Joe Bloggs in Society
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Joe Bloggs in Society
This book has separate section on research to put forward the case of constructivist theories. As constructivist theories see learning as a social product where coordination and collaboration play important role. Social interaction between teacher and students and even among students have positive effects on learning outcomes. Social and emotional issues in classroom too can effect learning levels of students. In a socially constructed classroom, the underpinning claim is that human beings can either be passive or alienated by the social context or they can be proactive and engaged. The intrinsic motivation, self-regulation, and well-being sustained by a positive social context to learning can be enhanced through the social structures of the classroom, which can be fostered by the teacher. The findings of Deci and Ryan have led to idea that three innate psychological needs: competence, autonomy and relatedness. When these are satisfied in a classroom, enhanced self-motivation and social-wellbeing are likely to follow.
In chapter third, which is devoted towards explaining social learning theories, authors have tried to identify their linkages to classroom. The work Vygotsky, Bruner, Bandura and Lave and Wenger have been contextualized. As authors believe that learning is a social activity, implications of various social constructivist theories have been explored in this chapter. In socio-cultural perspective of Vygotsky, learning happens at two level or plane: first at inter-psychological/social level and then intra-psychological/internal plane. Students perform well when they are helped by teachers in reaching to right conclusions. Every children has an exclusive zone of proximal development. It is the responsibility of a teacher is to recognize students’ zone of proximal development and plan accordingly. Below are important considerations from the work of Vygotsky to be borne in mind when planning for learning and when teaching:
This book has separate section on research to put forward the case of constructivist theories. As constructivist theories see learning as a social product where coordination and collaboration play important role. Social interaction between teacher and students and even among students have positive effects on learning outcomes. Social and emotional issues in classroom too can effect learning levels of students. In a socially constructed classroom, the underpinning claim is that human beings can either be passive or alienated by the social context or they can be proactive and engaged. The intrinsic motivation, self-regulation, and well-being sustained by a positive social context to learning can be enhanced through the social structures of the classroom, which can be fostered by the teacher. The findings of Deci and Ryan have led to idea that three innate psychological needs: competence, autonomy and relatedness. When these are satisfied in a classroom, enhanced self-motivation and social-wellbeing are likely to follow.
In chapter third, which is devoted towards explaining social learning theories, authors have tried to identify their linkages to classroom. The work Vygotsky, Bruner, Bandura and Lave and Wenger have been contextualized. As authors believe that learning is a social activity, implications of various social constructivist theories have been explored in this chapter. In socio-cultural perspective of Vygotsky, learning happens at two level or plane: first at inter-psychological/social level and then intra-psychological/internal plane. Students perform well when they are helped by teachers in reaching to right conclusions. Every children has an exclusive zone of proximal development. It is the responsibility of a teacher is to recognize students’ zone of proximal development and plan accordingly. Below are important considerations from the work of Vygotsky to be borne in mind when planning for learning and when teaching: