Download Day 7 Social Learning Theories - CI512

CI 512: Teaching and Learning
Tuesday, 8/9/2011: Week 4
Social Learning Theories
Class Outline:
Social Learning Theories
Note Taker: Michael DeBenedetti
Observer: Sean Koedout
 Logistics (9:00-9:05)
 Social Learning Theory (9:05-9:20)
 Small Group Discussion (9:20-10:00)
 Whole Class (10:00-10:30)
 Break (10:30-10:40)
 Project Work Time
 Small Group (10:40-11:30)
 Share Out (11:30-11:40)
 Observer Observations (11:40-11:45)
 Conclusions and Exit Cards (11:45-11:50)
Exit Card Reflections
 More depth in the reading/more original
sources
 Need clarity on the connection between
Constructivism and Progressivism
 Some are starting to feel the pressure of 3
classes: more group work time
 Please be sure to post the class notes
within 24 hours of class.
Group Member Participation
Evaluation Guidelines
Group Member Name:
1=disagree strongly
5= agree strongly
This group member honored his or her commitments
This group member shared an equitable load of the group
work
This group member made valuable contributions to the group
in the thinking/brainstorming/problem solving process
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5
N/A
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N/A
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This group member responded to emails promptly
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N/A
This group member was flexible in scheduling meetings
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This group member actively participated in group meetings
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This group member actively listened while others share ideas
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This group member was respectful of others
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This group member was willing to compromise on ideas
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This group member let others speak
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This group member put in a true effort
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This group member was assertive
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Overview of Learning Theories
Prezi
http://prezi.com/j2zexxzp3kte/learning-theories/
Social Learning Theories
 Steps away from the learner as “sole investigator” and
views learning as a social process
 Emphasis on importance of language as a social
mediator
 Some theorist (Lave & Wagner) do not recognize
individual learning: others (Dewey, Brooks & Brooks)
maintain that individual learning is enhanced through
social settings
Dewey/ Brooks & Brooks
 Individual learning is aided by a social context
 Collaboration enhances learning experience
 Focus on development of the classroom community
 Importance of authentic activity
Lev Vygotsky (1896-1934)
 Born a Russian Jew
 Privately tutored via
Socratic Dialogue
 Won the lottery for
Moscow University
 Writings translated first in 1962
Thought and Language (1962)
Mind and Society (1978)
 Died at the age of 38 of tuberculosis
Vygotsky Key Principles
 Children construct knowledge
 Learning can lead development
 The Zone of Proximal Development
 Development cannot be separated from the social
context
 Language plays a central role in mental development.
Vygotsky
 Zone of Proximal Development
“The zone of proximal development of a child is the
distance between [a child's] actual development level as
determined by independent problem solving and her level
of potential development as determined through problem
solving under the guidance or in collaboration with more
capable peers (Vygotsky, 1978, pg. 86)."
Vygotsky
 Children learn through assistance and imitation
 Assistance can take the form ofscaffolding techniques or
leading questions (Norton & D’Ambrosio, 2008)
 Imitation is not the result of “persistent training” that
results in meaningless mechanical actions or “habits”
“To imitate, it is necessary to possess the means of
stepping from something one knows to something new”
(Vygotsky, 1986, p. 188)
 Imitation can be generalized or transferred to new
situations
Example of Kenji’s ZPD: How to find
the surface area of a cylinder?
Kenji: I’m not sure.
Ana: Well, first you find the area of the base and the top, pi
r squared.
Kenji: Right, pi r squared. Times 2 because there are two of
them.
Ana: And then you unroll the cylinder to make a rectangle.
Kenji: And the area of the rectangle is length times height.
Ana: Yeah, and the height is h, and the length is 2 pi r.
Kenji: So the area is 2πr2 + 2πrh.
Lave & Wenger (2009)
Situated Learning: Legitimate Peripheral Participation
 Learning is the act of participation in a community
 All learning is situated: even conceptual understanding
must be contextualized to be understood
 “Legitimate” describes a sense of belonging: there can
be no “illegitimate participation”
 “Peripheral” indicates a diversity of participation levels
 “Participation” indicates the social aspect of involvement
 Experience and learning are mutually constructive and in
constant interaction: the distinction between internal
and external is artificial
Lave & Wenger: Examples of LPP
Yucatec midwives pass their trade on through family
lines: daughters of midwives are not formally trained,
but accompany their mothers as the mothers carry
out their practice. Once a daughter has had a child of
her own, she takes on more responsibilities, ranging
from running errands, collecting materials, and being
present for births and exams.
Lave & Wenger: Examples of LPP
Gola tailors have a formal apprenticeship relationship with
the master tailor. Apprentices start with maintenance
tasks, such as preparing a sewing machine. Their training
typically takes the reverse form of the garment: they begin
with finishing tasks such as ironing the garment and sewing
on buttons, and the final task they learn is cutting the
fabric, which has the most potential loss.
Yackel & Cobb (1996)
 Emergent Perspective
Questions
 What are some of the differences between individual
learning theories and social learning theories?
 How important do you think language is for learning?
What are some of the benefits and drawbacks of
language? How can those obstacles be navigated? What
special implications are there for language learners?
 Give an example of a ZPD. How can you see the
enactment of this theory in a classroom?
 How does legitimate peripheral participation relate to a
classroom setting?
Observations
Exit Card Reflections
Rate your level of participation
today (0-3)
Name one thing that you learned
today/ positive comment
Name one thing you are struggling
with or would like to know more
about/less positive comment