’s sociocultural theory of learning. It states that Vygotsky believed that social interaction and culture are important for cognitive development in children. Children can learn more with assistance from others who are more capable. The Zone of Proximal Development describes skills children can learn with help that they cannot yet learn independently. The document advocates for implementing Vygotsky's theory through group work, with roles for peers, family, and community members to provide scaffolding to help children achieve educational goals.
Power blogeer
Lev Vygotsky developed the sociocultural theory of cognitive development which posits that social interaction precedes development and that cognitive development occurs through socialization rather than individual discovery. Key constructs of this theory include the zone of proximal development, scaffolding, and the role of language and culture in thinking. According to sociocultural theory, optimal learning occurs within the zone of proximal development through guided interaction with more knowledgeable others.
School as a system of socialization
This document discusses various theories of socialization. Primary socialization occurs within the family and involves learning skills, norms, and gender roles. Secondary socialization happens mainly through schools, where children acquire attitudes and behaviors through peer groups and are exposed to societal values through the hidden curriculum. Socialization ensures the stability of social systems by transmitting cultural symbols, meanings and values from one generation to the next.
Culturally responsive teaching
Culturally responsive teaching empowers students intellectually, socially, emotionally, and politically by incorporating their cultural references into all aspects of learning. It recognizes that culture plays a central role in the learning process. A culturally responsive pedagogy acknowledges, responds to, and celebrates students' fundamental cultures to provide full equitable access to education. Key characteristics of culturally responsive teaching include maintaining positive perspectives on students' parents and families, facilitating learning experiences that are student-centered and culturally mediated, and fostering a sense of belonging by sharing and celebrating different cultures.
Uaser
This document discusses the importance of teaching "21st century skills" in schools, including skills beyond core academic subjects. It identifies skills like critical thinking, collaboration, grit, resilience, empathy and global stewardship as important for students' future success. Research shows teaching social-emotional skills can boost academic performance and improve student behaviors and well-being. While some argue these "soft skills" are too subjective, the document counters that all curriculum decisions are subjective and that schools already covertly teach skills like following rules and being respectful. It concludes these 21st century skills can benefit all students and be developed through direct instruction, role modeling, stories and real-life experiences.
Learning Theorys
Vygotsky's social development theory stresses that social interaction plays a fundamental role in cognitive development. Children can achieve more when supported by social interaction such as collaboration with peers or guidance from adults. Vygotsky defined the "zone of proximal development" as the difference between what a child can do independently and what they can do with help. Within this zone, scaffolding from social interaction allows children to develop skills and internalize higher-level thinking.
13AJennaJesperson
This document contains a portfolio by Jenna Jesperson that showcases various design projects she has completed. It includes summaries and descriptions of projects such as a magazine cover, business card, letterhead, webpage, and infographic that were made for a fictional gelato company called Flo's Gelato. The portfolio also contains other projects like a montage poster, Prezi presentation, and brochure on various topics. The document provides details on the design process, programs used, objectives, and outcomes for each project in the portfolio.
More Related Content
What's hot
Vygotsky's Sociocultural Theory of Development
Vygotsky's sociocultural theory of development states that cognitive development is a product of social interactions and culture. It claims that social learning precedes development and that language plays a key role in cognitive development. The theory emphasizes the role of culture and social interaction, highlighting the role of mentors and the zone of proximal development, which is the difference between what a child can do independently and with guidance.
SOCIO-CULTURAL PERSPECTIVES OF DEVELOPMENT
This document discusses socio-cultural perspectives on development as proposed by Lev Vygotsky. Vygotsky believed that individual development originates from social interactions and is mediated through culturally provided tools and language. He introduced concepts like the Zone of Proximal Development to describe how learning occurs through guided participation between novices and experts. According to socio-cultural views, cognitive development depends on social and cultural practices that scaffold children's learning as they appropriate skills and knowledge from their community.
Sociocultural theory zahra farajnezhad
Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals. (Vygotsky, 1978, p.57)
“the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers.”
