The Child and Adolescent Learners and Learning Principles - PDF

The Child and Adolescent Learners and Learning Principles Learning Objectives: Explain the 14 learner-centered principles. Advocate for the use of the 14 principles in the teaching-learning process. Identify ways on how to apply the 14 principles in instruction as a...

The Child and Adolescent Learners and Learning Principles Learning Objectives: Explain the 14 learner-centered principles. Advocate for the use of the 14 principles in the teaching-learning process. Identify ways on how to apply the 14 principles in instruction as a future teacher. Learner-Centered Psychological Principles American Psychological Association The 14 psychological principles pertain to the learner and the learning process.  The 14 Principles have the following aspects They focus on psychological factors that are primarily internal to and under the control of the learner rather than conditioned habits or physiological factors. However, the principles also attempt to acknowledge external environment or contextual factors that interact with these internal factors.  The 14 Principles have the following aspects The principles are intended to deal holistically with learners in the context of real-world learning situations. They are the best understood as an organized set of principles; no principle should be viewed in isolation.  The 14 Principles have the following aspects are divided into those referring to: 1) cognitive and metacognitive, 2) motivational and affective, 3) developmental and social, 4) individual difference factors influencing learners and learning the principles are intended to apply to all learners-- from children, to teachers, to administrators, to parents, and to all community members involved in our educational system COGNITIVE AND MOTIVATIONAL METACOGNITIVE AND AFFECTIVE FACTOR (6 FACTORS (3 PRINCIPLES) PRINCIPLES) 14 LEARNER- CENTERED PRINCIPLES DEVELOPMENTAL INDIVIDUAL AND SOCIAL DIFFERENCE FACTORS (2 FACTORS (3 PRINCIPLES) PRINCIPLES)  Cognitive and Metacognitive Factors 1. Nature of the learning process The learning of complex subject matter is most effective when it is an intentional process of constructing meaning from information and experience. Successful learners are active, goal-directed, self- regulating, and assume personal responsibility for contributing to their own learning.  Cognitive and Metacognitive Factors 2. Goals of the learning process The successful learner, over time and with support and instructional guidance, can create meaningful, coherent representations of knowledge, Educators can assist learners in creating meaningful learning goals that are consistent with both personal and educational aspirations and interests.  Cognitive and Metacognitive Factors 3. Construction of knowledge The successful learner can link new information with existing knowledge in meaningful ways.  Cognitive and Metacognitive Factors 4. Strategic thinking The successful learner can create and use a repertoire of thinking and reasoning strategies to achieve complex learning goals.  Cognitive and Metacognitive Factors 5. Thinking about thinking Higher order strategies for selecting and monitoring mental operations facilitate creative and critical thinking  Cognitive and Metacognitive Factors 6. Context of learning Learning is influenced by environmental factors, including culture, technology, and instructional practices  Motivational and Affective Factors 7. Motivational and emotional influences on learning What and how much is learned is influenced by the learner's motivation. Motivation to learn, in turn, is influenced by the individual's emotional states, beliefs, interests and goals, and habits of thinking  Motivational and Affective Factors 8. Intrinsic Motivation to learn The learner's creativity, higher order thinking, and natural curiosity all contribute to motivation to learn. Intrinsic motivation is stimulated by tasks of optimal novelty and difficulty, relevant to personal interests, and providing for personal choice and control.  Motivational and Affective Factors 9. Effects of motivation on effort Acquisition of complex knowledge and skills requires extended learner effort and guided practice. Without learners' motivation to learn, the willingness to exert this effort is unlikely without coercion.  Developmental and Social Factors 9. Effects of motivation on effort Acquisition of complex knowledge and skills requires extended learner effort and guided practice. Without learners' motivation to learn, the willingness to exert this effort is unlikely without coercion.  Developmental and Social Factors 10. Developmental Influences on learning As individuals develop, there are different opportunities and constraints for learning. Learning is most effective when differential development within and across physical, intellectual, emotional, and social domains is taken into account.  Developmental and Social Factors 11. Social influences on learning Learning is influenced by social interactions, interpersonal relations, and communication with others.  