This document summarizes Vygotsky and Keller's learning theories and how they can be applied to a Scrooge project. According to Vygotsky, learning occurs through social interaction and within one's zone of proximal development with guidance from teachers and more capable peers. Keller's theory emphasizes motivation, with teachers providing feedback, varying difficulty levels, and making lessons relevant. The Scrooge project will apply these theories by having students work collaboratively, with teachers providing scaffolding and feedback to help students learn independently.
Global footprints: Navigating Leadership for the FutureCheryl Doig
We live in complex times, where there are often many choices and no clear path to follow. This presentation explores critical capabilities that leaders will need to thrive in a networked, global environment.
The document discusses integrating project-based learning with Web 2.0 tools in education. It describes project-based learning as a constructivist model where learning is social, collaborative, authentic, and students construct knowledge. When combined with Web 2.0 tools, this allows students to work on driving questions, in real-world contexts, while collaborating and creating artifacts. Benefits include increased motivation, focus, skills, and deeper understanding for students.
The document discusses various ways to help address extreme poverty around the world. It notes that over 12% of people in the US live in poverty, compared to over 70% in Congo who suffer from malnutrition. While the US provides foreign aid, some of it has been misused or stolen by corrupt government officials in places like Afghanistan. The document proposes increasing education and awareness, encouraging donations even of small amounts, and investigating organizations working on issues like the IMF, World Bank, trade policies, and development programs in order to most effectively help reduce global poverty.
The document discusses different types of network connections including Ethernet, wireless internet (Wi-Fi), 3G, and 4G. Ethernet uses wired connections to link computers in a local area network, while wireless internet allows devices to connect to a network without cables using IEEE 802.11 standards. 3G and 4G are mobile data standards that allow devices to connect to the internet from anywhere, with 4G being significantly faster than 3G and able to support more bandwidth-intensive activities like video streaming.
El documento resume el desarrollo de la consola Xbox de Microsoft. Comenzó como un proyecto colaborativo entre Microsoft y Sega para adaptar Windows CE a la consola Dreamcast en 1998. Más tarde, un pequeño equipo en Microsoft desarrolló una consola basada en PC llamada "DirectX-box", que finalmente se lanzó como Xbox en 2001. La Xbox 360 presentó mejoras significativas en hardware con su procesador Xenon y tarjeta gráfica Xenos.
The document provides a historical overview of "The Valley" from 1928 to the present day, highlighting some of its notable features over time, including factories, famous residents like Amelia Earhart and Howard Hughes, General Patton, and Ronald Reagan. It also mentions some of The Valley's delis, malls, freeways, shops, and strip malls, as well as perceptions of "Valley People" and occasional attempts to secede from Los Angeles.
La arquitectura de Von Neumann es un modelo de arquitectura de computadora en el que el procesador, la memoria principal y las unidades de entrada y salida comparten el mismo bus de datos, lo que permite que cualquier parte de la computadora acceda a cualquier dato almacenado en la memoria.
Global footprints: Navigating Leadership for the FutureCheryl Doig
We live in complex times, where there are often many choices and no clear path to follow. This presentation explores critical capabilities that leaders will need to thrive in a networked, global environment.
The document discusses integrating project-based learning with Web 2.0 tools in education. It describes project-based learning as a constructivist model where learning is social, collaborative, authentic, and students construct knowledge. When combined with Web 2.0 tools, this allows students to work on driving questions, in real-world contexts, while collaborating and creating artifacts. Benefits include increased motivation, focus, skills, and deeper understanding for students.
The document discusses various ways to help address extreme poverty around the world. It notes that over 12% of people in the US live in poverty, compared to over 70% in Congo who suffer from malnutrition. While the US provides foreign aid, some of it has been misused or stolen by corrupt government officials in places like Afghanistan. The document proposes increasing education and awareness, encouraging donations even of small amounts, and investigating organizations working on issues like the IMF, World Bank, trade policies, and development programs in order to most effectively help reduce global poverty.
