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Assumption

The document discusses different perspectives on learning and development, including: - A developmental perspective which views learning as occurring in stages as thinking becomes more complex, with assumptions that teaching follows a sequence and individuals differ in development. - A social cognitive perspective where learning can occur by observing models and being motivated by goals and reinforcements. - A constructive perspective where learners build new knowledge based on experiences and prior knowledge through social interaction, with the teacher guiding understanding of preexisting concepts.

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69 views3 pages

Assumption

The document discusses different perspectives on learning and development, including: - A developmental perspective which views learning as occurring in stages as thinking becomes more complex, with assumptions that teaching follows a sequence and individuals differ in development. - A social cognitive perspective where learning can occur by observing models and being motivated by goals and reinforcements. - A constructive perspective where learners build new knowledge based on experiences and prior knowledge through social interaction, with the teacher guiding understanding of preexisting concepts.

Uploaded by

suzette
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Developmental Perspective

 In theories of learning, they can also be be seen in a developmental perspective.

 Similar to Piaget’s theory, Neo-Piagetian theories believe in constructivism,

 assume cognitive development can be separated into different stages with qualitatively
different characteristics,

 and advocate that children’s thinking becomes more complex in advanced stages.

 There are underlying assumptions in the developmental perspective.

 Assumption 1: Teaching follows a developmental sequence wherein a learner can


assimilate or absorb information according to their age level

 Along with this are the concerns relative to the sequencing of concepts and even the
teaching of skills. E.g from ‘be’ verbs to constructing a sentence

 Assumption 2: How cognitive change takes place. The assumption gives attention to the
individual change in cognitive dev’t and that dev’t changes may occur throughout the
lifespan

 Jean Piaget’s CD preoperational stage, children begin to engage in symbolic play and
learn to manipulate symbols.

 develop the concept Egocentrism, this is when a child see’s everything in their own point
of view.

 Concrete operational kids develop logical thought and are ready to learn how to think
more abstractly and hypothetically.

 Formal Operational Stage Children can think about abstract and theoretical concepts
and use logic to come up with creative solutions to problems.

 Knowledge construction is a collaborative process that aims to produce new


understanding. Teachers help students to understand.

 Learners' work with their knowledge in a way that they link their new knowledge to their
existing knowledge base

 Examples of Developmental theories:
Psychosexual Theory.
Psychosocial Theory.
Behavioral Theories.
Cognitive Theory.

 Assumption 3: This means that individuals differ in cognitive development whether in self-
understanding, system processing, and in scientific, mathematical and verbal abilities.

 Remember the 5 factors that cause student diversity:


✔Ability- refers to one’s capacity in doing something that tells if a task is done well, better,
or excellent.

✔Aptitude- refers to one’s natural ability or talent


✔ Interest- refers to one’s preference or inclination
✔ Family and Cultural Background- refers to one’s upbringing and
the influences brought by his/her surroundings.
✔Attitude- refers to one’s behavior and personality.
✔Multiple Intelligence-Linguistic, Logical/Mathematical, Spatial, Bodily-Kinesthetic,
Musical, Interpersonal, Intrapersonal, and Naturalist.
✔Learning Styles- Auditory/ Visual/ kinesthetic/ Reading and writing

Social Cognitive Perspective

 Theories of learning are also viewed in what we call social cognitive perspective

 The social cognitive theory says that people can learn how to behave by watching
and interacting with others.

 Key assumptions in SCT:

✔Learners can acquire new behaviors and knowledge by simply observing a model.
A model is a person who demonstrates behavior for someone else.

✔ There's also an assumption of goal-directed behavior. They are motivated to


accomplish those goals.

✔Reinforcements can also be either direct or indirect. Direct reinforcements are an


immediate consequence of a behavior that affects its likelihood, such as getting a
paycheck for working (positive reinforcement).

✔Indirect reinforcements are not immediate consequences of a behavior but may


affect its likelihood in the future, such as studying hard in school to get into a good
college (positive reinforcement)

Constructive Perspective

Constructivism

 As events occur, each person reflects on their experience and incorporates the new
ideas with their prior knowledge.

 Learners develop schemas to organize acquired knowledge.

 When we encounter something new, we have to reconcile it with our previous ideas
and experience

 The theory of constructivist learning is vital to understanding how students learn.

 As an educator, it is important to understand the theory of constructivist learning.

 Each student that enters your classroom has a different perspective on life that has
been created by their unique experiences and it will have a great impact on their
learning.

 Constructivist teachers encourage students to constantly assess how the activity is


helping them gain understanding

 it usually means encouraging students to use active techniques (experiments, real-


world problem solving) to create more knowledge
 The teacher makes sure she understands the students' preexisting conceptions, and
guides the activity to address them and then build on them.

Sociocultural

 describes learning as a social process and the origination of human intelligence in


society or culture.

 emphasizes that children learn through social interaction that include collaborative
and cooperative dialogue with someone who is more skilled in tasks they're trying to
learn. These someone are called (MKO) or More Knowledgeable Others.

 Zone of Proximal Development (ZPD) Defined as the space between what a learner
can do without assistance and what a learner can do with adult guidance or in
collaboration with more capable peers.

 The term “scaffolding” represents the ZPD, refers to a method in which teachers offer
a particular kind of support to students as they learn and develop a new concept or
skill

MOTIVATION

 Included in constructivist perspective is motivation.

 Under motivation, we have the attribution theory

 Attribution theory is concerned with how individuals interpret events and how this
relates to their thinking and behavior.

 Attribution theory has been used to explain the difference in motivation between high
and low achievers.

 high achievers will approach rather than avoid tasks due to high ability and effort
which they are confident

 On the other hand, low achievers avoid success-related chores because they tend to
doubt their ability

 For example, students who experience repeated failures in reading are likely to see
themselves as being less competent in reading.

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