Scaffolding by Nosimilo Mbatha
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these are slides on how to accommodate learners who are struggling in the classroom. As an educator, it is imperative to know how to scaffold learners who are intellectually impaired in our classrooms
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Eme2040 constructivism
Constructivism is a learning theory that states students learn by actively constructing knowledge based on experiences. Key aspects are that learning is student-centered rather than curriculum-centered, and that students learn by doing and forming their own understandings. Major contributors include Piaget, who developed theories of cognitive development, Bruner, who emphasized active learning, and Vygotsky, who explored social influences on learning. In the classroom, teachers act as guides rather than instructors, create learning experiences that build on student knowledge, and encourage collaboration, allowing students to take responsibility for and direct their own learning.
Module 13 presentation
Constructivism is a theory of learning that states that people actively construct their own understanding and knowledge of the world by experiencing things and reflecting on those experiences. Key aspects include learners actively constructing their own subjective representations of reality and an integrated curriculum where students learn in various ways through different activities. Constructivism was influenced by theorists like Piaget who defined cognitive development stages and Bruner who believed learning is an active process where learners construct new ideas based on prior knowledge. In a constructivist classroom, the teacher acts as a facilitator and the students are engaged in interactive, student-centered activities to empower their own learning.
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The document discusses the concepts of pedagogy and andragogy. Pedagogy refers to teaching children and focuses on a teacher-led model where the teacher determines what, when and how students learn. Andragogy refers to adult learning and focuses on self-directed learning, with adults taking responsibility for their own learning based on their life experiences and readiness to learn information they need. The document contrasts key assumptions between pedagogy and andragogy, such as adults being self-directed learners while children depend on teachers. It also provides tips for applying adult learning principles in training, like relating content directly to situations adults face.
Cognitivism with voice over
Cognitivism focuses on how mental processes like attention, memory, and problem-solving impact learning. Key cognitive theorists discussed include Piaget, who saw learning as an active process, Vygotsky, who emphasized social interaction, and Bruner, who felt education should focus on intuition over grades. Applying cognitivism to education means creating lessons that build on prior knowledge through links and context while allowing students to learn through active participation and experimentation rather than just memorization. Online education potentially supports cognitivism but must avoid students simply regurgitating information without truly understanding concepts.
Learning theory
Constructivism is a learning theory that focuses on the learner constructing their own knowledge through active participation and hands-on experiences. Key aspects include students learning by doing, teachers using scaffolding to support learning, and students participating in the learning process. Jean Piaget and Lev Vygotsky contributed influential cognitive development theories related to constructivism, such as Piaget's stages of cognitive development and Vygotsky's zone of proximal development which emphasizes collaborative learning. Constructivism supports active, experiential, student-centered learning approaches that are well-suited for teaching subjects like math.
Theories of Learning
Topic: Theories of Learning
Student Name: Ibadat
Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Theories20of20learning 090916163756-phpapp02
This document provides an overview of several theories of learning, including behaviorism, constructivism, and social constructivism. It discusses key thinkers who contributed to these theories like Pavlov, Skinner, Piaget, Vygotsky, and Bruner. Some of the main points covered include: behaviorist views that learning is shaped by stimulus-response interactions and reinforcement; constructivist ideas that learners are active sense-makers who incorporate new knowledge into existing cognitive structures; Vygotsky's theory of the zone of proximal development and how learning is socially mediated; and implications for teaching like using varied contexts and a spiral curriculum to support cumulative learning.
Cognitivism
Cognitivism focuses on internal mental processes of learning rather than outward behaviors. It developed in reaction to behaviorism which ignored thinking. Theorists like Paivio, Gagne, and Gardner contributed key concepts - Paivio's dual coding theory emphasized visual and verbal learning; Gagne identified five types of learning and principles for instruction; Gardner proposed multiple intelligences. Under cognitivism, teachers should create engaging environments, ask questions, and use varied teaching methods while students think deeply to develop understanding.
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Eme2040 constructivism
Constructivism is a learning theory that states students learn by actively constructing knowledge based on experiences. Key aspects are that learning is student-centered rather than curriculum-centered, and that students learn by doing and forming their own understandings. Major contributors include Piaget, who developed theories of cognitive development, Bruner, who emphasized active learning, and Vygotsky, who explored social influences on learning. In the classroom, teachers act as guides rather than instructors, create learning experiences that build on student knowledge, and encourage collaboration, allowing students to take responsibility for and direct their own learning.
Module 13 presentation
Constructivism is a theory of learning that states that people actively construct their own understanding and knowledge of the world by experiencing things and reflecting on those experiences. Key aspects include learners actively constructing their own subjective representations of reality and an integrated curriculum where students learn in various ways through different activities. Constructivism was influenced by theorists like Piaget who defined cognitive development stages and Bruner who believed learning is an active process where learners construct new ideas based on prior knowledge. In a constructivist classroom, the teacher acts as a facilitator and the students are engaged in interactive, student-centered activities to empower their own learning.
