2. This session and the reading enables students to:
be aware that different learners learn in different ways
be able to identify key issues related to a range of theories of
learning
have an awareness of contemporary thinking about learning
understand that an awareness of how children learn has
implications for teaching
develop knowledge of basic psychology of: motivation; long
and short term memory; focus; learning; cognitive load,
spacing and interleaving; and group dynamics
be aware of recent curriculum development and policies.
3. Standards particularly addressed in session
5c Demonstrate an awareness of the physical, social and
intellectual development of children and know how to
adapt teaching to support pupils’ education
3a Demonstrate a critical understanding of developments
in the subject and curriculum areas and promote the value
of scholarship
4e Contribute to the design and provision of an engaging
curriculum
4. Introduction to the Curriculum
DfE (2013) National Curriculum
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_
data/file/425601/PRIMARY_national_curriculum.pdf
Key stage 1 and 2
Compulsory National Curriculum subjects at primary school are:
English
design and technology
geography
art and design
music
physical education (PE), including swimming
Computing
maths
science
History
Relationships and Health Education
5. Early Years Foundation Stage
DfE (2017) Statutory guidance for the early years Foundation Stage
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_d
ata/file/596629/EYFS_STATUTORY_FRAMEWORK_2017.pdf
Prime Areas
Communication and Language
Physical Development
Personal, Social and Emotional Development
4 Specific Areas
Literacy
Mathematics
Understanding of the World
Expressive Arts and Design
6. Think about schools you have been in/ the primary
school you went to…
Did the school and class follow the National Curriculum
or did they have their own curriculum?
7. Learning
Think about learning. What does learning mean to you? What have you learnt
about how children learn? Jot down your thoughts and experiences.
During any experiences of school you have had, have teachers mentioned
learning? What have they said? Are there learning approaches being used in
classes you have seen or experienced as a child?
8. Different learners learn in different ways
Activity
Use the playdough you have made/lego/draw to create
something (object or otherwise) that represents learning.
YOU HAVE FIVE MINUTES.
https://www.youtube.com/watch?v=XAYhNHhxN0A
Have a look at the other creations. How do your colleagues
perceive learning? Surprises? Inspiration?!
Would anyone like to share and explain their creation? If so
can you put your name in the chat.
9. Reflections
How did you approach the task?
Did you simply not want to do it as you thought it
was impossible?
Would you have preferred to have worked in a
group?
When you are working in a group do you like to take
control?
Do you like tasks that involve kinaesthetic action? Or
would you prefer to watch? Listen?
10. Theories of Learning
Locke (1690)- Empty Vessel waiting to be filled
John Locke, B.F.Skinner, John.B.Watson (behaviourists) V’s
Rosseau, Piaget, Chomsky, Spelke (Child Centred)
With various methodologies, psychologists began to
assimilate data about the remarkable abilities young children
have rather than focusing on what they lack
It became known that very young children are competent,
active agents of their own conceptual development
In essence the mind of the young child had come to life
(Bruner, 1972; Vygotsky, 1978; Gardner, 1991)
13. Learning theory
https://www.youtube.com/watch?v=7AuhaJYqXQ4
Access and scan/read original work/texts by Piaget, Bruner and
Vygotsky to develop an awareness of learning theory. Other
seminal texts include:
Donaldson, M. (1978) Children’s Minds
Wood, D. (1997) How Children Think and Learn
Or later summarised texts such as:
Kozulin, A et al (2003) Vygotsky’s Educational Theory in
Cultural Context (Learning in Doing: Social, cognitive and
Computational). Cambridge University Press.
14. Socio Constructivism
Vygotsky and Bruner
Bruner (scaffolding) and Vygotsky (Zone of Proximal
Development – ZPD) were more ‘fluid’ models of
development and learning, not directly related to age (Piaget-
stages)
Potential development - what might be achieved through
support
Actual development – adult has an active role, observing,
analysing, supporting & appropriately intervening
17. Activity
You were asked to read the extract from:
Powell, K. C., & Kalina, C. J. (2009). Cognitive and social
constructivism: Developing tools for an effective classroom.
Education, 130(2), 241-250.
Consider how ‘pedagogy’ (method and practice of teaching)
has been influenced by constructivism.
Share examples of where you have seen ‘constructivism’ in
practice in classrooms. How could you use constructivism to
aid your teaching and the children’s learning? Jot down your
ideas and if there is anyone that would like to share please
add it to the chat.
18. Theories of Motivation and impact on learning
https://www.youtube.com/watch?v=TTXrV0_3UjY
Carol Dweck: The Effect of Praise on Mindsets
GROWTH MINDSET
(very popular in schools!)
Reference :
Rattan, A.; Savani, K. ; Naidu, N. V. R. ; Dweck, C. S. (2012) Can
Everyone Become Highly Intelligent? Cultural Differences in
and Societal Consequences of Beliefs About the Universal
Potential for Intelligence. Journal of Personality and Social
Psychology, Vol.103(5), pp.787-803
20. Memory and Learning Memory and learning are inseparable. The
importance of memory in learning can not be underestimated.
Learning is dependent on our experiences and involves us acquiring
new knowledge and skills. However remembering and retaining
what has been learned is vital if we are to use it again in the future.
Different Types of Memory There are two different types of
memory:
1. Working Memory : - is a fluid cognitive skill that refers to the
ability to store and manipulate information (verbal, visual and
spatial) in the mind for short periods. (such as remembering
telephone numbers, following directions and instructions, and
keeping track of shopping list items in the supermarket).
2. Long-Term Memory :- involves remembering significant personal
events, storing skills that have been mastered and can be used
automatically (such as driving car, playing guitar) and also storing
facts, word meanings and general knowledge.
21. Links with behaviour management and children’s memory
Children who are experiencing difficulties with their working
memories:
are generally well-adjusted socially
are reserved in group activities in the classroom, rarely volunteering
answers and sometimes not answering direct questions
behave as though they have not paid attention, for example
forgetting part or all of instructions or messages, or not seeing tasks
through to completion
frequently lose their place in complicated tasks that they may
eventually abandon
forget the content of messages and instructions
make poor academic progress during the school years, particularly
in the areas of reading and mathematics
are considered by their teachers to have short attention spans and
are easily distracted
22. What is working memory?
https://www.youtube.com/watch?v=IQJlDEQ0Myo
23. Additional Reading/sources
Develop knowledge of basic psychology of: motivation; long and short term
memory; focus; learning; cognitive load, spacing and interleaving; and group
dynamics
References:
Ostroff, W (2012) Understanding How Young Children Learn: Bringing the
Science of Child Development to the Classroom. Virginia: ASCD
Cook, D. A (2016) Motivation to learn: an overview of contemporary theories.
Medical education, Vol.50(10), pp.997-1014
Marley C. and Carbboneau J (2014) Theoretical Perspectives and Empirical
Evidence Relevant to Classroom Instruction with Manipulatives. Educational
Psychology Review, 2014, Vol.26(1), p.1-7
Understanding Working Memory: A classroom guide
https://www.mrc-cbu.cam.ac.uk/wp-content/uploads/2013/01/WM-classroom-
guide.pdf
