Teaching & Learning Theories

7/21/2019 Teaching & Learning Theories

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Lev VygotskyLev Vygotsky


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Sociocultural Theory of CognitiveSociocultural Theory of Cognitive

DevelopmentDevelopment

Psychologist LevPsychologist Lev VygotskyVygotskyproposed that children learnproposed that children learn

through interactions with their surrounding culture.through interactions with their surrounding culture.

his theory! known as the socio"cultural perspective! stateshis theory! known as the socio"cultural perspective! states

that thethat the cognitive develop#entcognitive develop#ento$ children and adolescentso$ children and adolescentsis enhanced when they work in their %one o$ Pro&i#alis enhanced when they work in their %one o$ Pro&i#al

'evelop#ent (%P')'evelop#ent (%P')

o reach the %P'! children need the help o$ adults or #oreo reach the %P'! children need the help o$ adults or #ore

co#petent individuals to support or sca$$old the# as theyco#petent individuals to support or sca$$old the# as theyare learning new things.are learning new things.
http://voices.yahoo.com/topic/43737/vygotsky.htmlhttp://voices.yahoo.com/topic/43737/vygotsky.htmlhttp://voices.yahoo.com/topic/36419/cognitive_development.htmlhttp://voices.yahoo.com/topic/36419/cognitive_development.htmlhttp://voices.yahoo.com/topic/36419/cognitive_development.htmlhttp://voices.yahoo.com/topic/43737/vygotsky.html


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VygotskyVygotsky

Social 'evelop#ent heorySocial 'evelop#ent heory

*actors in$luencing how hu#an*actors in$luencing how hu#an

thinks:thinks:+ he history o$ that societyhe history o$ that society

+ he e&perience in that societyhe e&perience in that society

Begins with the society ,ends withBegins with the society ,ends withsel$sel$


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%P'%one o$ pro&i#al 'evelop#ent

(zon perke#-angan terdekat)

Level o$ Potencial 'evelop#ent

Level o$ realistic develop#ent


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PiagetPiaget


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PiagetPiaget


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Sensory motorSensory motor

Piaget o-served a#ong his children! that as in$antsPiaget o-served a#ong his children! that as in$antsthey all #anipulated o-ects as a way in which to gainthey all #anipulated o-ects as a way in which to gainknowledge a-out the#.knowledge a-out the#.

By touching! looking! and sucking on o-ects! theyBy touching! looking! and sucking on o-ects! theywere a-le to learn a-out the#. /e called this thewere a-le to learn a-out the#. /e called this the

sensori#otor stage o$ intellectual develop#ent!sensori#otor stage o$ intellectual develop#ent!lasting $ro# -irth to 0 years old! -ecause intelligencelasting $ro# -irth to 0 years old! -ecause intelligenceat that ti#e is #easured largely -y the in$ant1sat that ti#e is #easured largely -y the in$ant1sdeli-erate #otor actions! and the i##ediate sensorydeli-erate #otor actions! and the i##ediate sensory$eed-ack they receive $ro# those actions.$eed-ack they receive $ro# those actions.

he pri#ary li#itation o$ this stage is the in$ant1she pri#ary li#itation o$ this stage is the in$ant1sina-ility to understand that even when he can noina-ility to understand that even when he can nolonger see a person or an o-ect! that it still e&ists.longer see a person or an o-ect! that it still e&ists.

his is why -a-ies have such a $ascination with ga#eshis is why -a-ies have such a $ascination with ga#eslike peek"a"-oo! -ecause when they can not see you!like peek"a"-oo! -ecause when they can not see you!$or the# you are no longer there. his e&plains their$or the# you are no longer there. his e&plains their

delight when you suddenly 2reappear2 again.delight when you suddenly 2reappear2 again.


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preoperational thoughtpreoperational thought.. *ro# 0 to 3! -elonging to the period o$ 4hildren can now*ro# 0 to 3! -elonging to the period o$ 4hildren can now

think a-out a-sent o-ects! and o$tenthink a-out a-sent o-ects! and o$ten They canThey canunderstand the stable, identifying features of anunderstand the stable, identifying features of anobject, but have trouble comprehending when thatobject, but have trouble comprehending when thatsame object is in some manner transformedsame object is in some manner transformed..

