Skolens+konkrete+innhold

Gruppe 1 læring og utvikling presentasjon på seminar

Veruska:

Et oversiktelig skjema over de ulike læringsteorier og deres implikasjoner for klasseromsundervisning gjennom pedagogikkhistorien
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Models of teaching and learning
Cognitivism || Coconstructivism Socioculturalism ||
 * ||||~ **One-Sided Models** ||~ **Sociocultural Model** ||
 * ||~ **Curriculum-centred** ||~ **Student-Centred** ||~ **Teaching/learning Centred** ||
 * **Historical Roots** || Skinner, Pavlov, Thorndike || Piaget, Chomsky, Geselle, Rousseau || Vygotsky, Rogoff, Bruner, Hillocks, Dewey: //Child and Curriculum Experience and Education// ||
 * **Theoretical Orientation** || Behaviourism || Progressivism
 * **How learning occurs** || Transmission of knowledge: Teaching is telling || Acquisition of knowledge || Transformation of participation ||
 * **Implications for instruction** || Both teacher and student are passive; curriculum determines the sequence of timing of instruction. || Students have biological limits that affect when and how they can learn; teachers must now ‘push’ students beyond the limits. Knowledge is a ‘natural’ product of development. || All knowledge is socially and culturally constructed. What and how the student learns depends on what opportunities the teacher/parent provides. Learning is not ‘natural’ but depends on interactions with more expert others. ||
 * **Student’s role** || ‘Empty vessel’ || Active constructor || Collaborative participant ||
 * **Teacher’s role** || Transmit the curriculum || Create the environment in which individual learner can develop in set stages-implies single and natural course || Observe learners closely, as individuals and groups. Scaffold learning within the zone of proximal development, match individual and collective curricula to learners’ needs. Create inquiry environment. ||
 * **Dominant instructional activities** || Teacher lectures; students memorise material for tests || Student-selected reading, student-selected projects, discovery learning || Teacher-guided participation in both small-and large-group work; recording and analysing individual student progress; explicit assistance to reach higher levels of competence ||
 * **Who is responsible if student does not progress?** || The student: He can’t keep up with the curriculum sequence and pace of lessons or meet the demands of prescriptive school program. || The student: He has a ‘developmental delay’, a disability, or is not ‘ready’ for the school’s program. Often, family or social conditions are at fault. || The more capable others: They have not observed the learner closely, problem-solved the learner’s difficulty, matched instruction to the learner, made ‘informed’ decisions, or helped the learner ‘get ready’. ||