Midterm FLCT PDF - 30 October 2024

Midterm FLCT Wednesday, 30 October 2024 5:20 pm WEEK 1 WEEK 2 Lev Vygotsky Socio-Cultural Development Theory...

Midterm FLCT Wednesday, 30 October 2024 5:20 pm WEEK 1 WEEK 2 Lev Vygotsky Socio-Cultural Development Theory Jerome Bruner's Constructivist Theory Lev Vygotsky - Founder of Socio-cultural Theory; spent his last 10 years life researching theory in Jerome Bruner cognitive development. - American psychologist and educator who developed theories on perception, learning, Socio-Cultural Theory memory, and other aspects of cognition in young children - Major argument is that social interaction, mediated through language, is a key factor Constructivism in the child’s development. - epistemological belief about what "knowing" and how one "come to know." More Knowledgeable Others (MKOs) Categorization - Anyone who has a higher skill level than the learner in terms of the specific task to - “To perceive is to categorize, to conceptualize is to categorize, to learn is to form perform. categories, to make decisions is to categorize.” Role of Language - Vygotsky’s theory emphasized that language plays a central role in the theory of BRUNER'S 4 MAJOR ASPECTS IN TEACHING AND LEARNING PROCESS human cognitive development 1. Predisposition toward learning - Human cognitive development and higher mental functions are initiated from social - Readiness to learn communications. 2. Structure of learning - Knowledge can be most readily grasped by the learner THREE STAGES OF SPEECH DEVELOPMENT 3. Effective sequencing 1. Pre-intellectual Social Speech (0-3 yrs) - Learning through increasing difficulty - No thoughts constructed through the use of language 4. Reinforcement 2. Egocentric Speech (3-7 yrs) - Rewards and punishment in a proper way - Spoken out loud BRUNER'S THREE STAGES 3. Inner speech (7+ yrs) 1. Enactive ( birth to age 1 ) - Publicly used for communication with others - Child learns about the world through actions on physical objects and the outcome of this actions Zone of Proximal Development 2. Iconic (1 - 6 yrs) - Its goal is to help the child move from the level of current independent performance - Using models, drawings, and pictures to obtain learning to the level of potential performance. 3. Symbolic (7 yrs and older) Scaffolding - Ability to think in abstract terms - Role of teachers and others supporting the learners development and providing BRUNER'S PRINCIPLES OF INSTRUCTIONS support structures to get to that next stage. 1. Readiness - Concerned with the experiences and context Information Processing Theory 2. Spiral Organization - Instruction must be structured so that it can be easily grasped by the student Information Processing Theory 3. Going beyond the information given - Developed by American psychologist George A. Miller - Instructions should be designed to facilitate extrapolation and or fill the gaps - Miller's concept of chunking Sensory Memory Gestalt Theory - State in which the stimuli sensed (heard, seen, touch, smelled, and tasted) are temporarily held in mere seconds for the information to be processed further. Gestalt Theory Short-term Memory - School of thought that believes all objects and scenes can be observed in their simplest - Serves as a temporary memory. form a. Maintenance Rehearsal GESTALT THEORY LAWS - Involves repetition of the information to sustain its maintenance in the short term 1. Law of Proximity memory. - Elements closest to each other tend to form a group b. Elaborative Rehearsal 2. Law of Similarity - Process of relating new information to what is already known and stored in the long-term - Similar figure seem to have the same shape memory to make the new information more significant. 3. Law of Good Continuity Semantic Memory - We prefer to ignore the abrupt changes in an image we are seeing - Memorized memory / Academic 4. Law of Closure Episodic Memory - Elements that seem to move together towards a certain orientation are perceived as a - Important Events whole Procedural Memory 5. Common fate law - Knowledge about how to do things - Fate 6. Law of Pragnanz Problem Solving - Perception tends to organize the elements in the simplest possible way 7. Figure-Ground Law Problem Solving - We will realized that it is impossible to perceive the faces and the cup at the same time - cognitive processing directed at achieving a goal for which the problem solver does not initially know a solution method. Subsumption Theory by David Ausubel FOUR ELEMENTS OF PROBLEM SOLVING Subsumption Theory 1. Cognitive - How individuals learn large amount of meaningful material from both verbal and textual - Problem solving occurs within the problem solver’s cognitive system and can only be presentations inferred indirectly from the problem solver’s behavior. Advance Organizers 2. Process - Enable the learner to see the general picture of the concept - Problem solving involves mental computation in which operation is applied to mental Cognitive Structure representation. - Consists of all person learning experiences that make up his knowledge of facts, concepts, and 3. Directed other data - Problem solving is aimed at achieving a goal. 4 LEARNING PROCESS OF SUBSUMPTION THEORY 4. Personal 1. Derivative Subsumption - Problem solving depends on the existing knowledge of the problem solver so that what is - New concept learned is an example of a concept that you have already learned before problem for one problem solver may not be a problem for someone who already knows a 2. Correlative Subsumption solution method. - New concept learned is an extension or modification of a previously learned information 3. Superordinate Subsumption TYPES OF PROBLEM - What was learned are specific examples of a new concept 1. Well-defined 