CHAPTER 7: Significance of Developmental and Socio-Cultural Dimensions of

Learning of Learning in Selecting Strategies and Methodologies

Presented by:
DOCTANA, Dwain
ROMERO, Caren
LAYA, Leah

GOAL OF THE DISCUSSION:

 Conceptualize the meaning of the topic keywords through series of definitions;

 Idealize the difference of Cognitivist Theories between Vygotsky’s Socio-

Cultural Theory;

 Enumerate the implications of learning dimensions as listed by Omrod (2015);

 Enumerate the strategies applicable as a teacher considers the socio-cultural

dimensions of learning;

 Brainstorm integrative ideas that shows conciousness in selecting applicable

strategies and methodologies in teaching a learner-centered classroom facilitation
(Facilitating Learner-Centered Teaching, see Intended Learning Outcome (ILO)
p. 63)

INTRODUCTION:

The previous chapter had explained the perspectives on creating a learner-

centered classroom through the specific approach provided in the socio-cultural theory of

learning proposed by Lev Vygotsky. From the latter part of the discussion, the class had

determined the varied perspectives of executing ideas of teaching supported by different

propositions.

In this discussion, the “teacher-learners” will identify given concepts and will try

to integrate given strategies as they visualize it upon implementing it in their actual class.

IMPOSITION OF THE SOCIO-CULTURAL DIMENSION OF LEARNING

 At this rate, Socio-Cultural Dimensions of Learning is deemed to become a new

perspective of teaching that proposes the concept of opposing to the primary topic of

cognitivist theories.

The two differ in the perception on learning. A cognitivist thinks that learning

takes effect only when a biological timeline of development is achieved; however, socio-

culturists, contradicts because they believe that learning is a matter of developing

learning.

Learning triggers development. With this being said, a learner-centered classroom

must focus on executing interactive tasks which will enable a learner to follow, imitate,

adapt, innovate, or develop another set of knowledge.

THE FUEL OF THE DISCUSSION

According to Vygotsky amd other contextual views in Omrod’s (2015) list, the

study of socio-cultural learning emerged a set of ideas that can take effect to effective

knowledge acquisition. The examples are all linked to a process of interaction and

learning cycle.

1. A teacher must introduce basic thinking tools that will enable learners to utilize

cognition by themselves. A good example is when students are exposed to

concept maps, findings keywords, looking definitions and such activities that will

let them create their thought and draw ideas with the tools. As they grow up

learning to utilize such tools, they will be able to outline a solution for their

problems;
2. Let students converse about their experiences because it will heighten their ability

to recall the idea being talked about and adjust themselves in the environment

brought by listening to other learners view, this also takes effect as a part of

molding the moral aspect of a learner;

3. Activities on socio-cultural learning can open a dimension of learning through

performances that will let the students engage in the activity that might likely

happen in the real life;

4. Collaboration with adults can bring advanced learning towards the learners.

Imagine a younger individual listening to his/her grandmother about the life in the

old generations. The learner absorbs past images from the older person whom

he/she speaks with thus an acquisition of knowledge

5. Challenging tasks can sharpen the ability of a learner however it should be

supported with learning aids. The learner is still facilitated.

6. Applications that can be downloaded for gadgets can be a way to let the learners

interact in a digital manner. Simulations as an example helps l;earner to idealize

and visualize the real life.

7. The intensity of work should be considered and scaled based on the cognitive

capacity of a learner. All teachings must start on basics to the intense.

8. Group learning is a dimension for learning wherein students can purely interact

with their peers and collaborate their thoughts in result to their own

comprehension to their learning.

ACTIVITIES SHALL BE PEER ORIENTED

As proposed by the mentioned theory, interaction can produce learning not just

for one mind but for the many. Interactions establish community of learners who are

predicted to value the teamwork as all individuals create their own meaning. A group

who are creating its own meaning is “engaged in DISTRIBUTED COGNITION”. This

means different minds outlines varied ideas wherein they can develop skills i\which are

vital for their living.

What Specific Activity Can I Do Then?

Now that we know that learning should be interactive (according to Lev), we shall

now enumerate some strategies following the socio-culture learning concept:

Class Discussion – although it is not necessary for students to answer with accurate

responses, it can let the students cognate along with his/her peers to think and exchange

ideas on a particular topic.

a. Focus on topics with wide choice of perspectives

For this activity to be effective, the teacher should ascertain that his/her learner

can cope up with the topic that he/she will present. An elementary student might

not be able to draw idea on the issue of TRAIN LAW however, a secondary

student can be squeezed to think on it,.

b. Students must have prior knowledge

Teachers must introduce the idea being discussed before he/she will ask elaborate

ideas from the class. The students must have time to think and compile knowledge

that they can utilize to integrate a topic.

 c. Conducive classroom for learning and debating

There has to be an environment where no semantic barriers will exist as the

activity will proceed. The teacher should be responsible in controlling the

classroom to ensure that all students participate in discussing a topic.

d. Structured flow of discussion

The teacher should create an outline on the flow of discussion which students

should follow in order for the conversation to be guided.

e. Closure should be provided in the end

Perhaps the teacher can clarify his/her view on the topic and input references

subjected to the topic given but should still let students think the way students

might learn to widen their knowledge on a topic.

Reciprocal Teaching – the teachers become the model and will soon let her/hi students

do the part of leading the discussions. It becomes effective when students imitates the

way how a teacher acts in front of the class.

Cooperative Learning – its focus is not to create groups but to let the learners construct

ideas in a group. There has to be

a. The activities under this one should be a small teacher-assigned group

b. The teacher shall create one or more common goal which the group will vie to

achieve

c. Clear guidance on how to behave. The reference provided enlisted clear guidance

on how members of the groups should behave:

- Listening to others politely and attentively

 - Making sure that all individuals can take turns to speak before the class and

can construe the topic

- Asking clear and precise question when one does not understand

- Giving encouragement and offering assistance when needed

- Establishing constructive feedbacks for peers

- Addressing respect towards different thoughts, ideas, opinion.

d. Students must feel the dependence on one another

e. Structure must be provided to encourage good behavior

f. Teacher is the resource speaker of the discussion

g. Students takes action for their achievement, thus they have to work and exert

effort as much as they can

h. Giving reinforcements or rewards for successful groups

i. Each group evaluates another group in the end of the discussion to establish

constructive criticisms and detect errors from within group that has to be changed

Peer Tutoring – this is an excellent activity for learners as they can be assisting their

peers on the subjects that they already know. Assistance pertains to teaching their peers.

a. Make sure that the student-tutor knows the topic and has enough instructional

material

b. Structured interactions shall be taught to the learners as they wish or as they are

assigned to teach their peers. One example is when they tend to criticize it should

be in a kind manner

c. Beneficial for SPED students as they need extensive assistance on learning

literacy and such

 d. Tutors and Tutees can be of different ages and is not limited to same-age peers

only as long as the tutor is well-learned in the topic.

Communities of Learner – in this strategy, the teacher should be open with the students

as they practice free will inside the class that is not limited to asking out of the box

questions, gathering resources from different source and/or trying to voice out their

opinion on a classroom event

a. Students are active participants of classroom activities

b. Acquire a body of knowledge

c. Draw from many resources

d. Discussion and collaboration

e. Respect on varied students’ interest

f. Everyone are potential resource

g. Teacher and students can contribute to directions and guidance

h. Mechanism of sharing is uphold

i. Constructive questioning and critiquing

j. The process of learning is emphasized sometimes more than the product