2nd report learning theories

8/6/2019 2nd Report Learning Theories

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Social Constructivism Vygotsky awakes our eyes to the

powerful role of culture and community

in learning. His theory presents the

radical idea that our very thought and

intelligence is really not our own. Its

the product of history and culture.


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* Lev Vygotsky Archive, Retrieved Online on June 22, 2004 from: http://www.marxists.org/archive/Vygotsky/

Lev Vygotsky


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B

iography Born in Russia in 1896

Graduated from University of Moscow in 1917

Lectured on psychology and taught literature

Became interested in language and cognitive development

Developed Social Development Theory

Died of Tuberculosis in 1934 at the age of 38



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Social Constructivism Grew out of and in response to Cognitivism,

framed around metacognition

Knowledge is actively constructed

Learning is A search for meaning by the learner

Contextualized

An inherently social activity Dialogic and recursive

The responsibility of the learner


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Social Development Theory Social interaction fundamental in the development of cognition

Social and cultural institutions , technologies, and tools, are the

driving force behind interpersonal interactions.

Range of skills that can be developed with the guidance of a

knowledgeable adult that exceeds what can be attained alone.



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Z

one of Proximal Development Depends on full social interaction

is the difference between what a learner can do without help andwhat he or she can do with h

Four levels of learning forZPD

1. Student needs assistance from other to do skill

2. Student needs assistance, but he/she is in control3. Student masters the skill and can work on their own

4. Recursive (disrupted) Child sometimes must go back to other stages

*Gardhart, C. Theories of Childhood. (2000) St. Paul, MN:RedleafBooks


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Z

PD continued Teacher needs to teach at level where there is a minimum amount of

assistance, but the student is still not on his/her own yet.

When children are guided by explanation, demonstrations, and work,

they can attain higher levels of thinking

Example: IQ testing

Scaffolding: helping a child to understand difficult concepts (like

using a scaffold to reach the top part of the house when painting)

*Gardhart, C. Theories of Childhood. (2000) St. Paul, MN:RedleafBooks


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Social Constructivism in the Classroom

There are a full range of advantages that result from the

implementation of discussion in the classroom. Participation in group

discussion allows students to generalize and transfer their knowledge

of classroom learning and builds a strong foundation forcommunicating ideas orally (Reznitskaya, Anderson & Kuo, 2007).

Many studies argue that discussion plays a vital role in increasing

student ability to test their ideas, synthesize the ideas of others, and

build deeper understanding of what they are learning (Corden, 2001;

Nystrand, 1996; Reznitskaya, Anderson & Kuo, 2007; Weber,Maher, Powell & Lee, 2008).

Large and small group discussion also affords students opportunities

to exercise self-regulation, self-determination, and a desire to

persevere with tasks (Corden, 2001; Matsumara, Slater & Crosson,

2008)


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Social Constructivism in the

Classroom Additionally, discussion increases student motivation, collaborative

skills, and the ability to problem solve (Dyson, 2004; Matsumara,

Slater & Crosson, 2008; Nystrand, 1996).

Increasing students opportunity to talk with one another and discusstheir ideas increases their ability to support their thinking, develop

reasoning skills, and to argue their opinions persuasively and

respectfully (Reznitskaya, Anderson & Kuo, 2007).

Furthermore, the feeling of community and collaboration in

classrooms increases through offering more chances for students totalk together (Barab, Dodge, Thomas, Jackson, & Tuzun, 2007; Hale

& City, 2002; Weber, Maher, Powell & Lee, 2008).


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Critiques of Social

Constructivism Suggests that knowledge is neither given

nor absolute

Often seen as less rigorous than traditional

approaches to instruction

Does not fit well with traditional agegrouping and rigid terms/semesters.