The document discusses different types of network connections including Ethernet, wireless internet (Wi-Fi), 3G, and 4G. Ethernet uses wired connections to link computers in a local area network, while wireless internet allows devices to connect to a network without cables using IEEE 802.11 standards. 3G and 4G are mobile data standards that allow devices to connect to the internet from anywhere, with 4G being significantly faster than 3G and able to support more bandwidth-intensive activities like video streaming.
El documento resume el desarrollo de la consola Xbox de Microsoft. Comenzó como un proyecto colaborativo entre Microsoft y Sega para adaptar Windows CE a la consola Dreamcast en 1998. Más tarde, un pequeño equipo en Microsoft desarrolló una consola basada en PC llamada "DirectX-box", que finalmente se lanzó como Xbox en 2001. La Xbox 360 presentó mejoras significativas en hardware con su procesador Xenon y tarjeta gráfica Xenos.
The document provides a historical overview of "The Valley" from 1928 to the present day, highlighting some of its notable features over time, including factories, famous residents like Amelia Earhart and Howard Hughes, General Patton, and Ronald Reagan. It also mentions some of The Valley's delis, malls, freeways, shops, and strip malls, as well as perceptions of "Valley People" and occasional attempts to secede from Los Angeles.
La arquitectura de Von Neumann es un modelo de arquitectura de computadora en el que el procesador, la memoria principal y las unidades de entrada y salida comparten el mismo bus de datos, lo que permite que cualquier parte de la computadora acceda a cualquier dato almacenado en la memoria.
The document summarizes theories by Lev Vygotsky and John Keller that inform the Scrooge Project. [1] Vygotsky's socio-cultural theory emphasizes social interaction, scaffolding, and the zone of proximal development. [2] Keller's motivation theory focuses on maintaining student motivation through attention, relevance, confidence and satisfaction. The Scrooge Project aims to apply these theories by incorporating group work, feedback, and allowing students to control their own learning.
This document summarizes theories by Lev Vygotsky and John Keller that were used to design the Scrooge Project. [1] Vygotsky's socio-cultural theory emphasized the socio-cultural context of learning and that students learn through interaction with more advanced peers and teachers providing scaffolding. [2] Keller's motivation theory emphasized that motivation is a key factor and the teacher's role is to provide feedback, relevance, and adjust difficulty levels while the student's role is to control their own learning. [3] The theories were combined into a strategy called "Motivated self-control learning" using cognitive apprenticeship and ARCS models to design activities that are authentic, social, and increase student motivation.
The document summarizes key instructional design models and theorists including:
- Behaviorist vs constructivist approaches to instructional design
- B.F. Skinner's work on programmed instruction and operant conditioning
- Robert Mager's work on writing objectives that specify desired behaviors, conditions, and standards
- Early instructional design models like Glaser's instructional system and the Dick and Carey model
- The original ADDIE model and its evolution over time
- Constructivism and theorists like Bruner, Piaget, and Vygotsky
- Bloom's taxonomy and its revision
- Papert's constructionism and cognitive apprenticeship models
Here are three things I can begin doing tomorrow based on this workshop:
1. Map out the environmental factors that will influence my course design, including the learners, classroom, department, and discipline.
2. Draft an ideal outcome statement describing the impact I want my course to have on students in the short and long-term.
3. Review principles of backward design and alignment to ensure my course activities and assessments support the intended learning outcomes.
Two things I need to learn more about are:
1. Applying constructivist learning principles when designing course tasks and activities.
2. Strategies for connecting my course content and skills to real-world audiences and applications.
One thing I've already
The document discusses culturally mediated instruction which incorporates diverse ways of learning and encourages multicultural viewpoints. The curriculum should be integrated, transdisciplinary, meaningful, and student-centered. It promotes inquiry-based learning, diversifying grouping, connecting to students' lives, creating a shared learning environment, encouraging real conversations, ensuring a safe environment, and developing independent thinking.