4. Combinatorial Subsumption 2. Ill-defined - New concept is combined with prior known concept to enrich both concepts COOPERATIVE AND EXPERIENTAL LEARNING APPROACHES TO PROBLEM SOLVING 1. Cooperative Learning 1. Behaviorist Approach - "small-group learning"; instructional strategy in which small groups of students work together on - Reproducing a previous behavior to solve a problem. a common task 2. Gestaltist Approach 2. Experiental Learning Quick Notes Page 1  COOPERATIVE AND EXPERIENTAL LEARNING APPROACHES TO PROBLEM SOLVING 1. Cooperative Learning 1. Behaviorist Approach - "small-group learning"; instructional strategy in which small groups of students work together on - Reproducing a previous behavior to solve a problem. a common task 2. Gestaltist Approach 2. Experiental Learning - Problem solving is a productive process - Integrates cognitive and behavioral learning theories as an applied approach to "learning by doing" PROBLEM SOLVING CYCLE a. Field-based Learning Step 1: Identify the problem - Includes internships, practicums, cooperative education, and service learning Step 2: Define goals b. Classroom-based Experiental Learning Step 3: Explore possible strategies - can take multitude of forms, including role-playing, games, case studies, simulations, Step 4: Anticipate outcome and act presentations, and various types of group works Step 5: Look back and learn BARRIERS TO PROBLEM SOLVING 1. Mental set - When the person becomes fixated on the use of a strategy that previously produced the WEEK 3 right solution, but in the new situation it is not applicable. 2. Functional fixedness David Kolb's Learning Style - Phenomenon when individuals fail to recognized that objects can have other purposes. 3. Failure to distinguish relevant and irrelevant information David Allen Kolb - When an individual cannot discern the relevant information needed in planning the - Educational psychologist who described learning styles as the process whereby knowledge is strategy to solve a problem. created through the transformation of experiences LEARNING MODES Creativity 1. Concrete Experience (doing/having an experience) Creativity - Characteristics of learners who desire plenty of opportunities for direct human interpersonal - “ the interaction among aptitude, process, and the environment by which the individual interactions or group produces a perceptible product that is both novel and useful as defined within a 2. Reflective Observation (reviewing/reflecting on the experience) social context” - Focuses on the ability to understand the meaning of ideas Guilford's Creative Thinking Model 3. Abstract Conceptualization (concluding/ learning from the experience) 1. Fluency - Attend to task that involve logical investigation of ideas and concepts - Ability to produce a great number of ideas in short amount of time. 4. Active Experimentation (planning/trying what you have learned) 2. Flexibility - Focuses on actively influencing people and changing situation - Ability to simultaneously propose a variety of approaches to a specific problem. KOLB'S LEARNING STYLE 3. Originality 1. Accomodative - Ability to produce new, original ideas, as well as products - Learners who excel at accomplishing task by following direction meticulously planning, and 4. Ellaboration ultimately seeking new experience - Ability to organize the details of an idea in one's head and carry it out 2. Assimilative TRANSFER OF LEARNING IN PROBLEM SOLVING AND CREATIVITY - Learners that can reason inductively 1. Near Transfer and Far Transfer 3. Divergent a. Near transfer - Learners that are best at tasks that require imaginative ability and awareness of meaning and - Learners apply knowledge and skills in situations and context that are very close to those value in which the learning occurred. 4. Convergent b. Far transfer - Learners greatest strength is the ability to efficiently solve problems, make decisions, and - Learners perform a skill in a context that is very different from the context that was apply practical ideas to solve problems learned. LEARNING ENVIRONMENTS 2. Positive and Negative Transfer 1. Affective Learning Environment a. Positive transfer - Emphasize concrete experiences so that learners experience the real thing - Learners can use prior knowledge or experience to solve a new problem 2. Symbolic Learning Environment b. Negative transfer - Involved in trying to solve problems for which there is usually a right answer or the best - When the previous learning or skill obstructs the acquisition of a new skill or the solving solution of problem. 3. Perceptual Learning Environment - Emphasizes the process of problem solving rather than coming up with the best solution 4. Behavioral Learning Environment - Emphasizes active application of knowledge or skills to a practical problem LEARNING/THINKING STYLES - Refer to the preferred way an individual processes information. 1. Visual Learners - These learners must see their teacher's action and facial expressions to fully understand the content of a lesson a. Visual-iconic - Prefer this form of input are more interested in visual imagery such as film, graphic displays, or pictures in order to solidify learning b. Visual Symbolic - Prefer this form of input feels comfortable with abstract symbolism such as mathematical formulation or the hand written word 2. Auditory Learners - They learn best through verbal lectures discussions a. Listeners b. Talkers 3. Kinesthetic Learners - People benefit much from hands-on activities 4. Global - Analytic Continuum a. Analytic - Analytic thinkers tend toward the linear, step by step processes of learning b. Global - Non-linear thought; tend to see the whole pattern rather than particle elements Quick Notes Page 2