4hildren4hildrenjudge things by its appearance rather thanjudge things by its appearance rather than

using logic.using logic.5hen asked a-out the lengths o$ the5hen asked a-out the lengths o$ the$ollowing lines:$ollowing lines:

A BA B

66666666666666666666 6666666666666666666666666666666666666666 6666666666666666666666666666666666666666 6666666666666666666666666666666666666666 66666666666666666666

children -elieve that the lines under choice B are not thechildren -elieve that the lines under choice B are not thesa#e length as those under choice A.sa#e length as those under choice A.


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Concrete OperationConcrete Operation

3 or 7years " 88 years old3 or 7years " 88 years old

develop the a-ility to understanddevelop the a-ility to understand

reversi-le actions calledreversi-le actions called

2operations2.2operations2.


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Formal OperationFormal Operation

88 or 80 yearsthe child should -e88 or 80 yearsthe child should -e

entering the last stage! known as theentering the last stage! known as the

period o$ $or#al"operational thought.period o$ $or#al"operational thought.

9ow the child can apply operational9ow the child can apply operational

thinking even to actions that are notthinking even to actions that are not

reversi-le in actuality! -ut in theory.reversi-le in actuality! -ut in theory.

Such can -e the case with an egg!Such can -e the case with an egg!

-ecause although in reality one can-ecause although in reality one can

not un-eat an egg! in theory one cannot un-eat an egg! in theory one can

restore it to its original shaperestore it to its original shape


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J.S. BrunerJ.S. Bruner


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BrunerBruner

Active LearningActive Learning

Students -uild new ideas and conceptsStudents -uild new ideas and concepts

#odes o$ learning: #odes o$ learning:

+ ;nactive;nactive

+


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As a child learns to roll over! sit up orAs a child learns to roll over! sit up orwalk! they are learning to do sowalk! they are learning to do sothrough their own actions. 5hile thisthrough their own actions. 5hile this

#ode is present in people o$ all ages#ode is present in people o$ all agesit is #ore do#inant when a person isit is #ore do#inant when a person isyoung. An e&a#ple o$ thisyoung. An e&a#ple o$ thisdo#inance is the way a young persondo#inance is the way a young person

can o$ten learn to play a #usicalcan o$ten learn to play a #usicalinstru#ent #ore =uickly than aninstru#ent #ore =uickly than anolder person.older person.


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around adolescence " the sy#-olicaround adolescence " the sy#-olic

#ode o$ learning -eco#es #ost#ode o$ learning -eco#es #ost

do#inant. Students can understanddo#inant. Students can understand

and work with concepts that areand work with concepts that area-stract.a-stract.


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Principles:Principles: 8.


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An implication of BrunersAn implication of Bruners

developmental teoriesdevelopmental teories 4hildren should -e provided with study4hildren should -e provided with study

#aterials! activities! and tools that are#aterials! activities! and tools that are#atched to and capitalise on their#atched to and capitalise on theirdeveloping cognitive capa-ilities.developing cognitive capa-ilities.

*or e&a#ple! a teacher wanting to help*or e&a#ple! a teacher wanting to helpchildren learn a-out airplanes could use allchildren learn a-out airplanes could use allthree #odes. Students could -e asked tothree #odes. Students could -e asked toconstruct #odels o$ airplane (enactive)>construct #odels o$ airplane (enactive)>

they #ight watch a $il# a-out! orthey #ight watch a $il# a-out! orinvolving! airplane (iconic)> or they couldinvolving! airplane (iconic)> or they couldconsult re$erence te&ts and then discussconsult re$erence te&ts and then discusstheir $indings (sy#-olic).their $indings (sy#-olic).


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!agne!agne

?agne1s?agne1s

instructionalinstructional

theorytheory


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!agne!agne

?agne1s instructional theory has three?agne1s instructional theory has three

#aor ele#ents.#aor ele#ents.

+ *irst! it is -ased on a*irst! it is -ased on a taxonomy, ortaxonomy, or

classification, of learning outcomes.classification, of learning outcomes.+ Second! it proposes particularSecond! it proposes particular internal andinternal and

external conditionsexternal conditionsnecessary $or achievingnecessary $or achieving

these learning outco#es.these learning outco#es.