Vygotsky's Socio-Cultural Therory
Lev Vygotsky developed the socio-cultural theory of cognitive development which emphasizes the important role of social interaction and culture. He believed that development occurs through social learning where children internalize knowledge from interacting with more knowledgeable individuals like parents, teachers, and peers. According to Vygotsky, language plays a central role in cognitive development by allowing children to regulate their own thinking. His concepts of the zone of proximal development and scaffolding describe how learning occurs through social interaction that guides children's development.
A Guide for Early childhood educators_ the influence of cultural background o...
This document provides a guide for early childhood educators on the influence of cultural background on parenting beliefs and practices. It discusses how culture can impact views of individualism vs collectivism and parenting goals. The guide emphasizes that parenting is a cultural activity that varies between groups. It suggests that involving parents in children's learning experiences can help facilitate understanding between families and educators and help children develop a sense of cultural identity and belonging.
Social development theory by Vygotsky
Social Development Theory is Lev Vygotsky's theory that social interaction and learning precedes development. It asserts that cognitive development occurs through socialization rather than individual experience. A key concept is the Zone of Proximal Development, defined as the difference between what a learner can do independently and with guidance. Within the ZPD, learning occurs through interaction with a More Knowledgeable Other, such as a teacher, parent, or peer. Scaffolding refers to support provided by the MKO to help learners perform tasks until they can do so independently.
Socialconstructivism
Constructivism suggests that learning is an active process where the learner constructs new understandings through interactions and experiences rather than passively receiving information. Social constructivism in particular emphasizes how learning occurs through social and cultural interactions. According to Vygotsky, cognitive development results from children internalizing knowledge and skills gained through problem solving with others, like parents, teachers, and peers. Scaffolding and the zone of proximal development are key concepts, with the latter referring to what a learner can achieve with guidance versus working alone. Assessment should consider both actual and potential development to fully understand a learner's abilities.
Schools & Socialization (By Linda Price & Nathaniel Rowland)
Agents of Socialization: SCHOOLS
Group Project for Chld 90.1
Fall 2014
Linda Price & Nathaniel Rowland
Holistic education 2008
This document summarizes key aspects of holistic education. It discusses (1) how education shapes society and should develop integrated, well-rounded individuals rather than just scholars or job seekers, (2) the four pillars of learning according to UNESCO - learning to know, learning to do, learning to live together, and learning to be, and (3) how these pillars involve mastering knowledge, developing skills and competence, understanding others, and maximizing one's potential. The document stresses that education should light a fire within students rather than just fill them with information.
Vygotsky’s theories
Lev Vygotsky was a Russian psychologist who developed theories about cognitive development between 1896-1934. He believed that social interaction and language play a fundamental role in cognitive development. Vygotsky proposed that learning occurs in the Zone of Proximal Development (ZPD), which is the difference between what a child can do independently and what they can do with guidance from a More Knowledgeable Other (MKO). Private speech, or self-talk, helps children plan activities and strategies to aid their development according to Vygotsky.
Vygotsky THEORY OF SOCIO-CULTURAL DEVELOPMENT
Vygotsky's sociocultural theory of cognitive development emphasizes how social interaction and culture impact cognitive development. Children's cognitive development occurs through their interactions with more knowledgeable others in social contexts, through guided learning within the zone of proximal development. Language plays a central role as a tool for thinking and internalizing knowledge from social interactions and cultural tools like imitative learning, instructed learning, and collaborative learning.
Cognition & Development: Vygotsky
Lecture 4 in the module 'Cognition & Development'. Vygotsky.
Learning Outcomes: Introduce the Vygotskian theory. Think about how Vygotskian theory has informed Developmental psychology. Consider the relationship between language and development. Consider the educational implications of Vygotsky’s theory.
Vygotsky’s cognitive theory
Lev Vygotsky was a Russian psychologist who developed the theory of social constructivism, focusing on the important role of culture and social interaction in cognitive development. His theory proposes that intellectual development depends on cultural tools like language and counting systems. In contrast to Piaget, Vygotsky believed that cognitive development is strongly linked to input from others and occurs through social learning within a child's zone of proximal development with scaffolding from more knowledgeable individuals. His theory emphasizes using private speech and cooperative learning to internalize cultural knowledge and self-regulate independent thinking.
