This document discusses the theories of Jeff Duncan-Andrade and Lev Vygotsky on the social and cultural contexts of learning. Both theorists believed that learning is a social process that occurs within a cultural context. Duncan-Andrade viewed learning as empowering students to think critically about their social environments and cultures. Vygotsky defined learning as resulting from social interactions and believed teachers should act as guides to help students develop new skills. The document examines their views on the roles of teachers, students, and technology in learning, and argues their theories remain relevant for understanding learning today.
What a Difference a Global Education Paradigm for Social Studies Teacher Educ...jrharshman
This presentation is based on how two teacher education programs approach the teaching of social studies methods through a globally minded lens. Our analysis of the work of teacher educators and teacher candidates around perspective consciousness and open-mindedness
offers insight into a future-oriented approach that promotes change in education.
What a Difference a Global Education Paradigm for Social Studies Teacher Educ...jrharshman
This presentation is based on how two teacher education programs approach the teaching of social studies methods through a globally minded lens. Our analysis of the work of teacher educators and teacher candidates around perspective consciousness and open-mindedness
offers insight into a future-oriented approach that promotes change in education.
Extending media literacy: How young people re-mix and transform media to serv...Erin Reilly
Reilly, E. and Robison, A. (2008). "Extending media literacy: How young people re-mix and transform media to serve their own interests." Youth Media Reporter.
Designing with Teachers: Participatory Models of Professional DevelopmentErin Brockette Reilly
Edited by Erin Reilly and Ioana Literat, this publication represents the collaboration of a working group composed of “a mixture of researchers, teachers and school administrators from a variety of disciplines, schools, and states,” who wanted to better understand how we might best prepare educators in order to incorporate “participatory learning” models into their classroom practices.
This review paper aims to provide a summary and overview of the influence of Lev Vygotsky (1896-1934) on education, language, and literacy from a multidimensional perspective. Vygotskyan perspective toward education in general and literacy, in particular, have been discussed immensely in the areas of language acquisition, child mental development, educational psychology, and social psychology. The current paper strives to provide an inclusive, but brief, vignette on the intersections and variations of implementation of Vygostkyan viewpoints in the above academic contexts. In addition, this paper present the main criticism directed at Vygotsky`s theoretical arguments accompanied with the alternative notions proposed
As the battle for influence over school reform continues in the 21st century, Mr. Gibboney finds that Edward Thorndike maintains the upper hand over John Dewey.
Learning through Affinity Spaces: Exploring the role of media education in the 24/7 digital era
This slide was designed to be viewed alongside live presenters discussing the role of 'Media Education', which was conducted in a closed session on 2 December. We focused on the problems with relying on the utopian idea of learning through 'affinity spaces' (a concept outlined by James P. Gee) for future education, and our expectations for its development.
How teachers can make their classrooms more culturally sensitive and culturally responsive. This presentation was prepared as a group project for a class on Diversity at Broward College
Being Human Today: Transcontental Border Crossing in the Times of Facebook an...Daniela Gachago
Presentation at the Emerging Technologies and Authentic Learning in Vocational Education conference, 31st August - 3rd of September 2015, Cape Town, South Africa
Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals. (Vygotsky, 1978, p.57)
“the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers.”
Extending media literacy: How young people re-mix and transform media to serv...Erin Reilly
Reilly, E. and Robison, A. (2008). "Extending media literacy: How young people re-mix and transform media to serve their own interests." Youth Media Reporter.
Designing with Teachers: Participatory Models of Professional DevelopmentErin Brockette Reilly
Edited by Erin Reilly and Ioana Literat, this publication represents the collaboration of a working group composed of “a mixture of researchers, teachers and school administrators from a variety of disciplines, schools, and states,” who wanted to better understand how we might best prepare educators in order to incorporate “participatory learning” models into their classroom practices.