Individual Differences Factors 12. Individual differences in learning Learners have different strategies, approaches, and capabilities for learning that are a function of prior experience and heredity.  Individual Differences Factors 13. Learning and diversity Learning is most effective when differences in learners' linguisctic, cultural, and social backgrounds are taken into account.  Individual Differences Factors 14. Standards and assessment Setting appropriately high and challenging standards and assessing the learner as well as leaning progress-- including diagnostic, process, and outcome assessment-- are integral parts of the learning progress. Alexander and Murphy: Summary of 14 Principles 1. The knowledge base One's existing knowledge serves as the foundation of all future learning. The learner's previous knowledge will influence new learning specifically on how he represents new information, makes associations and filters new experiences. Alexander and Murphy: Summary of 14 Principles 2. Strategic processing and control Learners can develop skills to reflect and regulate their thoughts and behaviors in order to learn more effectively (metacognition). Alexander and Murphy: Summary of 14 Principles 3. Motivation and affect Factors such an intrinsic motivation (from within), reasons for wanting to learn, personal goals and enjoyment of learning tasks all have crucial role in the learning process. Alexander and Murphy: Summary of 14 Principles 4. Development and Individual Differences Learning is a unique journey for each person because each learner has his own unique combination of genetic and environmental factors that influence him. Alexander and Murphy: Summary of 14 Principles 5. Situation and context Learning happens in the context of a society as well as within an individual.  Thank you for listening! God bless!  human development: meaning, concepts, and approaches Characteristics of Human Development Development is life-long it does not end in adulthood Characteristics of Human Development Development is plastic Plasticity refers to the potential for change. Development is possible throughout the life-span. Aging is associated with declines in certain intellectual abilities. the reasoning abilities of older adults were improved through retraining (Willies & Schose, 1994 cited by Sabtrock J., 2005) Characteristics of Human Development Development is multidimensional- development consists of biological, cognitive, and socio-emotional dimensions. Development as a process is complex because it is the product of biological, cognitive and socioemotional processes (Santrock, 2002) Characteristics of Human Development Development is relatively orderly- The muscular control of the trunk and the arms comes earlier as compared to the hands and fingers. This is the proximodistal pattern. During infancy, the greatest growth always occurs at the top- the head- with physical growth in size, weight and future differentiation gradually working its way down from top to bottom (for example: neck, shoulders, middle trunk and so on). This is the cephalo-caudal pattern. Characteristics of Human Development Development takes place gradually - while changes occur in a flash of insight, more often it takes weeks, months, or years for a person to undergo changes that result in the display of developmental characteristics. Cognitive processes involve changes in the individual's thought, intelligence, and language Characteristics of Human Development Socioemotional processes include changes in the individual's relationships with other people, changes in emotions, and changes in personality. Characteristics of Human Development Development is contextual- individuals are changing beings in a changing world. Individuals respond to and act on contexts. These contexts include the individual's biological make up, physical environment, cognitive processes, historical, social and cultural contexts. (Santrock, 2002) Characteristics of Human Development Development is contextual- individuals are changing beings in a changing world. Individuals respond to and act on contexts. These contexts include the individual's biological make up, physical environment, cognitive processes, historical, social and cultural contexts. (Santrock, 2002)  The Stages of Development and Developmental Tasks For every developmental stage, there is an expected developmental task. What happens when the expected developmental tasks are not achieved at the corresponding developmental stage? How can you help children achieve these developmental tasks  Concept of developmental tasks In each stage of development a certain task or tasks are expected of every individual.  Developmental Stages In each stage of development a certain task or tasks are expected of every individual.  