Cognitive Approaches to Learning:Socio-cultural theory by Lev Vygotsky
Lev Vygotsky was a Russian psychologist known for his sociocultural theory of cognitive development. He believed that cognitive development occurs through social interaction and language. According to Vygotsky, higher mental functions develop from lower mental functions and are mediated by tools and signs from a culture, including language, which allows internalization of cognitive processes. A key concept is the Zone of Proximal Development, defined as the difference between what a learner can do independently and what they can do with guidance and collaboration, highlighting the role of social learning.
Vygotsky’s sociocultural theory of learning
The document discusses Lev Vygotsky’s sociocultural theory of learning. It states that Vygotsky believed that social interaction and culture are important for cognitive development in children. Children can learn more with assistance from others who are more capable. The Zone of Proximal Development describes skills children can learn with help that they cannot yet learn independently. The document advocates for implementing Vygotsky's theory through group work, with roles for peers, family, and community members to provide scaffolding to help children achieve educational goals.
Power blogeer
Lev Vygotsky developed the sociocultural theory of cognitive development which posits that social interaction precedes development and that cognitive development occurs through socialization rather than individual discovery. Key constructs of this theory include the zone of proximal development, scaffolding, and the role of language and culture in thinking. According to sociocultural theory, optimal learning occurs within the zone of proximal development through guided interaction with more knowledgeable others.
School as a system of socialization
This document discusses various theories of socialization. Primary socialization occurs within the family and involves learning skills, norms, and gender roles. Secondary socialization happens mainly through schools, where children acquire attitudes and behaviors through peer groups and are exposed to societal values through the hidden curriculum. Socialization ensures the stability of social systems by transmitting cultural symbols, meanings and values from one generation to the next.
Culturally responsive teaching
Culturally responsive teaching empowers students intellectually, socially, emotionally, and politically by incorporating their cultural references into all aspects of learning. It recognizes that culture plays a central role in the learning process. A culturally responsive pedagogy acknowledges, responds to, and celebrates students' fundamental cultures to provide full equitable access to education. Key characteristics of culturally responsive teaching include maintaining positive perspectives on students' parents and families, facilitating learning experiences that are student-centered and culturally mediated, and fostering a sense of belonging by sharing and celebrating different cultures.
Uaser
This document discusses the importance of teaching "21st century skills" in schools, including skills beyond core academic subjects. It identifies skills like critical thinking, collaboration, grit, resilience, empathy and global stewardship as important for students' future success. Research shows teaching social-emotional skills can boost academic performance and improve student behaviors and well-being. While some argue these "soft skills" are too subjective, the document counters that all curriculum decisions are subjective and that schools already covertly teach skills like following rules and being respectful. It concludes these 21st century skills can benefit all students and be developed through direct instruction, role modeling, stories and real-life experiences.
Learning Theorys
Vygotsky's social development theory stresses that social interaction plays a fundamental role in cognitive development. Children can achieve more when supported by social interaction such as collaboration with peers or guidance from adults. Vygotsky defined the "zone of proximal development" as the difference between what a child can do independently and what they can do with help. Within this zone, scaffolding from social interaction allows children to develop skills and internalize higher-level thinking.
What's hot (20)
A Guide for Early childhood educators_ the influence of cultural background o...
A Guide for Early childhood educators_ the influence of cultural background o...
Schools & Socialization (By Linda Price & Nathaniel Rowland)
Schools & Socialization (By Linda Price & Nathaniel Rowland)
Cognitive Approaches to Learning:Socio-cultural theory by Lev Vygotsky
Cognitive Approaches to Learning:Socio-cultural theory by Lev Vygotsky
Viewers also liked
13AJennaJesperson
This document contains a portfolio by Jenna Jesperson that showcases various design projects she has completed. It includes summaries and descriptions of projects such as a magazine cover, business card, letterhead, webpage, and infographic that were made for a fictional gelato company called Flo's Gelato. The portfolio also contains other projects like a montage poster, Prezi presentation, and brochure on various topics. The document provides details on the design process, programs used, objectives, and outcomes for each project in the portfolio.
