1. Psychological, sociological & philosophical perspectives on student learning.
EDFGC 5807 Theory and Practice of Learning and Teaching
Week 4
Wednesday 22nd March 2017

2. Task 1 Peer Teaching Activity Group 3 Wednesday 22nd March 2017
Student’s Name
Educational Theorist
Presentation Time
Jared Daniel
Jerome Bruner
Brendan Wright
Robert Gagne
9.55 – 10.05
Caitlin O’Leary
Carl Rogers
10.10 – 10.20
Georgia Evans
Martin Luther King
10.25 – 10.35
Joel Braybrook
Donald Schon
10.40 – 10.50
Xavier Walsh
David Merrill
10.55 – 11.05
Tom Dibble
Ken Robinson
11.10 – 11.20

3. What have we learnt?
Complete a PMI about the presentations (individually)
Discuss (groups of 4)
Share

4. Important Educational Theorist
Benjamin Bloom (1913 – 1999)
Educational Psychologist who focussed his research on students cognitive learning domain. He classified learning behaviours to understand how knowledge is absorbed.
He classified learning into three domains:
Cognitive (intellectual level: how ideas and thoughts are organised)
Affective (emotions, interests, attitudes, attention and awareness)
Psychomotor (motor skills, physical abilities)

6. Revised domains (Lorin Anderson & David Krathwohl 2001)

8. Educational Theorist: Benjamin Bloom

9. Links between Howard Gardner’s Multiple Intelligences and Bloom’s Taxonomy
Look at the comparison chart (McGrath & Noble, 2005)
Complete Multiple Intelligences Checklist

10. Lev Vygotsky Lev Vygotsky (1896-1934)
He developed a sociocultural approach to cognitive development.
Vygotsky was also interested in the role of social interaction on cognitive development and argued that development first takes place socially.  That is, children observe parental behavior, listen to parents' speech, and then try to imitate them.  As children practice through imitation, parents will guide children, correct them, and provide challenges.  Through child-centered play, children take on different roles and try out different language uses, all of which help them on the journey from being externally regulated to internally regulated in cognition.  Through play, children become more competent in their language use and begin to regulate their own thought processes.

11. Vygotsky’s Zone of Proximal Development
Vygotsky proposed that a child's performance differs between instances in which he tries to solve a problem alone and when another child or adult assists the child.  He refers to this difference as the "zone of proximal development."  How does this relate to play?  If a child is learning to complete a task, such as building a bridge with blocks, and a more competent person provides assistance, then the child is able to move into a new zone of development and problem solving.  Vygotsky refers to this process of assisting as "scaffolding," which helps bridge the difference between a child's current level of problem-solving and his potential for more complex problem solving.

12. Zone of Proximal Development.

13. Applying Vygotsky in the classroom
Read article: Applying Vygotsky in the classroom (Aubrey & Riley, 2016)
Discuss
Think of an activity that demonstrates the ZPD
Share

14. John Hattie https://www.youtube.com/watch?v=rzwJXUieD0U
Why are so many of our teachers and schools so successful?