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Vygotsky and LanguageThe relation between word is a living process; thought is

born through words. A word devoid of thought is a dead

thing, and a thought unembodied in word remains ashadow. The connection between them, however, is not a

performed and constant one. It emerges in the course of

development and itself evolves. -Vygotsky


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Collaborative learning

Influenced by Vygotskys work

Collaborative classrooms have four major characteristics

1. Shared knowledge among teachers and students

2. Shared authority among teachers and students

3. Teachers as mediators

4. Heterogeneous groupings of students

Assessment in a collaborative classroom

*Tinzmann, B.F.What is the Collaborative Classroom?North Central Regional Educational Laboratory (1990). Retrieved

Online on June 22, 2004, from http://www.ncrel.org/sdrs/areas/rpl_esys/collab.htm


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Multiple Intelligence

Howard Gardner viewed intelligence as

'the capacity to solve problems or to

fashion products that are valued in one or

more cultural setting' (Gardner & Hatch,

1989)


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Howard Gardner

Dr. Howard Gardner was born

in Scranton, PA in 1943.

As a child he was an avid reader and

loved music, he later became a gifted pianist.

As a young man he enrolled at Harvard University and found it anexhilarating place for learning. He started out as a History major but was

eventually led to cognitive developmental psychology.

In 1983 he developed the theory of multiple intelligences for which is widely

known. He has been involved in school reform since the 1980s. In 1986 he

began to teach at Harvard Graduate School of Education and began his role

at Project Zero, a research group that focuses in human cognition with aspecial focus on the arts.

Dr. Gardner is married to Ellen Winner, a developmental psychologist, and

has four sons and one grandchild. His passions are his family and his work.

He enjoys to travel and the arts.


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Multiple Intelligences (MI)

Developed by Harvard psychologist Howard Gardner in 1983 and

subsequently refined, this theory states there are at least eight ways(intelligences) that people understand and perceive the world:

Linguistic. The ability to use spoken or written words.

Logical-Mathematical. Inductive and deductive thinking and

reasoning abilities, logic, as well as the use of numbers and abstract

pattern recognition.

Visual-Spatial. The ability to mentally visualize objects and spatial

dimensions.

Body-Kinesthetic. The wisdom of the body and the ability to control

physical motion


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Multiple Intelligences (MI)

Musical-Rhythmic. The ability to master music as well as

rhythms, tones and beats.

Interpersonal. The ability to communicate effectivelywith other people and to be able to develop relationships.

Intrapersonal. The ability to understand ones own

emotions, motivations, inner states of being, and self-

reflection.

Naturalist-the ability to discriminate among living things

(plants, animals), as well as sensitivity to nature.


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MI in the Classroom

Delivery ofinstruction viamultiple mediums

Student-centeredclassroom

Authentic

Assessment

Self-directedlearning


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Critiques of MI

Lack of quantifiable evidence that MI exist

Lack of evidence that use of MI as acurricular and methodological approach

has any discernable impact on learning

Suggestive of a departure from corecurricula and standards


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BrainBrain--Based LearningBased Learning

D. Souza,

N. Caine & G. Caine,

E. Jensen (1980s to present)


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Dr. David A. Sousa Dr. David A. Sousa is an international consultant in educational neuroscience

and author of seven books that suggest ways that educators and parents can

translate current brain research into strategies for improving learning.

A member of the Cognitive Neuroscience SocietyDr. Sousa has a bachelor's

degree in chemistry from Massachusetts State College atB

ridgewater, aMaster of Arts in Teaching degree in science from Harvard University,

Doctorate from Rutgers University. His teaching experience covers all

levels. He has taught senior high school science, served as a K-12 director of

science, a supervisor of instruction, and a district superintendent in New

Jersey schools.

He has been an adjunct professor of education at Seton Hall University anda visiting lecturer at Rutgers University.Prior to his career in New Jersey,

Dr. Sousa taught at the American School of Paris (France), and served for

five years as a Foreign Service Officer and science advisor at the USA

diplomatic missions in Geneva (Switzerland) and Vienna (Austria).


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Renate Nummela Caine

a principal of Caine Learning LLC and consultant to districts, schools,

teachers, administrators, and communities to implement brain-based

learning.

She is the senior author, with Geoffrey Caine, of the

groundbreaking Making Connections: Teaching and the Human Brain. Shehas worked with countless educators in the U.S. and around the globe.

Recently, Renate and Geoffrey Caine worked with a low-income,

underachieving K-5 elementary school in California to help teachers design

more innovative teaching strategies using the brain/mind learning principles

and district standards.