Bod 21st meeting revised 1 2-2016 letter (1)
This document schedules the 21st meeting of the Board of Directors of Tourism Corporation Khyber Pakhtunkhwa. It lists the 17 members who will attend, including government officials and representatives from private tourism organizations. The meeting will take place on February 1st, 2017 at 11:30 am in the Chief Minister Secretariat in Peshawar. The agenda includes confirming minutes, progress reports, future activities, annual development programs, accounts, restructuring plans, budgets, and electing new private sector members.
Geology 103
The document provides information on various geological topics including types of rocks (granite, slate, marble), plants (ponderosa pine tree, snow plant), animals (Rocky Mountain mule deer), and geological principles (original horizontality, types of unconformities). It includes definitions, descriptions, examples, and citations for each topic. The document contains a table of contents and is intended to be an informative reference on South Lake Tahoe geology.
Home Healthcare Agency Technology Quiz
Is your home healthcare agency keeping up with the industry's biggest technological advancements? Take the quiz to find out.
Ben 2000-2012
Este documento presenta el Balance Energético Nacional de Bolivia para el año 2012. La producción total de energía primaria alcanzó 139,297 kbep, liderada por el gas natural con 111,891 kbep. Se exportaron 89,885 kbep de energía, principalmente gas natural. Se importaron 7,303 kbep de derivados del petróleo. El consumo final total fue de 39,511 kbep, con mayor demanda de diesel oil, gas natural y gasolinas. Los sectores con mayor crecimiento de consumo fueron agropecuario, pesca, minería y transport
Arquitectura del eclecticismo
El documento describe el eclecticismo arquitectónico y varios ejemplos de estilos y edificios eclécticos. El eclecticismo surge en el siglo XIX como resultado del declive del neoclasicismo académico y permite combinar elementos de distintos estilos históricos. Se mencionan catedrales como la de Santa María de Teruel y palacios como el de Westminster y Herrenchiemsee como ejemplos de arquitectura ecléctica.
Mod00 gobierno electronico
Este documento presenta la guía del participante para el curso de Gobierno Electrónico impartido por el Instituto Nacional de Administración Pública de Guatemala (INAP). El curso se desarrollará en cuatro semanas de trabajo modular divididas en temas, con una semana adicional de recuperación. Los objetivos son fortalecer la administración pública a través de la capacitación en el uso de tecnologías de información y comunicación para mejorar la prestación de servicios al ciudadano de manera eficiente y transparente.
статья по блуму
Зонова Людмила Анатольевна
учитель географии, заместитель директора по УВР КГУ «Налобинская средняя школа»
Кызылжарского района
Viewers also liked (10)
Similar to 4. Las dimensiones socio-culturales del aprendizaje 1
Poster presentationfinal
The document discusses implementing a service-learning project in order to address challenges in educating urban African American students. It provides background on service-learning and how it has been shown to increase academic achievement and interest for these students. The purpose of the proposed project is to compile evidence that service-learning can help address many problems in urban African American schools and to share these results with educators.
Poster presentationfinal
This document discusses implementing a service-learning project to address challenges in educating urban African American students. It provides background on service-learning and cites research showing its benefits, such as increased academic achievement and interest. The purpose is to compile evidence that service-learning can help address many issues in urban African American schools.
Anglin ppt poster slide
The document discusses implementing a service-learning project in order to address challenges in educating urban African American students. It provides background on service-learning and how it has been shown to increase academic achievement and interest for these students. The purpose of the proposed project is to compile evidence that service-learning can help address many problems in urban African American schools and to share these results with educators.
Poster presentationfinal
The document discusses implementing a service-learning project in order to address challenges in educating urban African American students. It provides background on service-learning and how it has been shown to increase academic achievement and interest for these students. The purpose of the proposed project is to compile evidence that service-learning can help address many problems in urban African American schools and to share these results with educators.
Poster presentationfinal
This document discusses implementing a service-learning project to address challenges in educating urban African American students. It provides background on service-learning and cites research showing its benefits, such as increased academic achievement and interest. The purpose is to compile evidence that service-learning can help address many issues in urban African American schools.
Africashowcaseprice
Africa Showcase Project
Creation of a 7th grade history course with a global focus and it's capstone project: a student created museum.
Louisville Collegiate Cultural Competency
What are the differences between Diversity, Inclusion, Equity, and Cultural Competence? How is cultural competency a value added model that involves everyone, teaching and learning, school operation, and educational excellence?