This review paper aims to provide a summary and overview of the influence of Lev Vygotsky (1896-1934) on education, language, and literacy from a multidimensional perspective. Vygotskyan perspective toward education in general and literacy, in particular, have been discussed immensely in the areas of language acquisition, child mental development, educational psychology, and social psychology. The current paper strives to provide an inclusive, but brief, vignette on the intersections and variations of implementation of Vygostkyan viewpoints in the above academic contexts. In addition, this paper present the main criticism directed at Vygotsky`s theoretical arguments accompanied with the alternative notions proposed
As the battle for influence over school reform continues in the 21st century, Mr. Gibboney finds that Edward Thorndike maintains the upper hand over John Dewey.
Learning through Affinity Spaces: Exploring the role of media education in the 24/7 digital era
This slide was designed to be viewed alongside live presenters discussing the role of 'Media Education', which was conducted in a closed session on 2 December. We focused on the problems with relying on the utopian idea of learning through 'affinity spaces' (a concept outlined by James P. Gee) for future education, and our expectations for its development.
How teachers can make their classrooms more culturally sensitive and culturally responsive. This presentation was prepared as a group project for a class on Diversity at Broward College
Being Human Today: Transcontental Border Crossing in the Times of Facebook an...Daniela Gachago
Presentation at the Emerging Technologies and Authentic Learning in Vocational Education conference, 31st August - 3rd of September 2015, Cape Town, South Africa
Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals. (Vygotsky, 1978, p.57)
“the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers.”
reading Phillips & Soltis Chapter 6Wenger A Social .docxsedgar5
reading
Phillips & Soltis: Chapter 6
Wenger: A Social Theory of Learning
McLeod: Vygotsky (Links to an external site.)
https://www.simplypsychology.org/vygotsky.html
Schunk: Chapter 6 (Read Only the Following Pages/Sections)
240 (Vygotsky S.C. Theory) - 248
250 (Socially Mediated Learning) - 233
269 (Peer Assisted) - 271
274 (Summary) - 277
Commentonat least 3 Classmates’Posts (approximately 150 -300 words each)§
- comment must address the R2R prompt and your classmate’s response substantively; if you agree or disagree, provide reasoning and rational evidence from the readings to support your position
- build on the ideas of what your classmate has written and dig deeper into the ideas
- support your views through research you have read or through your personal and/or professional experiences§demonstrate a logical progression of ideas
- comments need to be thoughtful and substantive; not gratuitous comments like “this was a good post” or simply that “you agree”. Simply congratulating the writer on their astute insights is insufficient.
- cite the readings in your response by using proper APA Style format and conventions.
classmate 1
Hello everyone!
Social learning theory is described as being a “theory of learning process and social behavior which proposes that new behaviors can be acquired by observing and imitating others.” Learning is a social experience in a lot of different ways. Social interactions are critical in learning. We learn so much from interacting with others and our environment. The fundamental principles of social learning states that “learning occurs when observing other's behaviors and the resulting outcomes of those behaviors.” Observation and mimicking are the first forms of learning as a child. Peer collaboration, reciprocal teaching, apprenticeships, and scaffolding are all examples of learning using the social model. In other words, we learn from everything around us. We learn from our interactions as it stimulates developmental processes and fosters cognitive growth, the information that is “learned” is transformed into knowledge.
Lev Vygotsky is a constructivist theorist; he placed more emphasis on the social environment being a factor in learning. Vygotsky’s theory stresses that “the interaction of interpersonal (social), cultural-historical, and individual factors as the key to human development. Vygotsky considered the social environment critical for learning and thought that social interactions form learning experiences” (Schunk, page 242). One of the fundamental concepts presented by Lev Vygotsky is that a person’s interactions with the environment aid in their learning. Social interactions are necessary for learning to take place, and that knowledge is gained when two or more people interact with one another. Another concept would be self-regulation, which involves “the coordination of mental processes such as planning, synthesizing, and forming concepts” (Schunk, page 252)..
CommentCommentonat least 3 Classmates’Posts (approxima.docxdrandy1
Comment
Commentonat least 3 Classmates’Posts (approximately 150 -300 words each)§
- comment must address the R2R prompt and your classmate’s response substantively; if you agree or disagree, provide reasoning and rational evidence from the readings to support your position
- build on the ideas of what your classmate has written and dig deeper into the ideas
- support your views through research you have read or through your personal and/or professional experiences§demonstrate a logical progression of ideas
- comments need to be thoughtful and substantive; not gratuitous comments like “this was a good post” or simply that “you agree”. Simply congratulating the writer on their astute insights is insufficient.