Developmental Stages There are 8 developmental stages given by Santrock. The 8 developmental stages cited by Santrock are the same with Havighurst's 6 developmental stages only that Havighurst did not include pre-natal period. Havighurst combined infancy and early childhood  Developmental Stages 1. Prenatal period (from conception to birth)- involves tremendous growth- from single cell to an organism complete with brain and behavioral capabilities  Developmental Stages 2. Infancy (from birth to 18-24 months)- a time of extreme dependence on adults. Many psychological activities are just beginning- language, symbolic thought, sensorimotor coordination and social learning.  Developmental Stages 3. Early childhood (end of infancy to 5-6 years/Grade 1)- These are the preschool years. Young children learn to become more self- sufficient and to care for themselves, develop school readiness skills and spend many hours in play with peers.  Developmental Stages 4. Middle and late childhood (6-11 years of age, the elementary school years)- The fundamental skills of reading, writing and arithmetic are mastered. The child is formally exposed to the larger world and its culture. Achievement becomes a more central theme of the child's world and self-control increases.  Developmental Stages 5. Adolescence- (10-12 years of age ending up to 18-22 years of age) begins with rapid physical changes- dramatic gains in height and weight, changes in body contour, and the development of sexual characteristics such as enlargement of the breasts, development of pubic and facial hair, and deepening of the voice. Pursuit of independence and identity are prominent. Thought is more logical, abstract and idealistic. More time is spent outside of the family.  Developmental Stages 6. Early adulthood (from late teens or early 20s lasting through the 30s)- It is a time of establishing personal and economic independence, career development, selecting a mate, learning to live with someone in an intimate way, starting a family and rearing children.  Developmental Stages 7. Middle adulthood (40 to 60 years of age)- it is a time of expanding personal and social involvement and responsibility; of assisting the next generation in becoming competent and mature individuals; and of reaching and maintaining satisfaction in a career.  Developmental Stages 8. Late adulthood (60s and above) it is a time for adjustment to decreasing strength and health, life, review, retirement, and adjustment to new social roles. END RESEARCH IN CHILD AND ADOLESCENT DEVELOPMENT Learning Objectives: Explain the basic principles of research. Demonstrate appreciation of the role of teachers as consumers and producers of developmental research. Read researchers on child and adolescent development and make simple research critic out of researches read.  Do you agree or disagree? Research is only for those who plan to take master's degree or doctorate degrees. Research is easy to do. Research is all about giving questionnaires and tally  Do you agree or disagree? Teachers, because they are busy in their classrooms, are expected to use their existing research rather than conduct their own research in the classroom. There is no need to go into research because a lot of researches have already been conducted.  Do you agree or disagree? Students are mere users of knowledge arrived by research. It is not their task to conduct research. Students do not possess the qualification to conduct research. It is not worth conducting research considering the time and money it requires.  Teachers as Consumers/End Users of Research Research gives teachers and also policy-makers important knowledge to use in decision-making for the benefit of learners and their families. Well-informed teachers are able to use and integrate the most authoritative research findings.  Teachers as Researchers The conduct of research does not only belong to thesis and dissertation writers. It is for students and teachers, too.  The Scientific Method Dewey gave us 5 steps of the scientific method. 1. identify and define the problem 2. determine the hypothesis 3. collect and analyze data 4. formulate conclusions. 5. apply conclusions to the original hypothesis  The Scientific Method Dewey gave us 5 steps of the scientific method. 1. identify and define the problem 2. determine the hypothesis 3. collect and analyze data 4. formulate conclusions. 5. apply conclusions to the original hypothesis Research Designs  Examples of Case Study Anna O. was a pseudonym of a woman named Bertha Pappenheim, a patient of a physician named Josef Breuer. While she was never a patient of Freud's, Freud and Breuer discussed her case extensively. The woman was experiencing symptoms of a condition that was then known as hysteria and found that talking about her problems helped relieve her symptoms. Her case played an important part in the development of talk therapy as an approach to mental health treatment.  