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The document discusses the concepts of pedagogy and andragogy. Pedagogy refers to teaching children and focuses on a teacher-led model where the teacher determines what, when and how students learn. Andragogy refers to adult learning and focuses on self-directed learning, with adults taking responsibility for their own learning based on their life experiences and readiness to learn information they need. The document contrasts key assumptions between pedagogy and andragogy, such as adults being self-directed learners while children depend on teachers. It also provides tips for applying adult learning principles in training, like relating content directly to situations adults face.
Cognitivism with voice over
Cognitivism focuses on how mental processes like attention, memory, and problem-solving impact learning. Key cognitive theorists discussed include Piaget, who saw learning as an active process, Vygotsky, who emphasized social interaction, and Bruner, who felt education should focus on intuition over grades. Applying cognitivism to education means creating lessons that build on prior knowledge through links and context while allowing students to learn through active participation and experimentation rather than just memorization. Online education potentially supports cognitivism but must avoid students simply regurgitating information without truly understanding concepts.
Learning theory
Constructivism is a learning theory that focuses on the learner constructing their own knowledge through active participation and hands-on experiences. Key aspects include students learning by doing, teachers using scaffolding to support learning, and students participating in the learning process. Jean Piaget and Lev Vygotsky contributed influential cognitive development theories related to constructivism, such as Piaget's stages of cognitive development and Vygotsky's zone of proximal development which emphasizes collaborative learning. Constructivism supports active, experiential, student-centered learning approaches that are well-suited for teaching subjects like math.
Theories of Learning
Topic: Theories of Learning
Student Name: Ibadat
Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Theories20of20learning 090916163756-phpapp02
This document provides an overview of several theories of learning, including behaviorism, constructivism, and social constructivism. It discusses key thinkers who contributed to these theories like Pavlov, Skinner, Piaget, Vygotsky, and Bruner. Some of the main points covered include: behaviorist views that learning is shaped by stimulus-response interactions and reinforcement; constructivist ideas that learners are active sense-makers who incorporate new knowledge into existing cognitive structures; Vygotsky's theory of the zone of proximal development and how learning is socially mediated; and implications for teaching like using varied contexts and a spiral curriculum to support cumulative learning.
Cognitivism
Cognitivism focuses on internal mental processes of learning rather than outward behaviors. It developed in reaction to behaviorism which ignored thinking. Theorists like Paivio, Gagne, and Gardner contributed key concepts - Paivio's dual coding theory emphasized visual and verbal learning; Gagne identified five types of learning and principles for instruction; Gardner proposed multiple intelligences. Under cognitivism, teachers should create engaging environments, ask questions, and use varied teaching methods while students think deeply to develop understanding.
Teresa B. - Cognitivism
Cognitivism is a learning theory that focuses on internal mental processes like memory, problem-solving, and thinking. It views learning as information processing in the mind, similar to a computer. Key people in cognitivism include Benjamin Bloom, who created Bloom's Taxonomy of learning objectives, and Robert Gagne, who identified different types of learning. In the classroom, cognitivism uses visual aids, demonstrations, and feedback to encourage critical thinking skills.
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This document discusses experiential learning and reflection. It defines formal, informal, and incidental learning and notes that much learning occurs informally and incidentally through experience rather than formal education. Significant learning involves experience that is attended to, reflected on, personally impactful, and transformative. Situated learning theory holds that knowledge is socially constructed through participation within communities of practice. Reflective practice involves critically reflecting on experiences to challenge assumptions and learn from them. Strategies like journaling, essays, and digital storytelling can help engage learners in reflection.
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The “Creative Thinking for the 21st Century” presentation, given at the AFACCT Conference in January 2015, examined how educators can embed 21st century skills into their teaching curriculum. The goal was to show that by using innovative teaching and learning processes students gain skills in collaboration and team building, enhanced communication through presentation, and applied analysis of information. Teaching and learning strategies to engage students to think differently about their own learning and to move beyond critical thinking to creative thinking was emphasized.
Adult Learning Styles
The document discusses several theories of adult learning:
1. Transformational learning focuses on critically examining assumptions and creating behavioral changes through new perspectives.
2. Accelerated learning recognizes individual learning styles and teaches in a way that matches each style for faster learning.
3. The 4MAT system categorizes learning styles based on perception, processing, and brain dominance for a cyclical teaching approach.
4. Experiential learning is facilitated through student participation and control over practical problems with self-evaluation. The teacher's role is to provide resources and share feelings without dominating.