+ And third! it o$$ers nineAnd third! it o$$ers nine events of instructionevents of instruction!!which serve as a te#plate $or developing andwhich serve as a te#plate $or developing and

delivering a unit o$ instruction.delivering a unit o$ instruction.


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!agnes # instructional $vents!agnes # instructional $vents


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Verbal information:Verbal information:Eeciting so#ething $ro# #e#oryEeciting so#ething $ro# #e#ory ntellectual skills:ntellectual skills:

!iscrimination:!iscrimination:

Eecognizing that two classes o$ thingsEecognizing that two classes o$ things

di$$erdi$$er "oncrete concept:"oncrete concept:4lassi$ying things -y their physical4lassi$ying things -y their physical

$eatures alone$eatures alone !efined concept:!efined concept:4lassi$ying things -y their a-stract (and4lassi$ying things -y their a-stract (and

possi-ly physical) $eaturespossi-ly physical) $eatures

#ule:#ule:Applying a si#ple procedure to solve a pro-le# orApplying a si#ple procedure to solve a pro-le# oracco#plish a taskacco#plish a task $igher%order rule:$igher%order rule:Applying a co#ple& procedure (orApplying a co#ple& procedure (or

#ultiple si#ple procedures) to solve a pro-le# or#ultiple si#ple procedures) to solve a pro-le# oracco#plish a taskacco#plish a task

"ognitive strategies:"ognitive strategies:


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&dvantages&dvantages Supports active engage#ent o$ the learner in the learningSupports active engage#ent o$ the learner in the learning

processprocess *osters curiousity*osters curiousity ;na-les the develop#ent o$ li$e long learning skills;na-les the develop#ent o$ li$e long learning skills Personalises the learning e&periencePersonalises the learning e&perience /ighly #otivating as it allows individuals the opportunity to/ighly #otivating as it allows individuals the opportunity to

e&peri#entand discover so#ething $or the#selvese&peri#entand discover so#ething $or the#selves Builds on learner1s prior knowledge and understandingBuilds on learner1s prior knowledge and understanding

!isadvantages!isadvantages Potential to con$use the learner i$ no initial $ra#ework isPotential to con$use the learner i$ no initial $ra#ework isavaila-leavaila-le


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S%&&A'(S%&&A'(

;FP;E;FP;E 4G9;94G9;9

VH?GSIHVH?GSIH SG4


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ConstructivismConstructivism

!efinition!efinition4onstructivis# is a philosophy o$ learning $ounded on the pre#ise4onstructivis# is a philosophy o$ learning $ounded on the pre#isethat! -y re$lecting on our e&periences! we construct our ownthat! -y re$lecting on our e&periences! we construct our ownunderstanding o$ the world we live in. ;ach o$ us generates ourunderstanding o$ the world we live in. ;ach o$ us generates ourown 2rules2 and 2#ental #odels!2 which we use to #ake sense o$own 2rules2 and 2#ental #odels!2 which we use to #ake sense o$our e&periences. Learning! there$ore! is si#ply the process o$our e&periences. Learning! there$ore! is si#ply the process o$adusting our #ental #odels to acco##odate new e&periences.adusting our #ental #odels to acco##odate new e&periences.

!iscussion!iscussionhere are several guiding principles o$ constructivis#:here are several guiding principles o$ constructivis#:

Learning is a search $or #eaning. here$ore! learning #ust startLearning is a search $or #eaning. here$ore! learning #ust startwith the issues around which students are actively trying towith the issues around which students are actively trying toconstruct #eaning.construct #eaning.

Meaning re=uires understandingMeaning re=uires understanding wholeswholesas well as parts. Andas well as parts. Andparts #ust -e understood in the conte&t o$ wholes. here$ore! theparts #ust -e understood in the conte&t o$ wholes. here$ore! thelearning process $ocuses on pri#ary concepts! not isolated $acts.learning process $ocuses on pri#ary concepts! not isolated $acts.


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CO)S*'%C*+V+S&CO)S*'%C*+V+S&

!iscussion!iscussion

+


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CO)S*'%C*+V+S&CO)S*'%C*+V+S&$ow "onstructivism mpacts (earning$ow "onstructivism mpacts (earning CurriculumCurriculum""4onstructivis# calls $or the eli#ination o$ a""4onstructivis# calls $or the eli#ination o$ a

standardized curriculu#.

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Teaching & Learning Theories