exam stuff

All subjects need ICT…what is it useful for? It can be a cognitive tool
Constructivism= our knowledge is built on other knowledge
Social constructivism= other people affect us too in our learning
CREATE
APPLY
EVALUATE
SYNTHESIZE
ANALYZE
DESCRIBE

Blogs can be seen by anyone, no one controls them.
On the web you need to cross-reference as things may be wrong
NOW facilitator learned, observable, visual, try and see, spontaneous, learner makes choices.
THEN teacher learned, provable verbals, sit and listen, chalk and talk, structured
We don’t know what it means to be a good teacher
BLOOM’S TAXONOMY is not sequential

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Piaget cognitivist
Develop towards increasingly complex levels of organization
Studied development of knowledge
Assimilation, accommodation, adaptation equilibrium
Stages are the same in all children
1. Sensori- motor 2 years
Primary circular- repetition
Secondary circular- more interest
Tertiary- changing things
18 months mental representation – remembering something that’s not there.
2. pre-operational 2-7 years
Uses symbols, can play and remember
3.Concrete operations 7-11 years
Conservation and classification by size.
4. Formal operations 12 years
Hypothetical thinking
Conjunction/ disjunction/ implication/ incompatibility
Children can’t do things until mature enough…cognitive constructivism
Intelligence= adapting to the environment
We need equilibrium between environment and scheme (logical mental structure)
People actively construct knowledge
Interactionism= interaction between heredity and environment

GLASSER
All behaviour is chosen. Not chemical imbalance or unconscious conflict. It is choice not mental illness in response to dissatisfying relationships. Brain chemistry changes with different choice not the other way round.
Total behaviour acting, thinking, feeling and physiology. Strong imaginations.


BRUNER
People interpret the world according to similarities and differences.
2 modes of thought Narrative (sequential, detail-driven) and Paradigmatic (mind transcends particulars to categorize.
3 Modes of representation
Enactive
Iconic
Symbolic
Anything can be learnt at any age if the order is right.
Narrative is a cultural product= language and symbolic system. The mind structures reality through mediation.
Diachronicity
Particularity
Intentional state
Hermaneutics
Canonicity and breach
Referentiality
Genericness
Normativeness
Context sensitivity
Narrative accrual
In order to go beyond information given people think. Learning can happen by thinking without accompanying behaviour.
Man’s growth is related to evolution (hands)
Instrumental Conceptualism: much of what we know cannot be tested.
Man grows by internalizing ways of acting, imagining and symbolizing in culture.
Information is processed rather than constructed, we give things meaning
Gradually memory is being externalized which has changed how we think, remember and communicate.
BRUNER’S EDUCATIONAL THEORY
1. Value- must be worthwhile knowledge
2. How is knowledge different from a belief, mistake or lie.
Knowledge is an “internalizing of tools that are used within the child’s culture”. A lie is anything that takes away from learning.
3. There are no limits to the potential of the human to learn and grow.
4. Learning is and active, social process in which students construct new ideas based on their current knowledge.
It is a continual process, spurts and rests. Related to the environment not to age.
5. Theory of transmission: who teaches? Everyone.
6. Culture enables individuals to make sense.
7. Opportunity: everyone could learn
8. Consensus: who says what is true?
9. Intuitive: you don’t have to learn sequentially… leaps.
10. Interest in the subject is the best motivation.
TO INSTRUCT SOMEONE ISNOT A MATTER OF GETTING HIM TO COMMIT RESULTS TO THE MIND. RATHER IT IS TO TEACH HIM TO PARTICIPATE IN THE PROCESS THAT MAKES POSSIBLE THE ESTABLISHMENT OF KNOWLEDGE. TO TAKE PART IN THE PROCESS OF GETTING KNOWLEDGE. KNOWING IS A PROCESS NOT A PRODUCT.
HUMAN MENTAL ACTIVITY IS NEITHER SOLO NOR CONDUCTED UNASSISTED EVEN WHEN IT GOES ON INSIDE THE HEAD.

VYGOTSKY
Learning is a collaborative process
Motivation is both extrinsic and intrinsic.
Team work (4 or 5)
No clear separation between social and individual development.
Meaning is constructed by the subject.
Education is primarily for the ruling class.
Internalization, semiotic mediation, zone of proximal development…. This is true for all students. Normal and abnormal.