Constructivism
Essential Components to Constructivist teaching| Examples of constructivist classroom activities| Principles of Constructivism| Constructivism in Education| Types of Constructivism| Role of Teacher in the classroom
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Object-Based Learning (OBL) is a student-centred learning approach that uses objects to facilitate deep learning. Objects may take many forms, small or large, but the method typically involves students handling or working at close quarters with and interrogating physical artefacts.
Learner’s autonomy in class, schools, and outside the world
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this slides contain what is autonomy, learners autonomy, what is required to get into the learners autonomy, what are the factors for learners autonomy,
Constructivism Approach
This document discusses constructivism, an approach to learning that emphasizes active knowledge construction by learners. It outlines key characteristics of constructivism, including that knowledge is constructed by learners based on their experiences and social interactions, rather than passed from teachers to students. The document also describes the 5E model of instruction - engage, explore, explain, elaborate, evaluate - used in constructivist classrooms. Design principles for constructivist learning are provided, such as creating real-world learning activities and respecting students' ideas.
Social Cognitive theory
Social cognitive theory developed by Albert Bandura posits that learning occurs through observation and imitation of behaviors. It recognizes that behavior, personal factors, and environmental influences interact in a process called reciprocal determinism. According to Bandura, there are four main stages of imitation: close contact, imitation of superiors, understanding concepts, and role model behavior. For effective modeling to occur, four conditions must be met: attention, retention, reproduction, and motivation. Teachers can apply this theory in the classroom by modeling appropriate behaviors for students to observe and imitate, such as conversation skills or symbols for classroom management. Technology like instructional videos can also support students' observational learning.
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Constructivism is a learning theory where students learn by actively constructing their own understanding and knowledge through experiences and reflecting on those experiences. Some key principles of constructivism include students learning by doing, motivation being key, and learning taking time as students ponder concepts and develop their own understandings with guidance from teachers. Constructivists like Dewey, Montessori, and Kolb advocated for hands-on, experiential learning where students interact with their environment and answer their own questions. In a constructivist classroom, students work in groups to analyze information and build upon their existing knowledge independently with teachers asking guiding questions rather than providing direct answers.
Class 3 knowles principles of andragogy rev
The document discusses Knowles' principles of andragogy and adult learning theory and practice. It provides an agenda for a class session that will discuss andragogy and how learner-centered educators are. The session will also examine how andragogical approaches impact health professions education and when they are appropriate. The document then contrasts pedagogical and andragogical assumptions about learning. Finally, it contrasts pedagogical and andragogical design factors for learning experiences.
Contructivism Approach
Constructivism is a learning theory that suggests people actively construct their own understanding and knowledge through experiences. Key aspects of constructivism include learning being an active process where knowledge is constructed based on experiences, and learning being a personal interpretation of the world. Constructivist teaching methods focus on creating a democratic and interactive environment where the teacher facilitates learning and students are autonomous. Activities like films, field trips, class discussions and experiments allow students to apply concepts in multiple contexts and actively engage in building their own knowledge.
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Constructivism is a child-centered approach to education where students actively construct their own understanding and knowledge through experiences and reflection. The 5 E's model is used: Engage, Explore, Explain, Elaborate, and Evaluate. In each stage, students build upon prior knowledge through hands-on activities, group work, and applying their understanding to the real world. The teacher acts as a guide, assessing student learning throughout to adapt their instruction to meet individual needs.
Constructivism
This document discusses the constructivist learning theory and its key theorists Jean Piaget, Jerome Bruner, Lev Vygotsky, and John Dewey. It outlines their main ideas, which include students learning by doing, knowledge being constructed from experiences, and social interaction playing an important role in cognitive development. The implications for teaching include encouraging active and collaborative learning, using technology for research, and helping students make connections between new and prior knowledge.
Principles Of Adult Learning By Ravinder Tulsiani
Part of being an effective instructor involves understanding how adults learn best. Compared to children and teens, adults have special needs and requirements as learners.
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The document outlines adult learning principles, including that adults are self-directed, draw from life experiences, and want immediate application of knowledge. It discusses characteristics of adult learners and assumptions about how they learn best, including through experiential and active learning. The document also provides an overview of effective facilitation techniques for adult learners, such as establishing a comfortable environment, managing participation, and delivering a clear message.
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This document discusses different approaches to learning including behaviorism, cognitivism, humanism, and social/situational learning. It addresses how learning happens in schools, higher education institutions, the workplace, and other settings. It also discusses how spaces can accommodate different models of learning and lists theories of learning that teachers could explain to help facilitate different approaches.
Adult learning principles
Learn about the adult learning principles in 3 areas: The adult as learner, content for whom? and organize content.
