343%20 engaged%20learning1

343%20 engaged%20learning1

• 1.
  Engaged Learning: Cooperation andCommunity CHDV 343
• 2.
  Beyond Vygotsky, Piagetand IPModel  The concept of “culture” and cognitive functioning.  The social systems that influence development and cognitive E WORK OF URIE BROFENBRENNER ; 1989-2000)
• 3.
  The Bio-Ecological Model ofHuman • BIO= Human beings bring their Development biological selves to the developmental process. • ECOLOGICAL = the recognition that the social contexts in which we develop are ECOSYSTEMS.
• 4.
  The Theory  “Ecologicalsystems theory views the child as developing within a complex system of relationships affected by multiple levels of the surrounding environment.”  “Bio-ecological” model (Bronfenbrenner & Evans, 2000).
• 5.
  ALL RELATIONSHIPS ARERECIPROCAL (they flow in both directions)
• 6.
  MICROSYSTEM (a) specific physical and The innermost material elements, (b) face- level, the to face interactions with microsystem other people (parents, consists of teachers, friends) who have activities and interaction particular personalities, patterns in temperaments, and belief the child‟s systems. immediate surroundings
• 7.
  Home in relationto MESOSYSTEM school, neighborhood in The second relation to social life. level of the model, the mesosyste m spans the Does the peer group connections contradict or support the between parent‟s belief system? microsyste ms.
• 8.
  EXOSYSTE M Religious institutions, The exosystem is parents‟ social networks, made up of health and welfare services social settings that in the community, parents‟ do not workplace. include children directly but affect their experiences in immediate settings.
• 9.
  MACROSYSTEM The macrosystem is Consider the effects of the made up of historical feminist movement. events, cultural values, laws, The establishment of customs and resources. educational A general policies, children‟s welfare cultural policies. “blueprint” that structures the activities and values occurring in lower levels.
• 10.
  Chronosyst em The birth of siblings, moving The to a new neighborhood chronosyst em captures the temporal dimension of the model.
• 11.
  IMPLICATIONS FOR COGNITIVE DEVELOPMENT AND TEACHERS (1)The relationships (2)There are between systems are DYNAMIC FORCES RECIPROCAL that affect individual development (3) The Micorsystem and Mesosystem in relation to socio- cognitive development.
• 12.
  IMPORTANT MICROSYSTEMS  FAMILY  SCHOOL (school culture, teaching styles)  (Nuclear family, blended family, divorce, parenting styles)  BAUMRIND (1991)  PEER GROUPS (peer-  Authoritarian = parental culture, peer power and a detached aggression, bullying) attitude.  Instrumental Aggression =  Permissive = limited control no clear intention to cause and love and affection. harm.  Authoritative=high levels of  Hostile Aggression: both warmth and achievement demands. bold, direct actions intending to harm (a)  Rejecting-neglecting=a Overt, (b) relational disengaged style. WHY ARE THESE IMPORTANT TO COGNITIVE DEVELOPMENT AND LEARNING?
• 13.
  ENGAGING SCHOOLS  “Althoughlearning involves cognitive processes that take place within each individual, motivation to learn also depends on the students‟ involvement in a web of social relationships that supports learning.”   “Thus, a focus on engagement calls attention to the connection between a learner and the social context in which learning takes place.”
• 15.
  TWO CRITICAL CONCEPTSFOR ENGAGED LEARNING  Collaboration  Cooperation  A philosophy about how to deal with people  A philosophy of how to that respects work with others to differences, shares attain a shared goal. authority and builds on  the knowledge of  „The majority of studies others. indicate that cooperative groups have positive effects on students'  See Ch. 9, p. 323 empathy, tolerance of differences, feelings of acceptance, self- confidence and even school attendance.‟
• 16.
  Basic Characteristics ofCooperative Learning  Group Work  Integral parts of group work: (i) Argumentation,  (ii) Elaboration/interpretation/explanation,  (iii) Appreciation of multiple perspectives.  (i) SOCIAL SKILLS, (ii) TEAM BUILDING GOALS, (iii) INDIVIDUAL ACCOUNTABILITY
• 17.
  Preparing Students forCooperative Learning DAVID AND ROGER JOHNSON (1999)  Five elements define true cooperative learning groups:  1. Face-to face interaction  2. Positive interdependence  3. Individual Accountability  4. Cooperative skills  5. Group Processing  Australian research in grades 8 -12 indicates that in science, math and English students learned more in such groups.
• 18.
  • CULTURAL • FAMILY/TE BELIEFS ACHERS/PE affect what is ERS acceptable Influence and non- norms and acceptable values about school achievement. SOCIAL COGNITIVE PROCESSES IN LEARNING LEARNING • SCHOOL COOPERATIVE COMMUNITY LEARNING COLLABORATION • INDIVIDUAL Learning can be CHARACTERISTIC developed in S AND THE cooperative groups DEVELOPMENT through rehearsal OF SOCIAL SKILLS and elaboration . (IPM), • Respect for disequilibrium differences, and (Piaget) or conflict resolution scaffolding mechanisms. (Vygotsky).