DLI 2015 Cultural Competency
A comprehensive look at culture, cultural competency, frameworks, and tools for independent schools looking to approach cultural competency in individual, interpersonal, and institutional ways.
Librarianship as a Cultural Profession
This document discusses defining and understanding multiculturalism for librarianship as a cultural profession. It begins by defining key terms like race, culture, ethnicity and explores how they differ. It then examines aspects of culture within dominant American norms versus various subcultures. It emphasizes that all institutions, including libraries, have a dominant culture as well as subcultures within. The document concludes by discussing the importance of cultural diversity and inclusion in libraries based on the American Library Association's Library Bill of Rights.
Multiculturism in the classroom
The document discusses multicultural education and its goals and benefits. It defines multiculturalism and multicultural education, noting that the latter aims to address diversity and shift power dynamics in education. The goals of multicultural education include creating an inclusive learning environment, increasing awareness of global and cultural issues, and preventing discrimination. Benefits include helping students develop positive identities and allowing multiple perspectives. The document also provides strategies for teachers to incorporate multicultural principles, such as embracing different cultures and adapting lessons for students with special needs.
Francene kennedy tesol cultural community outreach program 2
The author proposes a cultural community outreach program that would invite parents and local businesses into classrooms to share stories about their culture. Over several weeks, students would learn about different cultures through a variety of activities and cooperative projects. The goal is to celebrate cultural diversity, make all students feel valued, and increase academic achievement and community involvement. Teachers would develop lesson plans incorporating the activities. At the end, students would share their projects with other classes and at a literacy night celebration for families.
Advocacy Poster
This document discusses culturally responsive teaching and provides examples of how to incorporate culturally responsive practices into an urban planning unit for 6th grade students. It proposes using cross-curricular lessons across subjects like math, science, literacy, and more to teach about urban planning. Examples of lessons include estimating land use, sustainable water sources, cultural demographics, and more. The document also provides guidance on ensuring instruction is culturally responsive through practices like content menus, oral history interviews, and considering multiple cultural perspectives.
Advocacy Poster group 4-1
This document discusses culturally responsive teaching and presents an example of a 6-week cross-curricular unit on urban planning that incorporates these principles. The unit involves lessons in multiple subjects like math, science, social studies, literacy, photography, and music. It aims to educate students about diverse cultural perspectives and validate different cultural experiences. Oral history interviews and analyzing communication styles help promote cross-cultural understanding. Ensuring all students feel included through approaches like differentiated instruction and heterogeneous grouping is also discussed.
Silvana baroni powerpoint 1
This document discusses English language teaching (ELT) and teacher professional development in the context of compulsory education. It addresses debates around participation and social justice, and how ELT can foster intercultural dialogue. It also examines the relationship between knowledge, technology, literacy and how they shape participation and social justice. Specifically, it discusses the challenges teachers face in developing students' literacy in contexts with expanding access but low quality. It advocates for inquiry-based teacher learning through communities of practice and educative mentoring to help teachers mediate literacy development for participation and social justice.
CAINE’S ARCADE .docx
This document discusses Caine's funds of knowledge based on a cardboard arcade he built during his summer vacation. It explores how a teacher could capitalize on Caine's interests and skills by learning about his community and culture, allowing him to express his creativity in class, and incorporating relevant illustrations and resources into lessons. The document also discusses identifying students' funds of knowledge through their creative works, which reflect their experiences and beliefs.
The Story of Space Interdisciplinary Learning Festival Model
Between the 10th and 19th of November 2017, Panjim city in Goa, India, turned into a learning playground with live experiences, immersive installations, workshops, talks, films, and panels on questions around space from multiple perspectives.
We engaged researchers, artists, and educators from around the globe - eighteen countries including India - to tell stories around the physics, philosophy, politics, and perception of space. These stories were geared to promote multi-perspective thinking and mindful inquiry and aligned to UN's Sustainable Development Goals - critical for the 21st century.
The festival was attended by 5000 students, youth, adults, and elderly. It was kept free to be open and accessible to everyone.
The Story of Space - Post Festival Catalogue documents all the projects and people involved in the Festival. It serves as a model for interdisciplinary approaches in public engagement, integrating art, science, and education to create immersive and accessible experiences that foster curiosity and critical thinking among diverse audiences. Happy inspiration!
