Group# 7

Mhea Kiesherie Alexis L. Banuag

Gean Rose Baculanta

Stephen Marie Sombrio

Sigificance of Developmental and Socio-Cultural Dimensions of Learning in Selecting

Strategies and Methodologies

This Chapter deals with the presentation and discussion of ideas on methodologies and
educational perspectives that can be deduced from the socio-cultural theories of
learning and the confidant research findings which teachers and other practitioners can
adopt in their respective classrooms.

I. Educational Implications of Socio-Cultural and Other Contextual Theories

Ormrod (2015) listed down some educational implications of Vygotsky’s theory and
other contextual perspectives:

a.) Learners can think more effectively when they acquire the basic-cognitive tools
of various activities and academic disciplines.
b.) Children learn and remember more when they talk about their experiences.
c.) Children should have opportunities to engage in activities that closely resemble
those that they will later encounter in the adult world.
d.) Children often acquire better strategies when they collaborate or work with
adults on complex tasks.
e.) Challenging tasks, especially when sufficiently scaffold tend to hasten cognitive
development.
f.) Technology-based software & applications can effectively scaffold many
challenging tasks, & occasionally offer good alternatives to real-world activities &
problems.
g.) Children’s abilities should be assessed under a variety of work conditions.
h.) Group learning activities can help children internalize cognitive strategies.

II. Peer Interactive Instructional Strategies

a.) They can clarify and organize their ideas and justify their ideas.
 b.) They tend to elaborate on what they learned.
c.) They are exposed to other’s views, widening their knowledge and
perspectives
d.) They may discover flaws or inconsistencies in their thinking and do self-
correction
e.) They can gain more complex and sophisticated thinking and reasoning
skills.
f.) They can also practice their argumentation skills-skills which experts use
to advance knowledge
g.) They can acquire more sophisticated view of the nature of knowledge and
learning

III. Important features of peer-interactive strategies lie on developing oral skills,

convergent & divergent thinking skills, and argumentation skills

 Class Discussion
a. Should focus on the topics that leads to multiple perspectives, explanations,
or approaches
b. Make sure that the students have prior knowledge about the topic
c. The classroom should have an atmosphere where it is open for debate and
constructive evaluation of ideas.
d. It should be structured in some way
e. At the end of the discussion, some closure should be provided

 Reciprocal Teaching
a. The teacher leads the discussion, and asks question in the process
b. The teacher turns over her role to a student, who will then take over to lead
the discussion

 Cooperative Learning (Ormrod, 2015 and Woolfolk, 2013)

a. Students work in small teacher-assigned groups
b. Groups have one or more common goals
c. Students have clear guidance on how to behave
 Listen politely & attentively
 Make sure that everyone has equal chance to participate
 Asking clear and precise questions
 Giving encouragement to others and offering assistance when
needed
 Offering feedback
 Addressing differences of opinion
 d. Group members must depend on one another
e. A structure is provided to encourage productive learning behaviors
f. The teacher serves primarily as resource person and monitor
g. Students are accountable for their achievement
h. Students are rewarded for group success
i. Each group evaluates its effectiveness

 Peer Tutoring
a. Teachers should make sure that tutors have mastered the material being
taught & use sound instructional techniques
b. Structured interactions can improve effectiveness of peer teaching
c. Teachers can use peer tutoring for kids with special needs
d. Tutoring does not have to be limited to same-age peers

 Communities of Learners
a. All students are active participants in classroom activities
b. The primary goal is to acquire a body of knowledge on a specific topic
c. Students draw for many resources-books, internet, film to learn more about
the topic
d. Discussion and collaboration among students occur regularly
e. Variations in students interest & rates of learning are respected
f. Everyone is s potential resource for others
g. Teacher provides some guidance & directions for classroom activities,
students may also contribute
h. Mechanisms for sharing what was learned are in place
i. Constructive questioning & critiquing are commonplace
j. The process of learning is emphasized, sometimes more than the product