Lesson 2: DEVELOPMENTAL AND SOCIO-CULTURAL
DIMENSIONS OF LEARNING
Introduction:
In addition, there is another thinking which tries to
explain that learning occurs because of the ability of the
individual to construct his own learning using as his base, the
socio-cultural context upon which he exists or operates.
 Here it is said that there seems to be a
theory that an individual can learn by their own
without the help of others like teachers and parents
or the More Knowledgeable Others.
This school of thought argues that learning is socially
constructed. It keeps to the idea that learning is influenced by
social interactions, interpersonal relations, and communication
with others.
 Here they say that they do not agree that
learning is influenced by social interactions,
interpersonal relations, and communication with
others because they believe that learning can be
learned by own.
Reference:
(DEFINING KEY TERMS RELATED TO SOCIAL
CONSTRUCTIVISM)
Context- is the surrounding circumstances. It is the condition
or the environment upon learning occurs on them.
In short, the context is the place where in the learning of a
child happens or occurs
Community of Practice- These are the group of people who
shares common interests or goals.
An example of this is the school community, where in the
children or students and the teachers has the same interest or
goals which is to learn or study.
Authenticity- it is the closeness or resemblance to real life
situations and real-life problems.
In authenticity, the child will learn through real life problems
their closeness to experience a fact like problems will help
them to acquire learnings.
Scaffolding- it is a help or support given or provided by an
expert or more knowledgeable others to a person or students
while in the process of learning.
Also scaffolding is a framework to describe an adult’s
supportive role in children’s learning.
An example of this is, when a teacher guides her/his students
on how to write by guiding on how to do proper grip in a pencil.
The given scaffolding in that scenario is when the teacher
guides the students on how to grip the pencil.
Culture- it refers to a characteristic of the individual or society
or some subgroup with in society.
2. Use of psychological tools, particularly language,
It includes the child’s, beliefs, perceptions, values and notions
about acceptable and unacceptable things.
Social Constructivism- it refers to the emphasis on the social
context of learning and the idea that knowledge is mutually
built and constructed.
The involvement of others can help to intensify the knowledge
or learning of a child.
SOCIO CONSTRUCTIVISM VIEW OF LEARNING BY
VYGOTSKY
3. Learning occurs Within the zone of proximal
In socio constructivism view of learning there are three themes
that often identified by Vygotsky
1. Human development and learning originate in
social interactions and cultural interactions.
Vygotskian notion of social learning stands in contrast
to more popular Piaget's ideas of cognitive
development which have been also discussed in
chapter 1. If we believe as Piaget did that development
precedes learning, then we will make sure that new
concepts and problems are not introduced until
learner’s have developed in ate capabilities to
understand them. On the other hand, if we believe on
Vygotsky did that learning drives developments and
that development occurs as we learn a variety of
concepts and principles, recognizing their applicability
to new task and new situations, then our instructional
designer will look very different.
mediate development of higher mental functions
Vygotsky viewed language as the ultimate collection of
symbols and tools that emerge within a culture. It is a
symbolic mediation that plays two critical roles in
development, which is to communicate with others and
to construct meaning
Since we all know that language is the medium of
communication, Vygotsky views on learning is the
significance of language in the learning process. He
reasoned that social structures determines people’s
working conditions and interactions with other which in
turn shape their cognition, belief, attitudes and
perception of reality and that social and individual work
is mediated by tools and signs.
development.
Vygotsky argued that productive interactions align
instruction toward the ZPD and providing guidance
within the ZPD allows a learner to develop skills and
strategies they will eventually apply on their own in
other situations.
He defined Zone of proximal development as the
distance between the actual development level as
determined by independent problem solving under
adult guidance or in a collaboration with more capable
peers. He believed that learning should be matched
with an individuals developmental level and that in
order to understand the connections between
development and learning it is necessary to distinguish
the actual and the potential levels of development. He
considered the ZPD to be abetter and more dynamic
 indicator of cognitive development since it reflects the
learner’s is in the process of learning as compared to
merely measuring what the learner’s can accomplish
independently reflecting what has been already
learned.
Conclusion.
Social constructivism teaches that all knowledge develops as
a result of social interaction and language use, and is
therefore a shared, rather than an individual, experience.