Teaching Adult Learners - TEACH Academy
Here are two assessment items I created based on the information in the video:
Multiple choice item:
Which of the following is NOT considered a formal assessment?
A) Quizzes
B) Discussions
C) Tests
D) Projects
True/false item:
Assessments should be directly aligned with the objectives and activities covered in class.
Jerome Bruner: Discovery Learning
Jerome Bruner was a learning theorist who reacted against behaviorist models of learning. He believed in discovery learning and constructivism, where students must be active in identifying principles themselves rather than just receiving explanations from teachers. Bruner's ideas included constructivism, where learners create their own understanding, and discovery learning, where students learn through inquiry. He emphasized scaffolding learning from concrete experiences to more abstract representations using imagery and language.
Ed psych - vigotsky theory - final
The document discusses the Constructivist Approach to Language Teaching and Learning based on Vygotsky's theory. It provides an overview of key aspects of Vygotsky's social constructivism, including: (1) the role of social learning and interaction in developing language skills; (2) the relationship between thought and language; and (3) the Zone of Proximal Development and scaffolding as ways of supporting learners within their potential level of development. The document also discusses how Vygotsky's theory informs constructivist teaching approaches in the classroom, such as assessing students' ZPD, exploiting the ZPD, using more skilled peers to provide guidance, and encouraging private speech.
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Vygotsky believed that social interaction and cultural tools play a key role in cognitive development. He argued that cognitive development depends on interactions between children and people in their environment, including the use of tools like language. Vygotsky introduced the concept of the Zone of Proximal Development, which is the difference between what a child can do independently and what they can do with guidance and encouragement from a more skilled partner. Within the ZPD, scaffolding and reciprocal teaching can help children develop skills they will later use independently.
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Teresa B. - Cognitivism
Cognitivism is a learning theory that focuses on internal mental processes like memory, problem-solving, and thinking. It views learning as information processing in the mind, similar to a computer. Key people in cognitivism include Benjamin Bloom, who created Bloom's Taxonomy of learning objectives, and Robert Gagne, who identified different types of learning. In the classroom, cognitivism uses visual aids, demonstrations, and feedback to encourage critical thinking skills.
Class 7, learning from experience, reflection and co ps
This document discusses experiential learning and reflection. It defines formal, informal, and incidental learning and notes that much learning occurs informally and incidentally through experience rather than formal education. Significant learning involves experience that is attended to, reflected on, personally impactful, and transformative. Situated learning theory holds that knowledge is socially constructed through participation within communities of practice. Reflective practice involves critically reflecting on experiences to challenge assumptions and learn from them. Strategies like journaling, essays, and digital storytelling can help engage learners in reflection.
76coffman klinger
The “Creative Thinking for the 21st Century” presentation, given at the AFACCT Conference in January 2015, examined how educators can embed 21st century skills into their teaching curriculum. The goal was to show that by using innovative teaching and learning processes students gain skills in collaboration and team building, enhanced communication through presentation, and applied analysis of information. Teaching and learning strategies to engage students to think differently about their own learning and to move beyond critical thinking to creative thinking was emphasized.
Adult Learning Styles
The document discusses several theories of adult learning:
1. Transformational learning focuses on critically examining assumptions and creating behavioral changes through new perspectives.
2. Accelerated learning recognizes individual learning styles and teaches in a way that matches each style for faster learning.
3. The 4MAT system categorizes learning styles based on perception, processing, and brain dominance for a cyclical teaching approach.
4. Experiential learning is facilitated through student participation and control over practical problems with self-evaluation. The teacher's role is to provide resources and share feelings without dominating.
Constructivism
Essential Components to Constructivist teaching| Examples of constructivist classroom activities| Principles of Constructivism| Constructivism in Education| Types of Constructivism| Role of Teacher in the classroom
Object based learning presentation
Object-Based Learning (OBL) is a student-centred learning approach that uses objects to facilitate deep learning. Objects may take many forms, small or large, but the method typically involves students handling or working at close quarters with and interrogating physical artefacts.
Learner’s autonomy in class, schools, and outside the world
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this slides contain what is autonomy, learners autonomy, what is required to get into the learners autonomy, what are the factors for learners autonomy,
Constructivism Approach
This document discusses constructivism, an approach to learning that emphasizes active knowledge construction by learners. It outlines key characteristics of constructivism, including that knowledge is constructed by learners based on their experiences and social interactions, rather than passed from teachers to students. The document also describes the 5E model of instruction - engage, explore, explain, elaborate, evaluate - used in constructivist classrooms. Design principles for constructivist learning are provided, such as creating real-world learning activities and respecting students' ideas.
