5. What is your learning (and teaching) philosophy?
How do you think people learn?
- 40 minute reflection/writing
6. Reading of texts:
Reading 1: Carlile, O., & Jordan, A. (2012). Learning. In J. Arthur & A. Peterson (Eds.), The Routledge Companion to Education (pp. 97-106). London: Routledge
Reading 2: Hewitt, D. (2010). How do people learn? In J. Arthur & I. Davies (Eds.), Education Studies Textbook (pp. 107-120). Abingdon, Oxon: Routledge
11. Classical conditioning
Behaviourism focuses on observable behaviours
Learning is an acquisition of new behaviour through conditioning.
Stimulus-response
Learner is passive - clean slate
Uses reinforcement techniques (positive and negative; withdrawal or application of stimuli)
15. Piaget: cognitive constructivism
Discovery Learners construct knowledge meaningful to them based on their experiences
https://www.flickr.com/photos/9495733@N05/1366664930
18. Vygotsky: socio-constructivism
Shares its roots with cognitive constructivism, places emphasis on the social context Meanings and understandings social encounters
https://www.flickr.com/photos/37718498@N00/3290114623
19. Vygotsky: socio-constructivism
Culture gives the child the cognitive tools needed for development Learning/ development is a social, collaborative activity
https://www.flickr.com/photos/35660391@N08/4049052627
21. The zone of proximal development
Current achievements
ZPD
Future
22. The zone of proximal development is the distance between the actual development 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. (Vygotsky, 1978)
23. an essential part of the learning process.
Peer interaction
https://www.flickr.com/photos/115089924@N02/12212474014
25. (Deep) learning
…education consist in the formation of wide-awake, careful, thorough habits of thinking. Of course, intellectual learning includes the amassing and retention of information. But information is an undigested burden unless it is understood. (…). And understanding, comprehension, means that the various parts of the information acquired are grasped in their relations to one another – a result that is attained only when acquisition is accompanied by constant reflection upon the meaning of what is studied. Dewey, J. (1933) How We Think Boston MA: Houghton Mifflin Company
29. Paulo Freire
Critical pedagogy
Dialogical learning
Praxis (informed learning, lived experience linked to values (cultural capital)
Social Capital (learning with others) learning as a form of empowerment
30. Jean Lave
Situated learning
Learning embedded in practice, context and culture
Authentic
Cognitive apprenticeship
Legitimate peripheral participation
31. Wenger
Communal learning
Learning embedded in communities of practice
Social capital connected by a concern, interest, passion
Domain (topic)
Community (learning relationship)
Practice (practitioners)
32. References
Lave, Jean (1988). Cognition in practice: mind, mathematics and culture in everyday life. New York: Cambridge University Press Wenger, Etienne and Richard McDermott, and William Snyder (2002) Cultivating communities of practice: a guide to managing knowledge. Cambridge, Mass.: Harvard Business School Press. Wenger, Etienne (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge: Cambridge University Press.