Learning as a social act

Socio-cultural
Socio-cognitive Differences

1. Learning in an academic Triadic reciprocity model The socio-cultural approach of learning is based on
Socio-cognitive the mastery and internalization of social
environment is done through the
perspective: 1. States Socio-cultural perspective: interactions within one?s cultural environment to
observation and interaction with others.
that the 1. Afirms that the improve mental functioning
Enviroment: Is based on the acknowledgement of ackknowledgement of
2. Moreover, this model focuses on the physical setting and the people is individual or individuals are common
interaction between the environment, elements within the setting personal (non-shared). 2. and shared. 2. Is based on
personal characteristics and behavior. with which the individual Is based on the the interaction
observes and interacts abstraction of knowledge (interpersonal approach) 3.
(Intrapersonal approach). The teacher or expert is Evolutionary
3. It is fundamented in the Vygotsky and Zone of psychology and
Personal Characteristics: 3. The teacher or expert active. Proximal Development
observational model that is based on anthropology view
Students attend to a coping is passive.
attetion, retention, reproduction, and
model because they share
motivation. These processes are
similar characteristics, they
required for effective and correct might include academic
learning. ability, age, major, or gender. He defined as the difference between the
References: Black, S., & Allen, J. (2017). Part 5: Learning is a Social Act. The cognitive level of what one currently Proposes that collaborate learning leads to
understands and can do independently and the individual intellectual development and learning Appropriation: students learn
Behavior: open demeanor Reference Librarian, 59(2), 76?91. doi:10.1080/02763877.2017.1400932
potential cognitive level of what one can in three ways: appropriation, co-construction, strategies by observing others during
or positive attitude to learn. understand with support and guidance. and transformation of the apprehended joint activities
knowledge .

Scaffolding: how tutors support

Co-construction: different perspectives and
Types of model lerner?s ability to complete a task
A good guide needs: collaborating on a solution gives greater personal
and keep the learning.
meaning to what is being learned

(1) Recruit interest in and

adherence to requirements Transformation: the
of the task. transformation of a learner's
reasoning from collaborative
Coping model (2) Simplify the task by
Mastery model learning
reducing the number of
actions.

(3) To motive the learner

Is a way by which individuals to stay on task
through expertise and skill Is another way by which
have obtained a deep students learn through the
understanding and mastery of observation of their peers or (4) Mark critical features
colleagues activities. by accentuating the most
a subjetc (Ex. College
important points.
professors, content
specialists, among other.) (5) Control learner's
frustration.

(6) Demonstrate solutions