Classroom Interaction And Social Learning From Theory To Practice Pdf
File Name: classroom interaction and social learning from theory to practice .zip
The curriculum is one of the most effective tools for bridging the gap between education and development.
- Most influential theories of learning
- Social learning (social pedagogy)
- Looking for other ways to read this?
The system can't perform the operation now.
Social Learning Theories. He who loves practice without theory is like the sailor who boards ship without a rudder and compass and never knows where he may cast. In this chapter we provide an overview of the major learning theories that influence the development of social learning activity, culture, and research. For each theory we focus on the environment or the context in which learning takes place, and the constraints and facilities provided through that context.
Most influential theories of learning
K-2 , , , A video course for K teachers; 13 half-hour video programs, print guide, and website. This video-based course is an exploration of learning theory — appropriate for grades K and all subject areas — for the training of preservice teachers and the professional development of inservice teachers. Hosted by Stanford University professor Linda Darling-Hammond, the 13 half-hour programs illustrate a variety of learning theories with applications to classroom practice. A website and print guide supplement the videos, with background readings, questions for discussion, and ongoing assignments that bring theory into practice. Participants in the course will explore learning theories, examine their own teaching, and discuss applications for classroom practice.
Social learning (social pedagogy)
Social Learning Theory SLT is a theory of learning and social behavior which proposes that new behaviours can be acquired through observation and imitation. When a particular behaviour is rewarded regularly, it will most likely persist; conversely, if a particular behaviour is constantly punished, it will most likely desist. Bandura  developed a four-step pattern that combined a cognitive view and an operant view of learning. In essence, the individual notices something in the environment, the individual remembers what was noticed, the individual produces a behavior, and the environment delivers a consequence e. The further view of Bandura that consequences can be learned vicariously and behaviors thus shaped, lends substantial credence to applying SLT to managerial case education. Within the managerial literature, SLT has been offered as a theoretical foundation for understanding both organizational behavior and strategic management. SLT developed into the Social Cognitive Theory SCT in and posits that learning occurs in a social context with a dynamic and reciprocal interaction of the person, environment, and behavior.
Not a MyNAP member yet? Register for a free account to start saving and receiving special member only perks. Whereas the previous chapter reviewed cognitive aspects of literacy and content learning, this chapter examines research related to a variety of social factors involved in school learning. It is clear that children may arrive at school ready to learn in a number of different ways. One way is to have high levels of language, emergent literacy, and world knowledge acquired at home or in preschool. Equally important, though, is readiness in the emotional, social, and motivational realms: the ability to adapt to the new constraints of the classroom, the social skills that are needed to participate effectively in classroom discourse, and the self-esteem and sense of agency required to work hard and learn intentionally.
Vygotsky argued, "that language is the main tool that promotes thinking, develops reasoning, and supports cultural activities like reading and writing" Vygotsky As a result, instructional strategies that promote literacy across the curriculum play a significant role in knowledge construction as well as the combination of whole class leadership, individual and group coaching, and independent learning. Moreover, teachers need to provide the opportunity to students for a managed discussion about their learning. Discussion that has a purpose with substantive comments that build off each other and there is a meaningful exchange between students that results in questions that promote deeper understanding. Discussion-based classroom using socratic dialogue where the instructor manages the discourse can lead each student to feel like their contributions are valued resulting in increased student motivation. The teacher, or local topic expert, plays the important role of facilitator, creating the environment where directed and guided interactions can occur. Many other educational theorists adopted Vygotsky's social process ideas and proposed st rategies that foster deeper knowledge construction, facilitate socratic student discussions, and build active learning communities through small group based instruction.
Looking for other ways to read this?
Social learning social pedagogy is learning that takes place at a wider scale than individual or group learning , up to a societal scale, through social interaction between peers. It may or may not lead to a change in attitudes and behaviour. Social learning is defined as learning through the observation of other people's behaviors. It is a process of social change in which people learn from each other in ways that can benefit wider social-ecological systems. Different social contexts allow individuals to pick up new behaviors by observing what people are doing within that environment.
Discourse and Education pp Cite as. This article traces two phases of development in classroom interaction analysis research over the past nine decades, from the early roots —s to the developments from the s to the present. The article presents telling cases that are designed to make visible how different logics of inquiry guiding particular lines of inquiry have led to different understandings of the complex relationships of classroom interactions and the situated nature of learning s.