EV682 Session 3 How learning develops
Transcript of EV682 Session 3 How learning develops
How learning develops
What helps us understand children’s learning and development?
• Theorists• Ideologies/theories• Research• Curriculums• Assessment (observation)• Experience
Holistic framework
Learningand
development
cognitive
affectivemotor
Domains of developmentCognitive development Affective development Motor development
is concerned with understanding, remembering, problem solving, thinking, classifying, planning, conceptualising, making sense of the world. It relates to “the changes in one’s mental abilities that take place over the lifespan” (Doherty, J and Hughes, M, 2009, pg.465)
Intellectual wellbeing
is concerned with social and emotional aspects of development. Emotion, personality temperament, self-esteem and self-concept. Affective domains are ‘aspects of development that are to do with feelings and emotions’ (Doherty, J and Hughes, M, 2009, pg.464)
Social and Emotional wellbeing
is concerned with movement, control, dexterity, physical ability. “Motor development is continuous change in motor behaviour throughout the life cycle, brought about by interaction among the requirements of the movement task, the biology of the individual, and the conditions of the environment” (Gallahue, D and Ozmun, J, 2006, pg. 5)
Physical wellbeing
Powerful maturational timetables
Emergence of language
Powerful internal force to learn
Attachment, temperament?
Diet, exercise, exploration, safe
environmentStimulation and encouragement
Influence of the environment,
relationships, security, basic needs
Motor
Cognitive Affective
Nur
ture
Nat
ure
B.F. Skinner (1904 – 1990)
Law of reinforcement... Operant conditioning Shaping
http://www.youtube.com/watch?v=1b-NaoWUowQ http://www.youtube.com/watch?v=yhvaSEJtOV8&feature=related
BEHAVIOURISM
Jean Piaget
Age 0-2
Reflexes - motor & sensory learning
Age 2-7
‘Egocentric’; self oriented
7-11
Decentralising: able to consider alternative outcomes
11 (15)
Able to engage in abstract thinking & reasoning
People are ‘incomplete’ without interaction with others
Social constructivist approach to education.
Zone of proximal development
L.S. Vygotsky (1896-1934)
The child is a young scientist
The child evolves & refines schemas with experience and practice
The child constructs meaning of the world through self-directed exploration and experimentation
The child learns through interactions with othersEmphasis on use of language to develop understandingLearning is first social and then individual
CONSTRUCTIVISM
SOCIAL
CONSTRUCTIVISM
Piagetian perspective Vygotskian perspective
assessment Students assessed against norms; summative and diagnostic testing
Individual assessments, student in consultation with teacher; emphasis on formative assessment
organisation Setting by ability levels No clear reason to set
planning Establishment of whole class targets with some individual targeting
Individual target-setting
teaching Whole-class teaching with individual tuition-not necessarily transmissive
Individual and small-group work;Whole class teaching not excluded
‘Readiness’ for learning
The learning context
The spiral curriculum
Scaffolding The role of language in thinking & reasoning
Jerome Bruner
Barnes, D (1976) From Communication to Curriculum
Bruner, J (1996) The Culture of Education
Moore, A (2000) Teaching and Learning
Wood, D (1998) How Children Think and Learn
Follow up from today: Read Chapter 1 ‘Models of Teachingand learning’ in Moore, A. (2000) Teaching and Learning:pedagogy, curriculum and Culture. London, Routledge
Before the next EV682 session: Blog post 2 and responses on the themes of this seminar.