Example of Case Study Genie was a young girl subjected to horrific abuse and isolation. The case study of Genie allowed researchers to study whether language could be taught even after critical periods for language development had been missed. Her case also served as an example of how scientific research may interfere with treatment and lead to further abuse of vulnerable individuals. Research Designs Research Designs Research Designs Research Designs Research Designs Research Designs Research Designs Research Designs Research Designs Data Gathering Techniques Data Gathering Techniques  Ethical Principles To serve the genuine purposes of research, teacher researchers are subject to ethical principles. Just as we have the Code of Ethics that governs the behavior of teachers, there also exist ethical standards that guide the conduct of research. These ethical standards serve as reminders that as researchers, we should strive to protect the subjects of our study and to maintain the integrity of our research.  Ethical Principles 1. Ethical standards of the American Educational Research Association http://www.aera.net/uploadedFiles/About AERA Ethical Standards/EthicalStandards.pdf 2. Ethical Standards for Research with Children Society for Research in Child Development (USA) http://www.srcd.org/ index.php? option=com_content&task=view&id-68&Itemid=110 3. Standards of the American Psychological Association Concerning Research http://www.lcsc.edu/policy/Policy/1.112a PDF  Ethical Principles Enumerated by the National Association for the Education of Young Children (NAEYC) 1. Research procedures must never harm children, physically or psychologically.  Ethical Principles 2. Children and their families have the right to full information about the research in which they may participate, including possible risks and benefits.  Ethical Principles 3. Children's questions about the research should be answered in a truthful manner and in ways that children can understand. Researchers must be honest and clear in their communication. 4. There should be respect for privacy.  The Data Privacy Act of 2012 (R.A. 10173) was passed in the Philippines in 2012 "to protect the fundamental human right of privacy of communication while ensuring free flow of information to promote innovation and growth."  The Data Privacy Act of 2012 (R.A. 10173) The law states that the collection of personal data "must be a declared, specified, and legitimate purpose and that... consent is required prior to the collection of all personal data."  Impact of Teachers' Research Involvement on Teachers 1. Teachers who have been involved in research may become more reflective, more critical and analytical in their teaching, and more open and committed to professional development (Oja & Pine 1989; Henson 1996; Keyes 2000; Rust 2007).  Impact of Teachers' Research Involvement on Teachers 2. Participating in teacher research also helps teachers become more deliberate in their decision-making and actions in the classroom. 3. Teacher research develops the professional dispositions of lifelong learning, reflective and mindful teaching, and self- transformation (Mills 2000; Stringer 2007).  Impact of Teachers' Research Involvement on Teachers 4. Engaging in teacher research at any level may lead to rethinking and reconstructing what it means to be a teacher or teacher educator and, consequently, the way teachers relate to children and students. 5. Teacher research has the potential to demonstrate to teachers and prospective teachers that learning to teach is inherently connected to learning to inquire (Borko, Liston, & Whitcomb 2007). END  freud's psychoanalytic theory Sigmund Freud an Austrian neurologist born in 1856 founded Psychoanalysis as a way of listening to patients and better understanding how their minds work  Psychosexual Development Erogenous zones- specific "pleasure areas" that become focal points for the particular stage. Fixation- occurs when needs are not met along the area. As an adult, the person will now manifest behaviors related to this erogenous zone  Oral Stage (birth-1 year) Erogenous Zone: Mouth Too much or too little satisfaction can lead to an Oral Fixation or Oral Personality which is shown in an increased focus on oral activities. This type of personality may be oral receptive, that is, have a stronger tendency to smoke, drink alcohol, overeat, or oral aggressive, that is, with a tendency to bite his or her nails, or use curse words or even gossip. As a result, these persons may become too dependent on others, easily fooled, and lack leadership traits. On the other hand, they may also fight these tendencies and become pessimistic and aggressive in relating with people.  Anal stage (1-3 years) Erogenous Zone: Bowel and Bladder Control/Anus Freud believed that the primary focus of the libido was on controlling bladder and bowel movements. The major conflict at this stage is toilet training—the child has to learn to control their bodily needs. Developing this control leads to a sense of accomplishment and independence. According to Freud, success at this stage is dependent upon the way in which parents ​approach toilet training. Parents who utilize praise and rewards for using the toilet at the appropriate time encourage positive outcomes and help children feel capable and productive.  