- cite the readings in your response by using proper APA Style format and conventions.
classmate 1
John Dewey, “the father of progressive education,” had a tremendous impact on education in the United States (Mondale & Patton, 2001, p. 76). In 1900,
most children left school by the end of eighth grade to go to work or help out at home. The American common school usually offered eight years of instruction. With its emphasis on the three Rs, its reliance on rote recitations and spelling bees, its close ties to the citizenry, its underpaid teachers and its usually crowded classrooms (Mondale & Patton, 2001, p. 64).
The challenge that John Dewey saw in these schools was “that much of present education fails because it neglects this fundamental principle of the school as a form of community life. It conceives the school as a place where certain information is to be given, where certain lessons are to be learned, or where certain habits are to be formed” (Dewey, 1897). He was concerned that these “traditional schools” would not prepare students for their present
and
future life. Dewey (1938) notes that in traditional schools, “the main purpose or objective is to prepare the young for future responsibilities and for success in life, by means of information and prepared forms of skill which comprehend the material of instruction” (p. 18). He goes on to argue that “that which is taught is thought of as essentially static. It is taught as a finished product, with little regard either to the ways in which it was originally built up or to changes that will surely occur in the future” (Dewey, 1938, p. 19). School was not a dynamic and engaging community environment for students.
Instead of these traditional schools, Dewey envisioned schools where students learn “by doing” (Mondale & Patton, 2001, p. 67). He “believed that if schools were anchored in the whole child, in the social, intellectual, emotional, and physical development of a child, teaching would be different–and learning would be different and schools would be very different, hospitable places for children” (Mondale & Patton, 2001, p. 77). Dewey (1897) writes, “I believe that the only true education comes through the stimulation of the child's powe.
CommentCommentonat least 3 Classmates’Posts (approxima.docxcargillfilberto
Comment
Commentonat least 3 Classmates’Posts (approximately 150 -300 words each)§
- comment must address the R2R prompt and your classmate’s response substantively; if you agree or disagree, provide reasoning and rational evidence from the readings to support your position
- build on the ideas of what your classmate has written and dig deeper into the ideas
- support your views through research you have read or through your personal and/or professional experiences§demonstrate a logical progression of ideas
- comments need to be thoughtful and substantive; not gratuitous comments like “this was a good post” or simply that “you agree”. Simply congratulating the writer on their astute insights is insufficient.
- cite the readings in your response by using proper APA Style format and conventions.
classmate 1
John Dewey, “the father of progressive education,” had a tremendous impact on education in the United States (Mondale & Patton, 2001, p. 76). In 1900,
most children left school by the end of eighth grade to go to work or help out at home. The American common school usually offered eight years of instruction. With its emphasis on the three Rs, its reliance on rote recitations and spelling bees, its close ties to the citizenry, its underpaid teachers and its usually crowded classrooms (Mondale & Patton, 2001, p. 64).
The challenge that John Dewey saw in these schools was “that much of present education fails because it neglects this fundamental principle of the school as a form of community life. It conceives the school as a place where certain information is to be given, where certain lessons are to be learned, or where certain habits are to be formed” (Dewey, 1897). He was concerned that these “traditional schools” would not prepare students for their present
and
future life. Dewey (1938) notes that in traditional schools, “the main purpose or objective is to prepare the young for future responsibilities and for success in life, by means of information and prepared forms of skill which comprehend the material of instruction” (p. 18). He goes on to argue that “that which is taught is thought of as essentially static. It is taught as a finished product, with little regard either to the ways in which it was originally built up or to changes that will surely occur in the future” (Dewey, 1938, p. 19). School was not a dynamic and engaging community environment for students.