Social Cognitive theory
Social cognitive theory developed by Albert Bandura posits that learning occurs through observation and imitation of behaviors. It recognizes that behavior, personal factors, and environmental influences interact in a process called reciprocal determinism. According to Bandura, there are four main stages of imitation: close contact, imitation of superiors, understanding concepts, and role model behavior. For effective modeling to occur, four conditions must be met: attention, retention, reproduction, and motivation. Teachers can apply this theory in the classroom by modeling appropriate behaviors for students to observe and imitate, such as conversation skills or symbols for classroom management. Technology like instructional videos can also support students' observational learning.
Learning theory powerpoint
Constructivism is a learning theory where students learn by actively constructing their own understanding and knowledge through experiences and reflecting on those experiences. Some key principles of constructivism include students learning by doing, motivation being key, and learning taking time as students ponder concepts and develop their own understandings with guidance from teachers. Constructivists like Dewey, Montessori, and Kolb advocated for hands-on, experiential learning where students interact with their environment and answer their own questions. In a constructivist classroom, students work in groups to analyze information and build upon their existing knowledge independently with teachers asking guiding questions rather than providing direct answers.
Class 3 knowles principles of andragogy rev
The document discusses Knowles' principles of andragogy and adult learning theory and practice. It provides an agenda for a class session that will discuss andragogy and how learner-centered educators are. The session will also examine how andragogical approaches impact health professions education and when they are appropriate. The document then contrasts pedagogical and andragogical assumptions about learning. Finally, it contrasts pedagogical and andragogical design factors for learning experiences.
Contructivism Approach
Constructivism is a learning theory that suggests people actively construct their own understanding and knowledge through experiences. Key aspects of constructivism include learning being an active process where knowledge is constructed based on experiences, and learning being a personal interpretation of the world. Constructivist teaching methods focus on creating a democratic and interactive environment where the teacher facilitates learning and students are autonomous. Activities like films, field trips, class discussions and experiments allow students to apply concepts in multiple contexts and actively engage in building their own knowledge.
constructivism in the classroom
Constructivism is a child-centered approach to education where students actively construct their own understanding and knowledge through experiences and reflection. The 5 E's model is used: Engage, Explore, Explain, Elaborate, and Evaluate. In each stage, students build upon prior knowledge through hands-on activities, group work, and applying their understanding to the real world. The teacher acts as a guide, assessing student learning throughout to adapt their instruction to meet individual needs.
Constructivism
This document discusses the constructivist learning theory and its key theorists Jean Piaget, Jerome Bruner, Lev Vygotsky, and John Dewey. It outlines their main ideas, which include students learning by doing, knowledge being constructed from experiences, and social interaction playing an important role in cognitive development. The implications for teaching include encouraging active and collaborative learning, using technology for research, and helping students make connections between new and prior knowledge.
Principles Of Adult Learning By Ravinder Tulsiani
Part of being an effective instructor involves understanding how adults learn best. Compared to children and teens, adults have special needs and requirements as learners.
Adult learning principles and facilitation
The document outlines adult learning principles, including that adults are self-directed, draw from life experiences, and want immediate application of knowledge. It discusses characteristics of adult learners and assumptions about how they learn best, including through experiential and active learning. The document also provides an overview of effective facilitation techniques for adult learners, such as establishing a comfortable environment, managing participation, and delivering a clear message.
Theories of learning lecture
This document discusses different approaches to learning including behaviorism, cognitivism, humanism, and social/situational learning. It addresses how learning happens in schools, higher education institutions, the workplace, and other settings. It also discusses how spaces can accommodate different models of learning and lists theories of learning that teachers could explain to help facilitate different approaches.
Adult learning principles
Learn about the adult learning principles in 3 areas: The adult as learner, content for whom? and organize content.
Teaching Adult Learners - TEACH Academy
Here are two assessment items I created based on the information in the video:
Multiple choice item:
Which of the following is NOT considered a formal assessment?
A) Quizzes
B) Discussions
C) Tests
D) Projects
True/false item:
Assessments should be directly aligned with the objectives and activities covered in class.
Jerome Bruner: Discovery Learning
Jerome Bruner was a learning theorist who reacted against behaviorist models of learning. He believed in discovery learning and constructivism, where students must be active in identifying principles themselves rather than just receiving explanations from teachers. Bruner's ideas included constructivism, where learners create their own understanding, and discovery learning, where students learn through inquiry. He emphasized scaffolding learning from concrete experiences to more abstract representations using imagery and language.
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Class 7, learning from experience, reflection and co ps
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The document discusses the Constructivist Approach to Language Teaching and Learning based on Vygotsky's theory. It provides an overview of key aspects of Vygotsky's social constructivism, including: (1) the role of social learning and interaction in developing language skills; (2) the relationship between thought and language; and (3) the Zone of Proximal Development and scaffolding as ways of supporting learners within their potential level of development. The document also discusses how Vygotsky's theory informs constructivist teaching approaches in the classroom, such as assessing students' ZPD, exploiting the ZPD, using more skilled peers to provide guidance, and encouraging private speech.