Presentation of Hamish MacLeod, The University of Edinburgh, for the European Distance Learning Week's third day webinar on "Designing Learning Spaces in Open and Distance Learning" - 8 November 2017
Recordings of the discussion are available: https://eden-online.adobeconnect.com/pwh05t3xnae0/
This document summarizes Gráinne Conole's presentation on digital landscapes and challenges in education. It discusses the evolution of digital technologies for learning over time. It presents a pedagogical model and explores concepts of identity, presence and interaction online. It also examines learning design approaches and outlines challenges around disaggregation of education resources and skills gaps in a changing digital landscape and future of work.
This document summarizes a presentation about empowering digital transitions in schools. It discusses implementing a framework with a vision for technology readiness, planning, implementation, and assessment. It emphasizes developing 21st century skills like critical thinking, communication, creativity, and collaboration. Blended learning combines different delivery methods including online and face-to-face instruction. Building a personal learning network allows educators to connect, share resources and learn from others online and through social media.
The document summarizes Gráinne Conole's presentation on digital identity and presence in social media landscapes. It discusses the evolution of digital technologies over time including learning objects, LMS, mobile devices, and MOOCs. It presents a pedagogical meta-model involving experience, information, individual vs social and reflective vs non-reflective learning. It also addresses identity, presence and interaction in digital contexts and challenges of fully leveraging social media for learning. Finally, it outlines the 7Cs learning design framework involving conceptualizing, capturing, communicating, collaborating, considering, combining and consolidating resources and activities.
The document discusses the history and key principles of constructivism and constructionism in instructional design. It covers theorists like Piaget, Vygotsky, Bruner, Papert and models like cognitive apprenticeship. Constructivism views learning as an active process where learners construct new ideas based on their existing knowledge. Constructionism builds on this, emphasizing that learning happens most effectively when people actively make things in the real world. The document also outlines principles for constructivist teaching, including asking open-ended questions and encouraging collaboration, reflection and problem-solving.
The document discusses experiential, problem-based, and simulation approaches to instruction and their key principles and theorists, including how they differ from traditional approaches through authentic experiences, problem-solving, and interactive models, and the roles of adult facilitators in framing experiences and guiding reflection.
The document introduces the Office of Open Learning (OOL) at a university. It discusses the vision, mission, and strategic goals of promoting open and online learning. This includes developing systematic open learning, evaluating pedagogical models, and forming partnerships. The OOL will be governed by an advisory panel and committee. It then outlines workshops to discuss pedagogical models for open learning and adapting existing courses for open formats.
This document provides guidance for planning a project-based learning (PBL) unit. It outlines 10 essential steps: 1) identifying learning outcomes and success criteria, 2) determining the driving question and big idea, 3) deciding on the student output, 4) developing a timeline, 5) incorporating student choice, 6) assessing student work, 7) emphasizing skills like collaboration, 8) connecting to experts, 9) citing useful resources, and 10) acknowledging influences on the framework. Teachers are guided to make PBL units focused on meaningful content and 21st century skills through open-ended, authentic projects.
The document discusses various topics related to learning theories and how people learn. It defines learning as a persisting change in human performance or potential that results from experience, according to Driscoll. It introduces four stages of learning: unconscious incompetence, conscious incompetence, conscious competence, and unconscious competence. Other topics covered include the double helix model of learning, factors that impact learning, facilitating and inhibiting learner-centeredness, the purpose of learning theories, and trends in modern learning such as the decreasing half-life of knowledge.
This document discusses applied learning theories and their relationship to teaching approaches and professional standards. It provides an overview of traditional learning theories like behaviorism, cognitivism, and humanism. Applied learning pedagogies aim to make learning active, engaged, and collaborative through experiences outside the classroom. The document advocates for models like the REALS framework to design effective applied learning environments. It also considers how to translate applied learning into teaching strategies for a polytechnic environment and reflects on observations from the author's teaching experiences.