Phallic Stage (3-6 years) Erogenous Zone: Genitals Freud suggested that during the phallic stage, the primary focus of the libido is on the genitals. At this age, children also begin to discover the differences between males and females.​ Freud also believed that boys begin to view their fathers as a rival for the mother’s affection.  Phallic Stage The Oedipus complex describes these feelings of wanting to possess the mother and the desire to replace the father. However, the child also fears that he will be punished by the father for these feelings, a fear Freud termed castration anxiety. The term Electra complex has been used to describe a similar set of feelings experienced by young girls. Freud, however, believed that girls instead experience penis envy.  Latency Stage (6-puberty) Erogenous Zone: Sexual Feelings Are Inactive During this stage, the superego continues to develop while the id's energies are suppressed. Children develop social skills, values, and relationships with peers and adults outside of the family. The development of the ego and superego contributes to this period of calm. The stage begins around the time that children enter school and become more concerned with peer relationships, hobbies, and other interests.  Genital Stage (puberty-death) Erogenous Zone: Maturing Sexual Interests During the final stage of psychosexual development, the individual develops a strong sexual interest in the opposite sex. This stage begins during puberty but last throughout the rest of a person's life. Where in earlier stages the focus was solely on individual needs, interest in the welfare of others grows during this stage. The goal of this stage is to establish a balance between the various life areas.  Id, Ego, and Superego: Freud's Elements of Personality According to Sigmund Freud, human personality is complex and has more than a single component. In his famous psychoanalytic theory, Freud states that personality is composed of three elements known as the id, the ego, and the superego. These elements work together to create complex human behaviors. Id, Ego, and Superego: Freud's Elements of Personality  Id According to Freud, the id is the source of all psychic energy, making it the primary component of personality. The id is the only component of personality that is present from birth. This aspect of personality is entirely unconscious and includes instinctive and primitive behaviors.  Id The id is driven by the pleasure principle, which strives for immediate gratification of all desires, wants, and needs. If these needs are not satisfied immediately, the result is a state of anxiety or tension  Id Although people eventually learn to control the id, this part of personality remains the same infantile, primal force throughout life. It is the development of the ego and the superego that allows people to control the id's basic instincts and act in ways that are both realistic and socially acceptable.  Ego According to Freud, the ego develops from the id and ensures that the impulses of the id can be expressed in a manner acceptable in the real world. The ego functions in the conscious, preconscious, and unconscious mind. The ego is the personality component responsible for dealing with reality  Ego The term ego is often used informally to suggest that someone has an inflated sense of self. However, the ego in personality has a positive effect. It is the part of your personality that keeps you grounded in reality and prevents the id and superego from pulling you too far toward your most basic urges or moralistic virtues. Having a strong ego means having a strong sense of self-awareness.  Id Freud compared the id to a horse and the ego to the horse's rider. The horse provides power and motion, while the rider provides direction and guidance. Without its rider, the horse would wander wherever it wished and do whatever it pleased. The rider gives the horse directions and commands to get it where it wants it to go.  Superego The superego holds the internalized moral standards and ideals that we acquire from our parents and society (our sense of right and wrong). The superego provides guidelines for making judgments.  Superego The superego has two parts: The conscience includes information about things that are viewed as bad by parents and society. These behaviors are often forbidden and lead to bad consequences, punishments, or feelings of guilt and remorse. The ego ideal includes the rules and standards for behaviors that the ego aspires to. Freud's Conception of Human Psyche END  Piaget's stages of cognitive development Read the situations below and answer the following questions. 1. It's Christmas and Uncle Bob is giving "aguinaldo" to the children. Three year-old Karen did not want to receive the one hundred peso bill and instead preferred to receive four 20 peso bills. Her ten year-old cousins were telling her it's better to get the one hundred bill, but they failed to convince her. 2. Siblings, Tria, 10; Enzo, 8; and Riel, 4 were sorting out their stuffed animals. They had 7 bears, 3 dogs, 2 cows and 1 dolphin. Mommy, a psychology teacher, enters and says. "Good thing you're sorting those. Do you have more stuffed animals or more bears?" Tria and Enzo says, "stuffed animals." Riel says, "Bears" 3. While eating on her high chair, seven-month old Liza accidentally dropped her spoon on the floor. She saw mommy pick it up. Liza again drops her new spoon, snd she does this several times more on purpose. Mommy didn't like it at all but Liza appeared to enjoy dropping spoons the whole time.  