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The key differences between Piaget and Vygotsky are that Piaget emphasized individual construction of knowledge through stages of development while Vygotsky emphasized mutual/social construction of knowledge without defined stages and emphasized the role of social interaction and culture.
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This document discusses constructivism as it relates to teaching and learning. Some key points include:
- Constructivism posits that learners actively construct their own understanding and knowledge through experiences and reflection. Learning is an active, social process rather than passive reception of information.
- Vygotsky's zone of proximal development theory holds that learning is maximized when students are helped within their zone of potential development by more capable peers or teachers.
- Constructivist teaching strategies include engaging students in hands-on activities, using prior knowledge to build new understanding, collaboration and questioning to facilitate knowledge construction.
- Effective concept learning provides examples and opportunities for students to identify concepts in different contexts to build robust schemas or networks of
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The document discusses scaffolding strategies for teachers to use when working with students, including modeling, graphic organizers, and connecting to background knowledge. It also provides an overview of Lev Vygotsky's zone of proximal development theory, which argues that students can perform tasks beyond their abilities when assisted by a teacher, and that scaffolding helps students develop skills within this zone. Specific before, during, and after reading strategies are also outlined.
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Constructivism is a theory of learning that suggests students learn by actively constructing knowledge based on their experiences. There are two main types - cognitive constructivism, which focuses on individual understanding, and social constructivism, which emphasizes social interactions. Key theorists who influenced constructivism include Piaget, Dewey, and Vygotsky. In the classroom, constructivist teaching involves students exploring concepts through hands-on activities, asking their own questions, and collaborating with peers while teachers take on a facilitator role.
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Lev Vygotsky developed the theory of constructivism which holds that learning is a social process that occurs through interaction with others. He emphasized that language plays a central role in cognitive development. Vygotsky introduced the concept of the Zone of Proximal Development which refers to the difference between what a learner can do independently and what they can achieve with guidance and collaboration. Scaffolding instruction within the ZPD can help students solve problems and master tasks that they cannot yet do independently.
Session 5.pdf
Education is a purposeful activity directed at achieving certain aims, such as transmitting knowledge or fostering skills and character traits. These aims may include the development of understanding, rationality, kindness, and honesty. Various researchers emphasize the role of critical thinking in order to distinguish education from indoctrination. Some theorists require that education results in an improvement of the student while others prefer a value-neutral definition of the term. In a slightly different sense, education may also refer, not to the process, but to the product of this process: the mental states and dispositions possessed by educated people. Education originated as the transmission of cultural heritage from one generation to the next. Today, educational goals increasingly encompass new ideas such as the liberation of learners, skills needed for modern society, empathy, and complex vocational skills.
Types of education are commonly divided into formal, non-formal, and informal education. Formal education takes place in education and training institutions, is usually structured by curricular aims and objectives, and learning is typically guided by a teacher. In most regions, formal education is compulsory up to a certain age and commonly divided into educational stages such as kindergarten, primary school and secondary school. Nonformal education occurs as addition or alternative to formal education.[1] It may be structured according to educational arrangements, but in a more flexible manner, and usually takes place in community-based, workplace-based or civil society-based settings. Lastly, informal education occurs in daily life, in the family, any experience that has a formative effect on the way one thinks, feels, or acts may be considered educational, whether unintentional or intentional. In practice there is a continuum from the highly formalized to the highly informalized, and informal learning can occur in all three settings.[2] For instance, homeschooling can be classified as nonformal or informal, depending upon the structure.Regardless of setting, educational methods include teaching, training, storytelling, discussion, and directed research.Numerous definitions of education have been suggested by theorists belonging to diverse fields.[3][4][5] Many agree that education is a purposeful activity directed at achieving certain aims, especially the transmission of knowledge.[6] But they often include other aims as well, such as fostering skills and character traits.[6][3][7] However, there are deep disagreements about the exact nature of education besides these general characteristics. According to some conceptions, it is primarily a process that occurs during events like schooling, teaching, and learning.[8][9][4] Others understand it not as a process but as the achievement or product brought about by this process. On this view, education is what educated persons have, i.e. the mental states and dispositions that are cha
Learning theoriesLevVygotsky
Lev Vygotsky was a Russian psychologist known for his "social development theory" of learning. This theory proposes that social interaction and culture greatly influence cognitive development. Vygotsky believed that cognitive processes like language, thought, and reasoning develop through social interactions and with assistance from others with more advanced skills, or "more knowledgeable others." A key concept from Vygotsky is the "zone of proximal development," which refers to tasks a child can complete with guidance but not independently, representing the next stage of development. Vygotsky's theories emphasize the important role of social and cultural factors in learning.