ASL Cultural Competency Parents
How is Old School Diversity (something good to do and nice to have) shifting to 21st Century Cultural Competency (something critical in the success of all of our students in a global world)? Learn about culture, cultural competency, frameworks, and tools trending in independent schools. How is cultural competency a value added model that involves everyone, teaching and learning, school operation, and educational excellence?
Module 12: Pedagogy of Social Sciences (Upper Primary Stage)
The document outlines the pedagogy of teaching social sciences at the elementary level. It discusses how social sciences teaching promotes human values like freedom, trust, and respect for diversity. It emphasizes using scientific inquiry methods to understand social phenomena. The learning objectives focus on developing understanding of continuity and change, inter-linkages between natural and social environments, and appreciation for constitutional values. Exemplars provided focus on teaching themes like latitudes and longitudes using models and maps, sources using primary and secondary materials, and livelihoods through case studies and field visits. Suggested processes emphasize participatory and hands-on approaches.
Ch 9 - Ways of Knowing
This document discusses using families' ways of knowing to enhance teaching and student learning. It defines culture and discusses understanding one's own heritage, region, family, gender, class, religion, and other identities. It introduces the concept of "funds of knowledge" and sharing knowledge from students' homes and communities. Examples are provided of projects that connect classroom learning to students' lives and culture. Guidelines are presented for contextualizing instruction for culturally and linguistically diverse students, such as beginning with students' existing knowledge and designing meaningful activities. The document stresses the importance of understanding other cultures, collaborating with families and communities, and providing support services to foster communication and a just learning environment for all.
34 E D U C A T I O N A L L E A D E R S H I P M A R C H .docx
34 E D U C A T I O N A L L E A D E R S H I P / M A R C H 2 0 1 5
Paul C. Gorski
and Katy Swalwell
I feel like a visitor in my own
school—that hasn’t changed,”
Samantha said, confusion and
despair in her voice. We were
at the tail end of a focus group
discussion with African American
students at Green Hills High, a pre-
dominantly white, economically
diverse school. We had been invited to
conduct an equity assessment, exam-
ining the extent to which Green Hills
was an equitable learning environment
for all. We had asked Samantha and
a small group of her classmates how
they would characterize their school’s
two-year-old Multicultural Curriculum
Initiative, touted by school adminis-
trators as a comprehensive effort to
infuse a multicultural perspective into
all aspects of school life.
“I’m invisible,” Sean added, “but
also hypervisible. Maybe twice a year
there’s a program about somebody’s
food or music, but that’s about it. I
don’t see the purpose.”
Then Cynthia, who had remained
quiet through most of the hourlong
discussion, slammed her fist on the
table, exclaiming, “That multicultural
initiative means nothing. There’s
racism at this school, and nobody’s
doing anything about it!”
We found ourselves only a few
moments later in our next scheduled
focus group, surrounded by the
school’s power brokers: the prin-
cipal, assistant principals, deans, and
department chairs. Still taken—maybe
even a little shaken—by what we had
heard from the young women and
men who felt fairly powerless at Green
Hills, we asked the administrators
about the purpose of the Multicultural
Curriculum Initiative.
After a brief silence, Jonathan, the
principal, leaned back in his chair.
We had observed him over the past
few days interacting with students,
and it was clear he cared deeply about
them. The Multicultural Curriculum
Initiative was his brainchild, his baby.
Jonathan decorated his office door
with quotes about diversity and his
office walls with artwork depicting
diverse groups of youth. “We see
diversity as our greatest asset. That’s
what this initiative is all about. What
we aim to do here,” he explained with
measured intensity, “is to celebrate
the joys of diversity.” When we shared
with Jonathan the concerns raised
by the African American students,
he appeared confused and genuinely
concerned. “They said that?” he asked,
before interrupting a member of his
leadership team who had begun to
defend the initiative. “Maybe it’s time
to rethink this.”
Beyond Artwork
and Celebrations
If we’ve learned anything working
with schools across the United States,
it’s this: When it comes to education
equity, the trouble is not a lack of
Equity Lıteracy
FOR ALL
Schools can commit
to a more robust
multiculturalism by
putting equity, rather
than culture, at the
center of the diversity
conversation.
