Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
Vygotsky's Sociocultural TheoryVygotsky (1930-1935/1978) believed that children's learning takes place with the zone of proximal development - a range of tasks too difficult for the child to do alone but possible with the help of adults and more skilled peers.
A Vygotskian classroom accepts individual differences and provides opportunities for children's active participation. A Vygotskian classroom goes beyond independent discovery - it promotes assisted discovery. Teachers guide children's learning, tailoring their interventions to each child's zone of proximal development. Assisted discovery is also fostered by peer collaboration. Children with varying abilities work in groups, teaching and helping one another.
Two Vygotsky-based innovations include reciprocal teaching and cooperative learning. In reciprocal teaching, a teacher and two to four students form a collaborative group and take turns leading dialogues on the content of a text passage. Within the dialogues, group members apply four cognitive strategies: questioning, summarising, clarifying, and predicting. In cooperative learning, small groups work toward common goals. Group members resolve differences of opinion, share responsibility, and provide one another with sufficiently elaborate explanations to correct misunderstandings.
Piaget's Cognitive-Developmental TheoryPiaget's constructivist approach assumes that children construct knowledge of their world by acting on the environment, moving through four universal stages - the sensorimotor stage; the preoperational stage; the concrete operational stage; and the formal operational stage.
A Piagetian classroom promotes discovery learning, sensitivity to children's readiness to learn, and acceptance of individual difference.
A Vygotskian classroom accepts individual differences and provides opportunities for children's active participation. A Vygotskian classroom goes beyond independent discovery - it promotes assisted discovery. Teachers guide children's learning, tailoring their interventions to each child's zone of proximal development. Assisted discovery is also fostered by peer collaboration. Children with varying abilities work in groups, teaching and helping one another.
Two Vygotsky-based innovations include reciprocal teaching and cooperative learning. In reciprocal teaching, a teacher and two to four students form a collaborative group and take turns leading dialogues on the content of a text passage. Within the dialogues, group members apply four cognitive strategies: questioning, summarising, clarifying, and predicting. In cooperative learning, small groups work toward common goals. Group members resolve differences of opinion, share responsibility, and provide one another with sufficiently elaborate explanations to correct misunderstandings.
Piaget's Cognitive-Developmental TheoryPiaget's constructivist approach assumes that children construct knowledge of their world by acting on the environment, moving through four universal stages - the sensorimotor stage; the preoperational stage; the concrete operational stage; and the formal operational stage.
A Piagetian classroom promotes discovery learning, sensitivity to children's readiness to learn, and acceptance of individual difference.
1.2 Understand how students learn
Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
To properly meet students’ needs I need to be flexible as a teacher. I need to actively listen, observe and engage with my students at a professional and social level to gain a better understanding of who they are and how they will best learn. When teaching if I see that students are not understanding the concept or the learning is not working I will stop and introduce another strategy of learning that is more appropriate and understanding,
In my teaching I strive to make my teaching engaging for all students. When planning activities I take into account what the students are interested in and how they like to learn. VARK- Visual, Auditory, Reading and Writing, Kinaesthetic
Throughout my degree at Murdoch I have gained an understanding of Vygotsky’s Zone of Proximal Development. In my teaching I will use this as well as my knowledge about scaffolding to design teaching experiences that will support students and extend their learning.
Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
To properly meet students’ needs I need to be flexible as a teacher. I need to actively listen, observe and engage with my students at a professional and social level to gain a better understanding of who they are and how they will best learn. When teaching if I see that students are not understanding the concept or the learning is not working I will stop and introduce another strategy of learning that is more appropriate and understanding,
In my teaching I strive to make my teaching engaging for all students. When planning activities I take into account what the students are interested in and how they like to learn. VARK- Visual, Auditory, Reading and Writing, Kinaesthetic
Throughout my degree at Murdoch I have gained an understanding of Vygotsky’s Zone of Proximal Development. In my teaching I will use this as well as my knowledge about scaffolding to design teaching experiences that will support students and extend their learning.