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Learning
Learning can be defined in many ways, but most psychologists would agree that it is a relatively permanent change in behavior that results from experience. During the first half of the twentieth century, the school of thought known as behaviorism rose to dominate psychology and sought to explain the learning process.
The three major types of learning described by behavioral psychology are classical conditioning, operant conditioning, and observational learning.
Behaviorism
Behaviorism was the school of thought in psychology that sought to measure only observable behaviors.
Founded by John B. Watson and outlined in his seminal 1913 paper Psychology as the Behaviorist Views It, the behaviorist standpoint held that psychology was an experimental and objective science and that internal mental processes should not be considered because they could not be directly observed and measured.
Watson's work included the famous Little Albert experiment in which he conditioned a small child to fear a white rat. Behaviorism dominated psychology for much of the early twentieth century. While behavioral approaches remain important today, the latter part of the century was marked by the emergence of humanistic psychology, biological psychology, and cognitive psychology.Classical Conditioning
Classical conditioning is a learning process in which an association is made between a previously neutral stimulus and a stimulus that naturally evokes a response.
For example, in Pavlov's classic experiment, the smell of food was the naturally occurring stimulus that was paired with the previously neutral ringing of the bell. Once an association had been made between the two, the sound of the bell alone could lead to a response.
How Classical Conditioning Works
Operant Conditioning
Operant conditioning is a learning process in which the probability of a response occurring is increased or decreased due to reinforcement or punishment. First studied by Edward Thorndike and later by B.F. Skinner, the underlying idea behind operant conditioning is that the consequences of our actions shape voluntary behavior.
Skinner described how reinforcement could lead to increases in behaviors where punishment would result in decreases. He also found that the timing of when reinforcements were delivered influenced how quickly a behavior was learned and how strong the response would be. The timing and rate of reinforcement are known as schedules of reinforcement.
How Operant Conditioning Works
Observational Learning
Observational learning is a process in which learning occurs through observing and imitating others. Albert Bandura's social learning theory suggests that in addition to learning through conditioning, people also learn through observing and imitating the actions of others.As demonstrated in his classic "Bobo Doll" experiments, people will imitate the actions of others without direct reinforcement. Four important elements are essential for effective observational
Vanessa salinas theory
This document summarizes Lev Vygotsky's constructivist theory of cognitive development. It explains that Vygotsky believed learning is influenced by social development and occurs in the zone of proximal development, which is the level of development attainable by children with guidance from peers or teachers. The document also notes how Vygotsky's theory fits well in classrooms by helping teachers assess students' abilities and determine their zone of proximal development to provide appropriate challenges and mentorship.
Cognitive-approaches-to-learning-powerpoint.ppt
The document provides an overview of cognitivist learning theories, including those proposed by Piaget, Vygotsky, and Bruner. Some key points of cognitivism are that learning is an internal process of associating new information with prior knowledge, and that learning involves input, processing, and output of information. Piaget's theory proposed that children progress through distinct stages of cognitive development. Vygotsky emphasized the social aspects of learning and proposed the zone of proximal development. Bruner viewed learning as an active process where learners construct new understandings based on previous knowledge.
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.
Learning theory
Constructivism is a theory of learning that states that individuals create or construct their own new understandings through experiences and reflecting on those experiences. The key theorists of constructivism include Jean Piaget, Jerome Bruner, Lev Vygotsky, and John Dewey. Under constructivism, the teacher acts as a facilitator and the student takes an active role in constructing their own knowledge through hands-on activities and problem solving.
Social constructivism
Social Constructivism is a theory of learning developed by Lev Vygotsky that emphasizes how culture and social interaction influence cognitive development. According to Vygotsky, culture provides children with cognitive tools like language, which are transmitted through social interactions with adults and peers. Knowledge is constructed through collaboration within social and cultural contexts. Constructivist classrooms encourage social learning activities like collaborative work, discussion, and problem-solving to help students build knowledge together.
CONSTRUCTIVISM
The document discusses the theories of constructivism proposed by Jean Piaget, Jerome Bruner, and Lev Vygotsky. It summarizes Piaget's key concepts including schema, adaptation process, assimilation, accommodation, equilibrium, and four stages of cognitive development. It outlines Bruner's modes of learning, spiral curriculum, discovery learning, and categorization. It also explains Vygotsky's emphasis on social interaction and role of more knowledgeable others, the zone of proximal development, scaffolding, and how their theories contributed to constructivism.
Powerpoint1.