Gorski.indd 34 1/29/15 7:48 PM
A S C D / W W W . A S C D . O R G 35
multi.
Similar to 4. Las dimensiones socio-culturales del aprendizaje 1 (20)
Francene kennedy tesol cultural community outreach program 2
Francene kennedy tesol cultural community outreach program 2
The Story of Space Interdisciplinary Learning Festival Model
The Story of Space Interdisciplinary Learning Festival Model
Module 12: Pedagogy of Social Sciences (Upper Primary Stage)
Module 12: Pedagogy of Social Sciences (Upper Primary Stage)
34 E D U C A T I O N A L L E A D E R S H I P M A R C H .docx
34 E D U C A T I O N A L L E A D E R S H I P M A R C H .docx
More from Museo del Oro Colombia
Serrat Discurso Complutense
Apartes del discurso de Joan Manuel Serrat al recibir el doctorado Honoris Causa de la Universidad Complutense. Una enseñanza de vida.
6. Y las dimensiones físicas del aprendizaje
The document discusses several key aspects of designing educational spaces and experiences to enhance learning. It notes that providing advance organizers allows learners to understand what is important and focus on learning. Humans respond unconsciously to physical environments, being drawn to features like prospect, refuge, mystery, color, light and texture. Good design considers different user types and needs to make spaces easy to use and comprehend, while bad design has the opposite effect. Memories form over time through reinforcement, with subsequent experiences becoming part of people's memories of the educational experience.
3. Las dimensiones individuales del prendizaje
Charla de John D. Falk y Lynn Dierking (Oregon State University) en el curso sobre Aprendizaje por libre elección dictado a educadores de museos de Colombia (with permission). Por traducir con su colaboración.
1. Para qué la evaluación sobre educación en museos
Charla de John D. Falk y Lynn Dierking (Oregon State University) en el curso sobre Aprendizaje por libre elección dictado a educadores de museos de Colombia (with permission). Por traducir con su colaboración.
2. Introducción al parendizaje por libre elección
Charla de John D. Falk y Lynn Dierking (Oregon State University) en el curso sobre Aprendizaje por libre elección dictado a educadores de museos de Colombia (with permission). Por traducir con su colaboración.
Museos y la Pedagogia Dialogante
(1) El documento discute diferentes modelos pedagógicos basados en cómo definen las relaciones entre maestro, estudiante y conocimiento. (2) Los enfoques heteroestructurantes ven al maestro como transmisor del conocimiento y al estudiante como receptor pasivo, mientras que los enfoques autoestructurantes ven al estudiante como constructor activo de su propio conocimiento. (3) También analiza cómo estas visiones se concretan en la escuela tradicional y nueva, así como en las visitas a museos.
More from Museo del Oro Colombia (6)
1. Para qué la evaluación sobre educación en museos
1. Para qué la evaluación sobre educación en museos
Recently uploaded
How to Fix [Errno 98] address already in use
This slide will represent the cause of the error “[Errno 98] address already in use” and the troubleshooting steps to resolve this error in Odoo.
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...Nguyen Thanh Tu Collection
https://app.box.com/s/nrwz52lilmrw6m5kqeqn83q6vbdp8yzpAndreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
How to Predict Vendor Bill Product in Odoo 17
This slide will guide us through the process of predicting vendor bill products based on previous purchases from the vendor in Odoo 17.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Temple of Asclepius in Thrace. Excavation results
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
A Visual Guide to 1 Samuel | A Tale of Two Hearts
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
Gender and Mental Health - Counselling and Family Therapy Applications and In...
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Practical manual for National Examination Council, Nigeria.
Contains guides on answering questions on the specimens provided
CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...
CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...Nguyen Thanh Tu Collection
https://app.box.com/s/qspvswamcohjtbvbbhjad04lg65waylfRecently uploaded (20)
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Juneteenth Freedom Day 2024 David Douglas School District
Juneteenth Freedom Day 2024 David Douglas School District
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...
CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
4. Las dimensiones socio-culturales del aprendizaje 1
- 1. Socio-Cultural Dimensions of Learning