Instead of these traditional schools, Dewey envisioned schools where students learn “by doing” (Mondale & Patton, 2001, p. 67). He “believed that if schools were anchored in the whole child, in the social, intellectual, emotional, and physical development of a child, teaching would be different–and learning would be different and schools would be very different, hospitable places for children” (Mondale & Patton, 2001, p. 77). Dewey (1897) writes, “I believe that the only true education comes through the stimulation of the child's powe.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
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Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
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Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
Theories 6 21
1. “In the right light, study becomes insight But the system that dissedus Teaches us to read and right” “Take the Power Back”, Rage Against the Machine
2. The Impact of Culture on Learning Exploring the Theories of Jeff Duncan-Andrade and Lev Vygotsky
3. Jeff Duncan-Andrade and Lev. S. Vygotsky lived nearly 100 years apart. The former writes and works within the hip-hop culture of mostly urban youth in California while the latter toiled in the oppressive confines of Stalinist Russia. Yet these two constructivist thinkers shared ideas about the social and cultural contexts of learning. These ideas offer alternatives to the traditional pedagogies in our rapidly changing world.
5. Educator/theorist Jeffrey Duncan-Andrade makes a case that learning is a participatory activity in which students are critical contributors to their own development. For Duncan-Andrade, learning begins within the social and cultural experiences inherent in each student’s world.
6. For Duncan-Andrade, learning equals empowerment, and creates opportunities for students to become “agents of critical awareness and social change.” He believes that popular youth culture, or the various activities in which young people invest their time, must be considered in any authentic and effective pedagogy.
7. Russian psychologist Lev S. Vygotsky defined learning as the result of social interaction. “Social relations and the culture from which the social interaction is defined helped to form a child’s cognitive functioning.” (Goodman, p.26) Learning is the end product of socialization and social behavior. For Vygotsky, learning proceeds development.
8. Vygotsky believed that the most critical learning stage was the period between what a child already knows, and what they are capable of knowing/learning with guidance from a parent, teacher or more accomplished peer. This stage is know as the Zone of Proximal Development (ZPD).
10. According to Duncan-Andrade, teachers should maintain the role of instructional leader but without retaining the concentration of power. Distributing the power over what and how students learn leads to “authentic caring” Valenzuela (1999) where the classroom draws from the culture of the students themselves instead of what is prescribed by the dominant culture.
11. Duncan-Andrade believes that when youth popular culture is incorporated into the classroom, the teacher/educator can guide their students to think more critically about what they already know--the media, music, language, style contexts of their world-- then apply those critical thinking skills to the larger world.
12. Vygotsky believed the teacher/educator was not a “depositor of knowledge to students” (Freire, 1970) but a collaborator in a learning process. He viewed this process as a dialog between teacher and student and the process itself as important as the task being taught. An important ingredient in this process was the concept of “scaffolding” where the teacher gradually decreased the amount of support as the student assumed more confidence and understanding.
13. Vygotsky viewed the relationship between teacher and student as a partnership where dialog and social interaction guides the students toward mastery. Once the educator guides the student through the ZPD, the student is capable of taking that knowledge and applying it elsewhere.
15. Duncan-Andrade views students/learners as producers in a dynamic learning process, rather than recipients of static force fed knowledge. He believes that when students are given opportunities to make meaning of their own world through their popular culture, they can learn to think critically and apply that thinking to other cultures, concepts and inequities.
16. Vygotsky also believed that the student/learner was an active participant in the learning process. He believed that students do not learn in isolation but within the social and cultural contexts that make up their daily lives. He believed that students acquired language, memory, and reasoning skills in every social experience, whether it was teacher/student, family/child or peer to peer.
18. Duncan-Andrade and Vygotsky are relevant in discussions about schooling today because they both take into account the social and cultural environments within which students live and learn. Both scholars believe that learning takes place as a result of these socio-cultural experiences and in many different forms: discourse, music, media etc.
19. If learning takes place as a result of these social and cultural interactions, then how or if schools take advantage of these learning opportunities is crucial. It is crucial because now more than ever, we live in a socially connected, though culturally diverse world.
20. Through technology, music, and media, students are presented with non-stop opportunities to think about their world and the bigger, connected world around them. I believe both Duncan-Andrade and Vygotsky would urge schools to utilize these opportunities to teach our students to make decisions, ask questions, defend opinions, right injustices, formulate solutions.