This document discusses various technologies for learning, including cooperative learning, games, and simulations. It describes cooperative learning models involving small groups working together, such as Johnson and Johnson's model and Team-Assisted Individualization. Games are discussed as being fun but needing to focus on learning objectives. Simulations and role plays allow realistic practice in a safe environment. Simulation games combine the attributes of simulations and games for holistic learning.
The document outlines the agenda for a class on Universal Design for Learning, including discussing principles of UDL and activities that incorporate those principles, as well as presenting information on assistive technology and examples of implementing UDL at different levels of complexity. The class covers recognition, strategic, and affective learning networks and how UDL can support all students through flexible presentation, expression and engagement methods.
This document discusses social skills and relationships for students with general learning disabilities. It covers peer relationships, creating a supportive environment in the classroom, social competence, and teaching social skills. Specific skills like listening, sharing, and cooperation need to be explicitly taught through modeling, practice, and feedback to help students with learning disabilities improve their social skills and interactions.
This document discusses role play as an instructional strategy. Role play involves students assuming roles in hypothetical situations to practice skills and explore concepts from different perspectives. It actively engages students in their learning through experiential activities. Role play aligns with experiential learning theories as it provides students meaningful experiences to build knowledge. When implemented successfully, role play clarifies expectations, encourages feedback, and creates a comfortable environment for students to learn. However, role play may not be suitable for large groups or situations where students feel uncomfortable.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
The document summarizes theories by Lev Vygotsky and John Keller that inform the Scrooge Project. [1] Vygotsky's socio-cultural theory emphasizes social interaction, scaffolding, and the zone of proximal development. [2] Keller's motivation theory focuses on maintaining student motivation through attention, relevance, confidence and satisfaction. The Scrooge Project aims to apply these theories by incorporating group work, feedback, and allowing students to control their own learning.
This document summarizes theories by Lev Vygotsky and John Keller that were used to design the Scrooge Project. [1] Vygotsky's socio-cultural theory emphasized the socio-cultural context of learning and that students learn through interaction with more advanced peers and teachers providing scaffolding. [2] Keller's motivation theory emphasized that motivation is a key factor and the teacher's role is to provide feedback, relevance, and adjust difficulty levels while the student's role is to control their own learning. [3] The theories were combined into a strategy called "Motivated self-control learning" using cognitive apprenticeship and ARCS models to design activities that are authentic, social, and increase student motivation.
The document summarizes key instructional design models and theorists including:
- Behaviorist vs constructivist approaches to instructional design
- B.F. Skinner's work on programmed instruction and operant conditioning
- Robert Mager's work on writing objectives that specify desired behaviors, conditions, and standards
- Early instructional design models like Glaser's instructional system and the Dick and Carey model
- The original ADDIE model and its evolution over time
- Constructivism and theorists like Bruner, Piaget, and Vygotsky
- Bloom's taxonomy and its revision
- Papert's constructionism and cognitive apprenticeship models
Here are three things I can begin doing tomorrow based on this workshop:
1. Map out the environmental factors that will influence my course design, including the learners, classroom, department, and discipline.
2. Draft an ideal outcome statement describing the impact I want my course to have on students in the short and long-term.
3. Review principles of backward design and alignment to ensure my course activities and assessments support the intended learning outcomes.
Two things I need to learn more about are:
1. Applying constructivist learning principles when designing course tasks and activities.
2. Strategies for connecting my course content and skills to real-world audiences and applications.
One thing I've already
The document discusses culturally mediated instruction which incorporates diverse ways of learning and encourages multicultural viewpoints. The curriculum should be integrated, transdisciplinary, meaningful, and student-centered. It promotes inquiry-based learning, diversifying grouping, connecting to students' lives, creating a shared learning environment, encouraging real conversations, ensuring a safe environment, and developing independent thinking.