Jean Piaget was a Swiss psychologist and genetic epistemologist. theory of cognitive development how children develop intellectually throughout the course of childhood.  Basic Cognitive Concepts Schema- Piaget used the term "schema" to refer to the cognitive structures by which individuals intellectually adapt to and organize their Rea environment. It is an individual's way to understand or create meaning about a thing or experience.  Basic Cognitive Concepts Assimilation is the process of fitting a new experience into an existing or previously created cognitive structure or schema. Rea  Basic Cognitive Concepts Accomodation is the process of creating a new schema. Rea  Basic Cognitive Concepts Equilibration- Piaget believed that the people have the natural need to understand how the world works and to find order, structure, and Rea predictability in their life,  Piaget's Stages of Cognitive Development Stage 1: Sensori-motor Stage. The first stage corresponds from birth to infancy. The stage when a child who is initially reflexive in grasping, sucking, and reaching becomes more organized in the movement and activity, The term sensory motor focuses on the prominence of the senses and muscle movement through which the infant comes to learn about himself and the world.  Piaget's Stages of Cognitive Development Stage 2: Pre-operational Stage Covers from about two to seven years old, roughly corresponding to pre-school years. Intelligence at this stage is intuitive in nature.  Piaget's Stages of Cognitive Development Stage 2: Pre-operational Stage The child can now make mental representations and is able to pretend, the child is now ever closer to the use of symbols: Symbolic Function- the ability to represent objects and events. A symbol is a thing that represents something else. Gradually develops in the period of 2 to 7 years.  Piaget's Stages of Cognitive Development Stage 2: Pre-operational Stage Egocentrism- the tendency of the child to only see his point of view and to assume that everyone also has his same point of view.  Piaget's Stages of Cognitive Development Stage 2: Pre-operational Stage Centration- the tendency of the child to only focus on one aspect of a thing or event and exclude other aspects.  Piaget's Stages of Cognitive Development Stage 2: Pre-operational Stage Animism- is the tendency of children to attribute human like traits or characteristics to inanimate objects.  Piaget's Stages of Cognitive Development Stage 2: Pre-operational Stage Transductive reasoning- refers to the pre-operational child's type of reasoning that is neither inductive nor deductive.  Piaget's Stages of Cognitive Development Stage 3. Concrete-Operational Stage this stage is characterized by the ability of the child to think logically but only in terms of concrete objects. covers approximately the ages between 8-11 years of the elementary school years.  Piaget's Stages of Cognitive Development Stage 3. Concrete-Operational Stage The concrete-operational stage is marked by the following: Decentering -refers to the ability of the child to perceived the different features of objects and situations. No longer is the child focused or limited to one aspect of dimension. This allows the child to be more logical when dealing with concrete objects and situation  Piaget's Stages of Cognitive Development Stage 3. Concrete-Operational Stage Reversibility- during the stage of concrete operations, the child can now follow that certain operations can be done in reverse.  Piaget's Stages of Cognitive Development Stage 3. Concrete-Operational Stage Conservation- The ability to know that certain properties of objects like number, mass, volume, or area do not change even if there is a change in appearance.  Piaget's Stages of Cognitive Development Stage 3. Concrete-Operational Stage Seriation- refers to the ability to order or arrange things in a series nased on one dimension such as weight, volume, or size.  Piaget's Stages of Cognitive Development Stage 4: Formal Operational stage. In the final stage or formal operations covering ages between 12 and 15 years, thinking becomes more logical. They can now solve abstract problems and can hypothesize.  Piaget's Stages of Cognitive Development Stage 4: Formal Operational stage. This stage is characterized by the following: Hypothetical Reasoning- the ability to come up with different hypothesis about a problem and to gather and weigh data in order to make a final decision or judgement. This can be done in the absence of concrete objects. The individuals can now deal with "What if" questions.  