3 General themes
a) generic development
b) higher mental function emerges out of social process children born with elementary nervous system and it develops and is transformed through interaction
c) cultural/ mediational tools shape human social and psychological processes. “ The central fact about our psychology is the fact of mediation”. External and internal are connected. Literacy instruction
1. comprehension (prediction, make inferences)
2. word identification
3. Text structure ( main points of story)
Metacognition (thinking about thinking) is important

Higher mental processes are mediated by tools: symbols, material or other human
When a human can decontextualise learning semiotic potential is realized. We can then extricate concepts and put learning to new use.
Language is changed by a process of internalization. Every function appears twice in a child’s cultural development… on a social level and then psychological level.
Egocentric speech and inner speech. Language enables people to organize their thoughts. “ In inner speech words die as they bring forth thought. Inner speech isto a large extent thinking in pure meaning.”
The Zone of Proximal Development
“In order to subject a function to intellectual and volitional control we must first possess it.”
The ZPD defines those functions that we have not yeat matured but are in the process of maturation, in an embryonic state. We need empathy to help someone work from their ZPD to execute an action alone.
Intelligence does not have an innate and quantifiable nature. Levels of IQ can be changed by instruction… higher level IQs drop with schooling, lower levels increase.
ALL individual development occurs through mediation in activity and learning leads to development. Scaffolding is the process by which someone is supported to work in the ZPD
Once a new skill can be put in a different context it has become decontextualised.
3 Elements are needed to ensure learning takes place.
A) active learners
B) active teachers
C) active social environment….Strictly speaking you cannot educate anyone else. Learning is an internal process.
Teacher is the railway track whose purpose is to enable railway carriages to travel freely in the direction of their own movement.

BLOOM’S TAXONOMY Developed by 1956..relevant still?
Knowledge- involves the recall of specifics and universals, methods and processes
Comprehension- represents the lowest level of understanding (not lowest level of learning but of understanding) and involves translation, interpretation and extrapolation
Application- the use of abstractions in particular and concrete situations
Analysis- is the breakdown of a communication into its constituent element so that the hierarchy is made clear.
Synthesis- the putting together of elements to form a whole
Evaluation- judgements about the value of material and methods for given purposes
Useful for writing objectives, we can see if something is suitable for certain students according to their age.
Useful for assessment structuring. Is it just recall, or actually the intended learning.
Higher Order Learning..application, analysis, synthesis, evaluation
Lower Order Learning knowledge, comprehension
In general deep learners are excited about learning, and connect up different areas of learning. Surface learners focus on unrelated parts of the task, treat tasks as an imposition, simply memorise info to perform well in assessment.
It is to do with Mastery Learning, Any one can learn anything given the time. Take your time, not Hurry up!
Domains of Learning
Affective- feelings, preferences and values
We learn often when we feel strongly about something
Cognitive
Psychomotor- physical and perceptual activities and skills.
What is more important? Depends on what you are doing.
The home environment makes a huge difference on a student (individually considered, not from the family)
Education is a process which is an attempt to realize human potential.
Learning is influenced by opportunity and effort.
Speed is not the issue, mastery is!
Speed is the problem as not everyone takes the same amount of time to learn something…

Bertrand Russell
No man can be a good teacher unless he has feelings of warm affection toward his pupils and a genuine desire to impart to them what he himself believes to be of value.

Multiple Intelligences
Linguistic
Logical-mathematical
Musical
Spatial
Bodily-kinesthetic
Interpersonal
Intrapersonal
Naturalist
Fundamental questioner
We all possess all these intelligences… humans are defined by them.
Musical experiences may enhance spatial capacities. The brain is modular and areas develop for specific purposes. The more types of learning we use the more students we can reach….It is a tool not a goal. We don’t have to teach each subject in 8 ways.
Judging capacities needs to be expanded, creativity, wisdom or morality need to be included too.
Real life demonstrations rather than proxy instruments.


CONNECTIVISM A learning theory for a digital age
Many people will change jobs in fields over life
Informal learning is significant
Knowledge is doubling every 18 months and obsolete really quickly.
Learning is a continual process
Technology is rewiring our brains
Knowledge management is more important
Technology means we don’t need to know so much
Know- where is more important than know-how or know-what
We need to be concerned with the value of what we are learning. We can’t expect to experience as much as we need to learn…we learn from everyone around us.
Chaos is a new reality…a cryptic form of order. The learner’s challenge is to see patterns which appear to be hidden and to adjust as things change. Self-organization is necessary.
How people learn is altered when new tools are used.
BEHAVIOURISM
Drill and skill repetition
Skinner Knowledge is a repertoire of behaviours
Continual positive reinforcement is important as without themlearned responses will become extinct. Proven effective for teaching foreign language vocabulary!
Knowledge is passively absorbed
Learning is unknowable, we don’t know what is going on inside someone
Observable behaviour is more important than understanding internal activities
Behaviour should be focused on simple elements
Learning is about behaviour change

COGNITIVISM COGNITIVE CONSTRUCTIVISM
Piaget
Motivation largely intrinsic
Learners actively construct knowledge by testing theories
Computer processes as model
Learning is a process of inputs, managed in short-term memory and coded for long-term memory
Knowledge is symbolic mental construct in the learner’s mind, learning is committing symbols to memory
Students monitor their own learning
CONSTRUCTIVISM
Learners create knowledge as they attempt to understand their experiences. Learners actively attempt to create meaning. Learners select their own learning. Life is messy!

Generally learning happens within people…how about organizations and when it is stored in technology.