Education – a paradigm shift??

1. Education – a paradigm shift?? • http://www.youtube.com/watch?v=zDZFcDGpL4U • How many different ways do you take in information?

2. Co operative learning • http://www.youtube.com/watch?v=HEh8Z0sbiRE&feature=fvw

3. How do students develop & learn? The Constructivist Theory of Learning has a long history Tell me, I forget Show me, I remember Involve me, I understand Ancient Chinese Proverb

4. 3 Major categories of learning Cognitive learning primarily concerned with mental or intellectual processes. Eg. Recalling information, learning rules, problem solving, concept learning and strategies for learning how to think etc.

5. Psychomotor learning Refers to learning concerned with the development of bodily movements. Gross motor ––whole body, large muscle groups used in jumping and throwing etc. and fine motor ––precise physical movements such as cutting or drawing.

6. Affective learning Refers to learning that is concerned with personal and social matters. The development of attitudes, beliefs and values. • Learning usually involves the overlapping of all 3 categories of learning.

7. Behaviourist view of learning • Children were little adults • Children are empty vessels to be filled with knowledge • Children are blank spaces on which to write information • Teachers transmit knowledge to students • All is known --it simply has to be transmitted

8. Cognitivists View of Learning • Piaget - Was regarded as a genius by Einstein, because he stated the obvious very simply: • Children don’t think like an adult • Children are not simply empty vessels to be filled with knowledge • Behind their cute and seemingly illogical utterances were thought processes that had their own kind of order and their own special logic.

9. Constructivists view of learning • Children co construct knowledge • Children are collaborative participants • They learn through social engagements

10. 4 Stages of Cognitive Development • Sensorimotor stage(Infancy). • In this period (which has 6 stages), intelligence is demonstrated through motor activity without the use of symbols. Knowledge of the world is limited (but developing) because its based on physical interactions / experiences.

11. Object Permanence • Children acquire object permanence at about 7 months of age (memory). • Physical development (mobility) allows the child to begin developing new intellectual abilities. • Some symbolic (language) abilities are developed at the end of this stage.

12. Pre-operational stage • (Toddler and Early Childhood) • In this period (which has two sub-stages), intelligence is demonstrated through the use of symbols, language use matures, and memory and imagination are developed, but thinking is done in a non--logical, reversible manner. • Egocentric thinking predominates

13. Concrete operational stage • (Elementary and early adolescence). • In this stage (characterized by 7 types of conservation: number, length, liquid, mass, weight, area, volume), intelligence is demonstrated through logical and systematic manipulation of symbols related to concrete objects. • Operational thinking develops (mental actions that are reversible). • Egocentric thought diminishes.

14. Formal operational stage • (Adolescence and adulthood) • In this stage, intelligence is demonstrated through the logical use of symbols related to abstract concepts. • Early in the period there is a return to egocentric thought. Only 35% of high school graduates in industrialized countries obtain formal operations; many people do not think formally during adulthood.

15. Piaget thought that all people would develop through the four stages with maturation. • However it is now clear that while maturation establishes the basis a special environment is required for most adolescents and adults to attain this stage. • http://www.youtube.com/watch?v=9yhXjJVFA14&feature=related

16. Dr David Elkind http://video.google.com/videoplay?docid=4532349936869736440 • This special environment is what we now call Constructivist Education. • Without Piaget we could not have moved to this model of education. • You are perhaps familiar with some aspects of it from Primary schools. • Most secondary schools still use the old model of the behaviourists ‘empty vessels’ to be filled. • Many theorists have written about Constructivist Education. Among them are Bruner, Vygotsky, Dewey

17. Key Principles of Constructivism • Learners are active participants in their learning – ‘Learning by doing’ • Learners are self regulated • Social interaction is necessary for effective learning • Individuals make sense of information for themselves – construct their own meaning within a social and cultural context

18. A Constructivist Approach to Learning • Learning occurs through an attempt “to accommodate the complementarities between individual construction and social interaction”.

19. Approaches to Constructivist Learning Inquiry learning – asks questions and finds solutions to problems and questions they pose And Discovery Learning- manipulates materials and ideas and discovers connections between them • http://www.youtube.com/watch?v=WSzhge2uAqI St Mary’s Erskineville – Science Investigation

20. Constructivist Theory ofLearning The implications of constructivism for instructional design (Jonassen 1994) • Provide Multiple representations of reality • Represent the natural complexity of the real world • Focus on knowledge construction, not reproduction • Present authentic tasks (contextualizing rather than abstracting instruction) • Provide real-world, case-based learning environments, rather than predetermined instructional sequences • Foster reflective practice • Enable context and content dependent knowledge construction • Support collaborative construction of knowledge through social negotiation

21. Read Characteristics of constructivist Learning and Teaching • http://www.cdli.ca/~elmurphy/emurphy/cle3.htmlhttp://html

22. Constructivist Learning Theories • Some of the main writers in the history are: JeromeBruner • A major theme of Bruner is that learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge. The learner selects and transforms information, constructs hypotheses, and makes decisions, relying on a cognitive structure to do so.

23. This cognitive structure provides meaning and organisation to experiences and allows the individual to go beyond the information given. • Instruction should address four major aspects: • Predisposition towards learning • The ways in which a body of knowledge can be structured so that it can be most readily grasped by the learner • The most effective sequences in which to present material • The nature and pacing of rewards and punishments (consequences)

24. Social Development Theory Lev Vygotsky. • The major theme of Vygotsky’s theoretical framework is that social interaction plays a fundamental role in the development of cognition.

25. Vygotsky––An Introduction to Developmental theory. • http://video.google.com/videoplay?docid=634376752589779456# • The potential for cognitive development depends upon the “zone of proximal development”(ZPD). A child needs to be in this zone to learn. • Full development of this zone depends upon full social interaction.

27. ZPD

28. How do children learn?

29. Meet SID

30. Every function in the child’s cultural development appears twice: first, on the social level and later on the individual level; First, between people and then inside the child. …… • All the higher functions originate as actual relationships between individuals. • The range of skill that can be developed with adult guidance or peer collaboration exceeds what can be attained alone.

31. All children have special talents and gifts • The task of the teacher, school, parents and society is to fully develop these gifts. • This development requires an environment that is inclusive. • That gives opportunities for everyone to thrive and be happy in their lives.

32. Models of teaching and learning Retrieved from: http://www.myread.org/scaffolding.htm

33. Task Develop a visual representation of the models of teaching and learning overview Examples: • Pictures • Mind map • Venn diagram