The document discusses different learning theories, focusing on constructivism and Vygotsky's social development theory. Constructivism emphasizes student motivation, relevance of learning, and preventing inert knowledge. Vygotsky's theory proposes that social interaction and culture influence cognitive development. Key concepts include the zone of proximal development, the more knowledgeable other, and scaffolding. Scaffolding involves building on students' levels of development through temporary and individualized support to promote independent learning. The implications are that education should discover and develop each student's creative potential through personal activities guided by teachers.

1. Learning Theories and Integration Models UNLPam - Practica Educativa II Students: Bessolo, Gabriela & Roldán, Soledad

2. Two main views on TEACHING and LEARNING Directed instruction Constructivism Transmitted knowledge Teacher-directed, systematic and structured Critics: DI is rigid and teacher-centered Constructed knowledge Students participation generates their knowlegde Critics: Constructivism is inefficient; unstructured and unsystematic

3. CONSTRUCTIVISM Based on cognitive science Focus on: STUDENT MOTIVATION RELEVANCE OF LEARNING Prevent: INERT KNOWLEDGE FAILURE IN TRANSFERENCE

4. Lev Semyonovich Vygotsky (1896 - 1934) Born in Orsha, Russian Empire, now Belarus. PHILOSOPHER and EDUCATIONAL PSYCHOLOGIST Theory characterized by: individual differences personal creativity influence of culture on learning

5. Main contributions Cognitive development Key ideas: SOCIAL DEVELOPMENT Role of CULTURE and INTERPERSONAL COMMUNICATION Interaction with SIGNIFICANT PEOPLE INTERNALIZATION - APPROPIATION

6. Main contributions Levels of cognitive functioning Key ideas: Adult / Expert – Child / Novice ZONE OF PROXIMAL DEVELOPMENT (ZPD) MORE KNOWLEDGEABLE OTHER (MKO) SCAFFOLDING

7. ZONE OF PROXIMAL DEVELOPMENT (ZPD) Describes not the actual but the potential of human cognitive development. Range of tasks beyond a child’s mastery that can be learned only with guidance/assistance of a more-skilled partner.

8. MORE KNOWLEDGEABLE OTHER (MKO) Takes up on the notion of SIGNIFICANT PEOPLE Must have (or be programmed with) more knowledge about the topic being learned than the learner does

9. SCAFFOLDING scaf‧fold     countable] 1 a structure built next to a wall, for workers to stand on while they build, repair, or paint a building 2 (AmE) a structure that can be moved up and down to help people work on high buildings [= cradle (BrE) ]

10. SCAFFOLDING “ Building process”: Identify Ss’s level of development Teach taking into account Ss’s experiences Promote cognitive development Temporary Individualized Facilitating /Supporting Goal: independent, self-regulated learner

11. SCAFFOLDING Main advantages Motivates child’s interest Simplifies the task Helps the child focus Reduces frustration and risk

12. Implications for education 1. Intended to develop children’s personalities 2. Should be designed to discover and develop creative potential in each individual 3. Assumes that students master their inner values through some personal activity 4. Teachers direct or guide the individual activities not forcing their will on them 5. Methods for learning correspond to individual development – cannot be uniform.

13. Implications for technology integration Models of technology make use of concepts of: Scaffolding Development of individual’s potential Graphic examples Real-life experiences relevant to individual needs e.g. Logo (computer programming language), virtual reality.