Knowledge is additionally not a result of observing the world, it
results from many social processes and interactions. We
therefore find that constructivist learning attaches as much
meaning to the process of learning as it does to the acquisition
of new knowledge. In other words, the journey is just as
important as the destination.
According to the theory of social constructivism, social worlds
develop out of individuals’ interactions with their culture and
society. Knowledge evolves through the process of social
negotiation and evaluation of the viability of individual
understanding. Basically, every conversation or encounter
between two or more people presents an opportunity for new
knowledge to be obtained, or present knowledge expanded.
The exchange of ideas that goes along with human contact is
at play here.
SITUATED LEARNING THEORY
Situated learning or situated cognition is a learning
theory developed in the late 1980s by Jean Lave and
Etienne Wenger and soon expanded by John Seely Brown
and his colleagues. Situated learning theory is based on
the assumption that knowledge should be presented in
authentic context that involves its application. Both authors
argue that learning should not be viewed as transmission
of abstract and contextualized knowledge between
individuals, but a social process within certain conditions
which include activity, context and culture.
“The theory of situated cognition… claims that
every human thought is adapted to the environment, that
is, situated, because what people perceive, how they
conceive of their activity, and what they physically do
develop together.”
I. CONTENT OF THE REPORT
What Is Situated Learning?
Lave argues that learning as it normally occurs
is a function of the activity, context and culture in which
it occurs(it is situated). This contrasts with most
classroom learning activities which involve knowledge
which is abstract and out of context.
Community of Practice
Social interaction is also an important
component of situated learning — learners become a
part of a “community of practice” which presents
certain beliefs and behaviors to be acquired.
“Communities of practice are groups of people
who share a concern or a passion for
something they do and learn how to do it better
as they interact regularly.”
Legitimate Peripheral Participation
As the beginner or newcomer moves from the
periphery of this community to its center, they become
 more active and engaged within the culture and hence
assume the role of expert or old-timer.
Cognitive Apprenticeship
Supports learning in a domain by enabling
students to acquire, develop and use cognitive tools in
authentic domain activity. Learning, both outside and
inside school, advances through collaborative social
interaction and the social construction of knowledge.” –
Brown et al.
Cognitive apprenticeship focuses on “learning
through-guided-experience on cognitive and
metacognitive skills and processes” (Collins,Brown,
&Newman, 1989)
II. CONCLUSION
In conclusion situated learning is where the
child able to learn in a situations that are new to its
environment and should be presented in authentic
context, she/he will be able to analyze and adapt new
ideas and knowledge through collaboration and
interaction within its environment. Beliefs and culture
are taken place and application through regular
interaction within the communities of practice. The
learner that is new to the periphery from being new or a
novice in practice that advances to an old timer
enhanced and developed their capabilities and
knowledgeable skills.
HOW CHILDREN THINK AND LEARN
-LEARNING THEORIES
1 .BEHAVIORISM
-People Learn through repetition
-Learner is passive blank slate shape by environmental
stimuli, both positive and negative reinforcement
-Pavlov's dogs
2. COGNITIVISM
-This is a learning theory that was in response to behaviorism ,
psychologist who promoted this idea claimed that behaviorism
failed to explain cognition
-In this theory mind is an information processor.
-Emphasizes understanding the concept as a whole instead of
just the pieces
-Blooms Taxonomy
Example of cognitivist strategies for learning higher-level
thinking are starting a lesson with a hook ton promotes prior
learning, using learning outcomes, chunking content into
organized bite sized pieces , using graphic organizers and the
student takes on an active role on learning.
BLOOMS TAXONOMY
 Remembering-recognizing and recalling facts
 Understand-understanding what the facts mean
 Apply-applying the facts, rules, concepts ,and ideas
 Analyze-breaking down information into component
parts
 Evaluate-judging the value of information or ideas
 Create-combining parts to make a new whole
3. CONSTRUCTIVISM
-Students learn new things through experience
-They build knowledge though experiences and interactions
-In cognitive learning the student are taught to do something in
constructivism the student are encouraged to discover
something on their own , this is known as self- directed
learning.
