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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
* Lev Vygotsky Archive, Retrieved Online on June 22, 2004 from: http://www.marxists.org/archive/Vygotsky/
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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.
* Lev Vygotsky Archive, Retrieved Online on June 22, 2004 from: http://www.marxists.org/archive/Vygotsky/
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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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Brain-Based Learning (BBL)
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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Brain-Based Learning (BBL)
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