Presentation of Hamish MacLeod, The University of Edinburgh, for the European Distance Learning Week's third day webinar on "Designing Learning Spaces in Open and Distance Learning" - 8 November 2017
Recordings of the discussion are available: https://eden-online.adobeconnect.com/pwh05t3xnae0/
This document summarizes Gráinne Conole's presentation on digital landscapes and challenges in education. It discusses the evolution of digital technologies for learning over time. It presents a pedagogical model and explores concepts of identity, presence and interaction online. It also examines learning design approaches and outlines challenges around disaggregation of education resources and skills gaps in a changing digital landscape and future of work.
This document summarizes a presentation about empowering digital transitions in schools. It discusses implementing a framework with a vision for technology readiness, planning, implementation, and assessment. It emphasizes developing 21st century skills like critical thinking, communication, creativity, and collaboration. Blended learning combines different delivery methods including online and face-to-face instruction. Building a personal learning network allows educators to connect, share resources and learn from others online and through social media.
The document summarizes Gráinne Conole's presentation on digital identity and presence in social media landscapes. It discusses the evolution of digital technologies over time including learning objects, LMS, mobile devices, and MOOCs. It presents a pedagogical meta-model involving experience, information, individual vs social and reflective vs non-reflective learning. It also addresses identity, presence and interaction in digital contexts and challenges of fully leveraging social media for learning. Finally, it outlines the 7Cs learning design framework involving conceptualizing, capturing, communicating, collaborating, considering, combining and consolidating resources and activities.
The document discusses the history and key principles of constructivism and constructionism in instructional design. It covers theorists like Piaget, Vygotsky, Bruner, Papert and models like cognitive apprenticeship. Constructivism views learning as an active process where learners construct new ideas based on their existing knowledge. Constructionism builds on this, emphasizing that learning happens most effectively when people actively make things in the real world. The document also outlines principles for constructivist teaching, including asking open-ended questions and encouraging collaboration, reflection and problem-solving.
The document discusses experiential, problem-based, and simulation approaches to instruction and their key principles and theorists, including how they differ from traditional approaches through authentic experiences, problem-solving, and interactive models, and the roles of adult facilitators in framing experiences and guiding reflection.
The document introduces the Office of Open Learning (OOL) at a university. It discusses the vision, mission, and strategic goals of promoting open and online learning. This includes developing systematic open learning, evaluating pedagogical models, and forming partnerships. The OOL will be governed by an advisory panel and committee. It then outlines workshops to discuss pedagogical models for open learning and adapting existing courses for open formats.
This document provides guidance for planning a project-based learning (PBL) unit. It outlines 10 essential steps: 1) identifying learning outcomes and success criteria, 2) determining the driving question and big idea, 3) deciding on the student output, 4) developing a timeline, 5) incorporating student choice, 6) assessing student work, 7) emphasizing skills like collaboration, 8) connecting to experts, 9) citing useful resources, and 10) acknowledging influences on the framework. Teachers are guided to make PBL units focused on meaningful content and 21st century skills through open-ended, authentic projects.
The document discusses various topics related to learning theories and how people learn. It defines learning as a persisting change in human performance or potential that results from experience, according to Driscoll. It introduces four stages of learning: unconscious incompetence, conscious incompetence, conscious competence, and unconscious competence. Other topics covered include the double helix model of learning, factors that impact learning, facilitating and inhibiting learner-centeredness, the purpose of learning theories, and trends in modern learning such as the decreasing half-life of knowledge.
This document discusses applied learning theories and their relationship to teaching approaches and professional standards. It provides an overview of traditional learning theories like behaviorism, cognitivism, and humanism. Applied learning pedagogies aim to make learning active, engaged, and collaborative through experiences outside the classroom. The document advocates for models like the REALS framework to design effective applied learning environments. It also considers how to translate applied learning into teaching strategies for a polytechnic environment and reflects on observations from the author's teaching experiences.