Piaget's Stages of Cognitive Development Stage 4: Formal Operational stage. Analogical Reasoning- the ability to perceive the relationship in one instance and then use that relationship to narrow down possible answers in another similar situation or problem. The individual in the formal operatopns stage can make an analogy.  Piaget's Stages of Cognitive Development Stage 4: Formal Operational stage. Deductive Reasoning_ the ability to think logically by applying a general rule to particular instance or situation. KOHLBERG'S THEORY OF MORAL DEVELOPMENT Ryan 17, has been saving up money to buy a ticket for this concert of rock band. His parents have discouraged him from going as the concert will surely be with a rowdy crowd. The band is notorious for having out-of-control audience who somehow manages to get drunk and stoned during the concert. Ryan agreed not to watch anymore. But a day before the concert, Nic, 15-year-old brother of Ryan, saw a corner of what appeared to be a concert ticket showing in the pocket of Ryan's bag. Nic examined it and confirmed it was indeed a ticket. Looking at Ryan's bag, Nic also found an extra shirt and 2 sticks of marijuana. So he figured Ryan will go to the concert after all. That night, Ryan told his parents that he will be spending tomorrow night at a classmate's house for a school requirement. Then later that evening, he told Nic of his plan to go to the concert. Nic didn't say anything, but he found it difficult to sleep that night, thinking whether to tell their parents or not.  1. If you were Nic, what would you do? 2. Why would you choose to do that? What were the things you considered in deciding what to do? Stage 1- "Yes, I will tell our parents. Because if they found out later that I knew, for sure they will get angry and most likely punish me." "No, I will not tell because Ryan will make my life difficult and also punish me for telling." Stage 2- "Yes, I will tell my parents because they will reward me for it. I will surely ask for that new Ipod that I'm wishing to have." "No, I will not tell. Ryan will surely grant me a lot of favors for not telling. He'll not also squeal on me." Stage 3- "Yes, I will tell so my parents will think I am such an honest boy." "No I will not tell. Ryan will think of me as a really cool brother!" Stage 4- "Yes, I will tell because we should follow the rules that our parents say." "No, because it's been our rule to keep each others' secrets. Stage 5- "Yes, I will tell because he might be hurt or get in trouble and his welfare is top most priority." "No, because he is big enough to question my parents decision not to let him go." Stage 6- "Yes, I will tell because lying is always wrong and I want to be true to what I believe in." "No , because I believe brothers watch out for each other. If he trusted me with this, I should stay true to him and not say anything." END vygotsky's socio-cultural theory Vygotsky gave more weight on the social interactions that contributed to the cognitive development individuals. For him, the social environment or the community takes of on a major role in one's development. Vygotsky emphasized that effective learning happens through participation in social activities, making the social context of learning crucial. Parents, teachers and other adults in the learners' environment all contribute to the process. They explain, model, assist, give directions and provide feedback to the learner. Peers, on the other hand, cooperate and collaborate and enrich the learning experience.  Zone of Proximal Development When a child attempts to perform a skill alone, she may not be immediately proficient at it. So, alone she may perform at a certain level of competency. We refer to this as the zone of actual development. However, with the guidance of a More Knowledgeable Other (MKO), competent adult or a more advanced peer, the child can perform at a higher level of competency.  Zone of Proximal Development The zone represents a learning opportunity where a knowledgeable adult such as a teacher or parent or a more advanced peer can assist the child's development. The support or assistance that lets the child accomplish a task he cannot accomplish independently is called scaffolding Scaffolding is not about doing the task for the child while he watches. It is not about doing shortcuts for the child.  Zone of Proximal Development Scaffolding a term for the appropriate assistance given by the teacher to assist the learner accomplish a task  Zone of Proximal Development When the MKO scaffolds, the process moves in four levels: 1. I do, you watch. 2. I do, you help. 3. You do, I help. 4. You do, I watch. END Prize for the Best Answers! Are you ready?  This or That pizza cake  This or That mountain beach This or That boat airplane  This or That video games food  This or That travel stay at home Welcome to my Class! I am Miss Emily. I am your English Teacher. This or That zoo park This or That dog cat  This or That mobile phone computer  This or That orange juice milk  This or That shark whale Break Time 3 minutes  Our Winners! Peter Eric Julie Thank you for participating! See you next time! Game Resource Page