类别 全部 - play - development - scaffolding - strategies

作者:Suyay Bivanco 3 年以前

125

SUJETO I

Vygotsky's theories emphasize the critical role of social interactions and cultural tools in the development of children's cognitive abilities. He introduced concepts such as the Zone of Proximal Development (

SUJETO I

SUJETO I

How children learn

creating motivated learners
effort: success
developmental and individual differences
create an environment according each particular case
practice
to be expert
learn through real life situations
meaningful learning

new knowledge can be transferred to real life situations

understanding rather memorization
critical thinking
explanation

understanding

the nwe knoledge can be applied to other situations

restructuring prior knowledge
it is necessary to get involved in the new task
engaging in self-regulation and being reflective
learners monitor their learning
Being strategic
strategies improve learning
relating new information to prior knowledge
use of the prior knowledge to understand new information
meaningful activities
activities related to real life

authentic context

social participation
cooperative work

children learn by internalizing habits, activities, ideas of the members of their communities

active involvement
allow students to explore
challenging environments

Logatt

The learning process
The factors

facilitate

a sense of what we learn

a fraternal atmosphere

an enriched environment

a positive emotional state

limitate

the context selected

enriched / empoverished

the historical time we are going through

other people's life experiences

personal life experiences

the biology of each brain

the brain's biology of each species

any change in behaviour that can be generated fgrom knowledge, practise or life experience

Explicit

Entirely voluntary

Requires selective attention

cognitive-executive learning

search of knowledge

conscious

unconscious

Implicit

Authomatic / easy to acquire

executive-emotional learning

Teaching young learners to think

ways to help kids to learn
develop a sense of belonging
encourage cooperative learning
evaluate their progress
how to set goals
to teach kids to control their behaviour
a sense of I can
keep kids motivated and willing
make sure kids understand what is requiered
show a clear intention
convey a purpose in each activity
the teachers'role
to help

kids to develop thinking habits

responding to challenges

of problem solving

to plan

appealing lessons

strategies to challenge kids

to enourage

using li2

participation

to motivate

cheering up when kids make mistakes

provoke a feeling of "I can" on kids

Montessori

teachers' role
observer
controller
facilitator
environment
favourable and structured
provide kids with choices and freedom to become individual and creative
kids develop

responsible for their own learning

decision makers

self-indipendence

self-confidence

self-respect

self-control

stages of child's development
adulthood

eighteen to twenty-four

abstract thinking

twelve to eighteen

a concious mind

six to twelve

an absorbent mind

birth to six

Brunner

the teacher's role
to assist children to develop deeper understanding and encourage them to reflect and revisit previous knowledge
Scafolding
The teacher should know when to help, how to motivate and know the individual needs of each child
Three modes to develop experiences into learning
Symbolic: where children can understand abstraction, language and reason
Iconic: happens when children can comprehend images, pictures and number
Enactive:relates to where children do things for themselves through action and play
spiral curriculum
knowledge is refreshable and needs revisiting
From cognitive to construct to culturalism

Vygotsky

the importance of play
ZPD

Scaffolding

culture/environment
to understand the world

shape cognitive development

'tools' of language, numbers and symbols

should be introduced at school

social in nature

historical process

social constructivism
animals are different from humans