Constructivism is an educational theory that emphasizes learning through experience and the active construction of knowledge. According to constructivism, learners build new understandings based on their current knowledge and experiences. The theory was influenced by Piaget's work on cognitive development and Vygotsky's emphasis on social learning. Modern constructivism incorporates cognitive and social aspects. It informs teaching methods like the 5Es model - engage, explore, explain, elaborate, and evaluate - which provides hands-on learning experiences to help students construct their own understandings.
Cognitive-approaches-to-learning-powerpoint.ppt
Cognitivist theories of learning focus on how individuals process and organize new information. Key theorists discussed include Piaget, Vygotsky, and Bruner. Piaget believed children learn through active experimentation and developing schemas. He outlined four stages of cognitive development. Vygotsky emphasized social learning and the zone of proximal development. Bruner viewed learning as an active process where learners construct new ideas. He proposed a spiral curriculum where topics are revisited at increasing levels of complexity. Cognitivism shaped education by emphasizing student-centered, discovery-based approaches and the teacher as a facilitator.
Constructivism and Learner-centered Teaching.pdf
The need to understand the Constructivist approach as it corresponds to the learner-centered approach classroom.
Constructivist Teaching practices15065304.ppt
Constructivism is an educational theory that emphasizes the learner constructing knowledge based on previous experiences. It views learning as assimilating new information into existing mental frameworks. According to constructivism, the teacher acts as a facilitator and students learn by relating new concepts to their own experiences. Jean Piaget identified four stages of cognitive development in which children create "mental maps" to understand the world. Lev Vygotsky added that social and cultural influences also impact learning. Modern constructivism, influenced by Jerome Bruner, incorporates both cognitive and social aspects. It advocates engaging students through exploration and hands-on learning before explaining concepts to facilitate new understandings.
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Scaffolding by Nosimilo Mbatha
- 1. Scaffolding as a strategy to teach intellectually impaired learners By Nosimilo Mbatha
- 2. What is Scaffolding • Scaffolding In education, scaffolding refers to a variety of instructional techniques used to move students progressively toward stronger understanding and, ultimately, greater independence in the learning process • E.g.
- 3. Some of the Ways to scaffold… Give learners small amounts of work at a time Give them clues when they are expected to answer questions during the lesson or complete a class activity on their own Divide the task into subsections, and let the learners complete each section at a time. Arrange learners into balanced groups, and let them scaffold each other, while you monitor their engagement, and are available to assist when they get stuck along the way.
- 4. Vygotsky…
- 5. Why I believe it could work… It helps the learner understand better, as it is interactive and focuses direct on improving the mastery of the task, as well as the learning process It is learner-centered and concerned with progressive learning and achievement All learners could benefit, especially those with mental impairments, as the teacher would show them how something is done, using a simple step-by-step process.
- 6. Learner-to-learner scaffolding… • Learners can scaffold each other. • Those who are highly capable can assist/demonstrate to those who are lagging behind due to impairments, how a project is completed • Forming small groups is significant to ensure that learners actually help each other…this is how it could look like…
- 7. Some of the other ways to scaffold… • Organize the tools that the learners are going to use when completing the task • Use visual aid tools • E.g • Use simple visual aid tools that the learners can be able to use on their own
- 8. Some of the faces behind the concept/theory • Jerome Bruner • Lev Vygotsky
- 9. Check out this link for some of the many strategies to scaffold https://www.thoughtco.com/scaffolding-instruction-strategies-2081682
- 10. Some of the information to look for to understand the theory/concept better… • Psychologist Lev Vygotsky developed a theory of cognitive development which focused on the role of culture in the development of higher mental functions. Several concepts arose from that theory that are important to classroom learning. This lesson will focus on two concepts: zone of proximal development and scaffolding. • Introduction • if we can't help Mrs. Green use some concepts of cognitive development according to Lev Vygotsky. • Zone of Proximal Development and Scaffolding • Psychologist Lev Vygotsky developed the principle of ZPD • Lev Vygotsky ZPD • The psychologist Vygotsky developed a theory of cognitive development that focused on the role of culture in the development of higher mental functions. Several concepts arose from that theory that are important to classroom learning. This lesson will focus on two concepts: zone of proximal development and scaffolding. • The zone of proximal development, commonly referred to as ZPD, is an important principle of Vygotsky's work. ZPD is defined as the range of tasks that a child can perform with the help and guidance of others but cannot yet perform independently. • Within the zone of proximal development there are two levels. First we have the actual development level. This is the upper limit of tasks one can perform independently. The second level is the level of potential development. This is the upper limit of tasks that one can perform with the assistance of a more competent individual. • Vygotsky viewed the zone of proximal development as the area where the most sensitive instruction or guidance should occur. This would allow the child to