This document discusses various technologies for learning, including cooperative learning, games, and simulations. It describes cooperative learning models involving small groups working together, such as Johnson and Johnson's model and Team-Assisted Individualization. Games are discussed as being fun but needing to focus on learning objectives. Simulations and role plays allow realistic practice in a safe environment. Simulation games combine the attributes of simulations and games for holistic learning.
The document outlines the agenda for a class on Universal Design for Learning, including discussing principles of UDL and activities that incorporate those principles, as well as presenting information on assistive technology and examples of implementing UDL at different levels of complexity. The class covers recognition, strategic, and affective learning networks and how UDL can support all students through flexible presentation, expression and engagement methods.
This document discusses social skills and relationships for students with general learning disabilities. It covers peer relationships, creating a supportive environment in the classroom, social competence, and teaching social skills. Specific skills like listening, sharing, and cooperation need to be explicitly taught through modeling, practice, and feedback to help students with learning disabilities improve their social skills and interactions.
This document discusses role play as an instructional strategy. Role play involves students assuming roles in hypothetical situations to practice skills and explore concepts from different perspectives. It actively engages students in their learning through experiential activities. Role play aligns with experiential learning theories as it provides students meaningful experiences to build knowledge. When implemented successfully, role play clarifies expectations, encourages feedback, and creates a comfortable environment for students to learn. However, role play may not be suitable for large groups or situations where students feel uncomfortable.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
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 Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
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.
4. Lev Vygotsky John Keller
Socio-cultural context Motivation
Key Factor
ZPD
Scaffolding Feedback
Teacher’s Role
Monitor Relevance
Participate actively Control their own learning
Student’s Role
Interaction with advanced Motivated learning
Learning Style
people
Cognitive apprenticeship ARCS Model
Basic Strategy
Community of learners
Language Strength & Systemic Frame
Restriction Weakness Can’t fit all of students
Emphasized socio- Emphasized the role of
Implication
cultural elements Moitivation
4
5. Key Factor
Socio-cultural context of development
ZPD
Motivation
5
6. Teacher’s Role
- Give scaffolding to students
- Structure the learning activity
- Monitor the learner's progress
- Gradually turning over more of the mental
activity to their students
- Promote cooperative learning exercises
- Give them attention
- Teach them with familiar language
- Make them understand how learning can be
connected to the real world
- Give them feedback
- Increase levels of difficulty
6
7. Student’s Role
- Participate actively in social context
- Participate actively
- Control their own learning
- Retrieve prior learning
- Set their own model
7
8. Learning Style
peer editing, role play,
team project, social therapy (play),
interaction with advanced people
We name it as
Motivated self-control learning
8
9. Basic Strategy
cognitive apprenticeship model
-Modeling (interact with experts)
-Scaffolding and fading
-Authentic activity
(real world, complex, meaningful, social)
community of learners
-Joint problem solving
-Student directed inquiry
-Dialogue
ARCS Model
A : Attention
R : Relevance
C : Confidence
S : Satisfaction
9
10. Strength & Weakness
Strength
-It connected language with learning
Weakness
-It ignored heredity or development of brain
-There are limits and restriction on this theory
Strength
-It provides systemic frame
-Motivated students continuously study even
though they are out of class
Weakness
-It can't fit all of students
10
11. Implication
It emphasized the importance of socio-cultural
elements
It emphasized that knowledge can be
constructed with the culture or history, not
absolute itself
It emphasized the role of motivation
11
28. Group activity &
Feedback
Talk with your friends.
It can help you to success simulation.
Also teacher will give you some feedbacks.
28
29. Common & Differences
Teacher’s role – as facilitator
Final goal – making students as independent learners
Limitation – unmeasurable concept
Vygotsky - focus on learners’ external environment
(Socio-cultural / co-construct)
Keller – focus on learners’ internal environment
(Motivation)
29