Caine is professor emeritus of education at California State University in SanBernardino, where she was also executive director of the Center for Research

in Integrative Learning and Teaching. She has taught every level from

kindergarten to university. She earned her PhD from the University of

Florida in


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Geoffrey Caine,

a director of Caine Learning LLC, is a learning consultant and

process coach. Caine has been published extensively and is co-author

of six books, including Making Connections: Teaching and theHuman Brain.

His work carries him throughout the United States and abroad. He

works in the worlds of education, business, and government, where

he capitalizes on his prior experiences as a professor of law,

an education services manager of a national software company a state manager of a national publishing company, and national

director of the Mind/Brain Network of the American Society for

Training and Development.


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Eric Jensen

Eric Jensen completed a Bachelors

degree in English at San Diego State

University with Distinction. He is currently completing his PhD. inHuman Development from Fielding Graduate University. He has

published 10 journal articles and written 26 books.

Experience in Teaching

Eric Jensen has classroom experience teaching reading and study

skills. Most of his experience is at the middle school level, but he hasalso taught demonstration classes at the elementary and senior high

school level. Additionally, he has taught for three universities as an

adjunct professor in both education and business.


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What is Brain-Based Theory Brain-based learning has been called a combination of brain science and

common sense.

Hart (1983) called the brain "the organ of learning." He advocated

learning more about the brain in order to design effective learning

environments. Caine and Caine (1991) developed twelve principles that apply what we

know about the function of the brain to teaching and learning.

These principles were derived from an exploration of many disciplines

and are viewed as a framework for thinking about teaching

methodology.

How learners feel is very important to their learning process. If alearner is enthusiastic and doesn't feel stress, learning will take place. If

the conditions are negative and the learner doesn't feel safe, learning

will not take place. Neuroscientists discovered this information about the

learning process as they were researching the way the brain learns.


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Brain-Based Learning (BBL)

The brain is a parallel processor: it can perform several

activities at once. Renate and GeoffreyCaine (1991,1994) claim

that thoughts, emotions, imagination and predispositions operate

simultaneously and interact with the expansion of general socialand cultural knowledge.

Learning engages the entire physiology: Everything that affects

our physiological functioning affects our capacity to learn

The search for meaning is innate: the search for meaning is

survival oriented and basic to the human brain The search for meaning occurs through patterning: Patterning

refers to the meaningful organization and categorization of

information. The brain is designed to perceive and generate

patterns, and it resists having patterns imposed.


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We have two types of memory: spatial and rote: The spatial

memory system does not need rehearsal and allows for instant

memory of experiences. The counterpart of the spatial memory

system is a set of systems designed for storing relatively unrelatedinformation. (rote)

We understand and remember best when facts and skills are

embedded in natural, spatial memory : Spatial memory is

generally best invoked through experiential learning.

Learning is enhanced by challenge and inhibited by threat: Thebrain downshifts under perceived threat and learns optimally

when appropriately challenged.

Each brain is unique: we all have the same set of systems, but

they are integrated differently in every brain.


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Emotions are critical to patterning :What we learn is influenced

and organized by emotions.

The brain processes wholes and parts simultaneously: There is

evidence of brain laterality, however, the two hemispheres areinextricably interactive.

Learning involves both focused attention and peripheral

perception: The brain absorbs information of which it is directly

aware, but it also incorporates the one that lie beyond the field of

attention. Learning involves both conscious and unconscious processes:

Signals that are peripherally perceived enter the brain without

the learners awareness and interact at unconscious levels.


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For complex learning to occur, Caine and

Caine have identified three condition:

Relaxed alertness - a low threat, high challenge state of

mind

Orchestrated immersion - an multiple, complex, authentic

experience

Active processing - making meaning through experience

processing


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BBL in the Classroom

Curriculum- Teachers must plan learning around students interests

and make them learning related.

Instructions- Educators let students learn in groups and use peripherallearning. Teachers organize learning around real problems,

encouraging students also to learn in other environments besides the

classroom and the school building.

Assessment- since all students are learning, their assessment shouldpermit them to comprehend their own learning styles and

preferences. This way, students scrutinize and improve their own

learning process.


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Critiques ofBBL

Research conducted by neuroscientists, not

teachers & educational researchers

Lack of understanding of the brain itself

makes brain-based learning questionable

Individual principles have beenscientifically questioned

2nd report learning theories

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