Transcript LEARNING: THE WHOLE PERSON IN CONTEXT

LEARNING:
THE WHOLE PERSON IN CONTEXT
28 January 2010
The Theories Compared
Be h avi ori sm
Not able
T heorist s
Research
Met hod
C on stru cti vi sm
Watson (Early) Newell, Simon,
P iaget
T horndike,
Chi & colleagues and many
Skinner, etc.
current scholars
Comput er
Condit ioning simulation
Responsibility T eacher
for Learning
Means of
Learning
Key Concept
C ogn i ti vi sm
Expert /Novice
Input - Output
Reinforcement
Learner
Explorat ion
Cognit ive
conflict
Assimilat ion/
accommodation
C HAT
Vygot sky,
Luria, Cole,
Wert sch
Observat ion
Concept
format ion t asks
Learner/Ot hers
Appropriation&
t ransformat ion
ZP D
Scaffolding
Scope
Focus
Individual
Behavior
Individual
Cognit ion
Individual
Int ellect ual
development
Learning and
development
Be h avi ori sm
Not able
T heorist s
Research
Met hod
C ogn i ti vi sm
Watson (Early) Newell, Simon,
T horndike,
Chi & colleagues
Skinner, etc.
Bransford
Comput er
Condit ioning simulat ion
Responsibility T eacher
Expert /Novice
for Learning
Means of
Learning
Reinforcement Input - Output
Key Concept
C on stru cti vi sm
P iaget
and many
current scholars
Observat ion
T est s of
conservation
Learner
Vygot sky,
Luria, Cole,
Wert sch
Observat ion
Concept
format ion t asks
Learner/Ot hers
Appropriation&
t ransformat ion
Associat ion
Informat ion
processing
Explorat ion
Cognit ive
conflict
Assimilat ion/
accommodation
Individual
Individual
Individual
Behavior
Cognit ion
Int ellect ual
development
Scope
Focus
C HAT
ZP D
Scaffolding
Cult ure
Social Group
Individual
Learning and
development
Dimensions of Learning
MIND, BRAIN AND BODY
Cognition tends to be treated as preeminently an activity of the mind. But what
and where is the mind?
Descartes considered the mind to be of another order than the body. The
contemporary view rejects this “dualism” and tries to avoid talk about the mind as
separate from the body.
Mental activity involves and depends on all bodily systems, but the key organ is
the brain, which itself consists of many different interacting systems, such as
visual perception, control of body movement, reasoning, etc.
Recent research has shown:
 The functional organization of the brain and the mind depends on and benefits
positively from experience.
 Development is not merely a biologically driven unfolding process, but also an
active process that derives essential information from experience.
 Some experiences have their most powerful effects during specific sensitive
periods, while others can affect the brain over a much longer time span.
EMOTION
Emotion is “of eminent importance to educators as they work to prepare skilled,
informed, and ethical students who can navigate the world’s social, moral, and
cognitive challenges as citizens.”
 Emotional responsiveness to current body state and ongoing events, supported
by the emotional memory of previous events, directs attention and prepares and
orients the body and mind for action in the present.
 It is through early social/interpersonal experiences that the social influences of
culture come to shape learning, thought, and behavior.
 Without an emotional rudder, developed through experience-based learning in
social situations, people cannot make good decisions.
 Emotional processes are required for the skills and knowledge acquired in
school to transfer to novel situations and to real life.
 “Emotion is a basic form of decision making, a repertoire of know-how and
actions that allows people to respond appropriately in different situations.” In
conjunction with complex thinking and reasoning, it underpins creativity and
ethical decision making.
 BUT emotions aroused by events unrelated to classroom activities may make it
difficult for body and mind to give full attention to those activities.
Thinking, Feeling and Acting
[Thought] is not born of other thoughts. Thought has its
origins in the motivating sphere of consciousness, a sphere
that includes our inclinations and needs, our interests and
impulses, and our affect and emotions. The affective and
volitional tendency stands behind thought. Only here do we
find the answer to the final"why" in the analysis of thinking.
( Vygotsky, 1934/1987, p. 282)
MOTIVATION
Extrinsic and Intrinsic Motivation: Who’s in Control?
Extrinsic: Grades; Stickers; Teacher Approval; Rewards/Punishment; etc.
 What emotions are involved?
 What peer social relations are involved?
 What happens when there is no-one to distribute the rewards/punishments?
Is financial reward and/or social approval/disapproval enough to motivate?
Intrinsic: Being interested in topic or task; Taking on tasks that present realistic
challenges; Satisfaction in achievement; Autonomy and Efficacy; Recognizing
one’s own progress; Helping others when asked; etc.
 What emotions are involved?
 What peer social relations are involved?
 What long-term benefits accrue from developing intrinsic motivation?
CREATING AN IDEAL CLASSROOM
What Characteristics Would You Aim For?