-The major difference is that cognitive learning is about
building or prior knowledge and constructivism is about
building new ideas and concepts based on your own
discoveries.
OVERVIEW ON THE THREE THEORIES OF LEARNING
1. BEHAVIORISM: Learning is a response to external
stimuli
2. COGNOTIVISM: Learning is a process of acquiring,
storing and retrieving information like a computer.
3. CONSTRUCTIVISM: Learning is a process of building
an understanding basing on past experiences and
present inputs.
UNDERSTANDING HOW ADOLESCENCE THINK
Adolescence the period between the normal onset of puberty
and the beginning of adulthood
Teenagers also aren't very good at reading emotion on others'
faces. In addition to the obvious physical signs of
adolescence, teens and 'tweens are undergoing a major
neurological overhaul, which is why that perennial teen
mumble "I don't know" may be closer to the truth than we'd
realized.
What is the first thing teachers need to know about the brains
of their teenage students?
 I think one of the things middle school teachers need to
recognize is the incapability of consistency from most
kids. The kids will come in one day loving you, and
then the next day, with no warning, you are the total
enemy.
For young teachers, this is really hard on their developing
confidence.
 Teachers often make assumptions that their directions
have gotten through. But the disconnect is that the
student often doesn't get it. His or her interpretation is
really different.
 We've made some assumptions about the teenage
brain, but we're looking at a tremendous curve here.
 And one has to look at it and ask, "OK, is that
environmentally controlled? Is it something we can
instill in others?" That's the encouraging part of this
research. We're beginning to realize that,
experientially, the brain is really influenced by its
environment
 At about age 12, 13, 14, the brain goes through a
major pruning, much as it did around age two or three.
Many of the neurons have two choices, if you will: They
can develop into a neural network threaded together as
a result of experience, or they're pruned away.
That suggests that we need to engage teenagers, not just let
them grow up on their own?
 Often, we let them go and we don't want anything to do
with them. But what we've known for a long time is that
if we let kids do their own things, they'll first seek out
 adult role models, but if those are not available for
them, they'll seek out teen role models.
What does a teenage brain need in order to learn?
 In order to make any progress, a child's brain has a list
of priorities. At the survival rate, kids are not learning
anything
CHARACTERISTICS OF ADOLESCENCE
1. BIOLOGICAL GROWTH AND DEVELOPMENT
 the progressive changes in size, shape, and function
during the life of an organism by which its genetic
potentials (genotype) are translated into functioning
mature systems (phenotype).
 Onset of adolescence marked by beginning of puberty
2. UNDEFINED STATUS
 (stage) expectations for adolescents are vague: some
adults treat them as children, while others treat them
as adults.
 Unclear social expectations
3. INCREASED DECISION MAKING
 More decision must be made by oneself
4. INCREASED PRESSURES
 Parents, friends, and teachers all pressure adolescent
to behave in particular ways.
 Peer pressure is the strongest.
 Many teens feel pressure to be in a relationship or to
find a job.
5. THE SEARCH FOR SELF
 The ability to establish personal norms and priorities is
important.
 Preparing for future roles in one aspect is finding
oneself.
HOW ADULTS LEARN
8 Important characteristics of Adult Learners
 Self-direction Adults
 These are the adult learners who feel
the responsibilities in their lives so it is important for
them to control what they learn.
Example:
 For example, one adult learner needs to
work because he feels that he should work for
his family so he needs to control what he
learns.
 Practical and results-oriented Adult learners 
 These are the adult learners who are
practical in choosing the course they will take
because they want to use what they will learn
immediately and generally prefer practical
knowledge that will improve their skills and most of
all boost their confidence.
Example:
 For example, an adult learner has a
business, now he wants to study and he
becomes practical in choosing a course, he
knows that he can use it in his business at the
same time and most of all he can improve his
skills and his confidence.
 Less open-minded
  They are the adult learners who reduce
being open-minded to acquire new learning and
develop their skills.
Example:
 For example, the baker wants to further
expand his knowledge of baking and improve
his skills, so he studied again and he reduced
being open-minded so he improved his skills
and increased his knowledge of baking.
 Slower learning, yet more integrative knowledge
 They are the adult learners who enjoy
what they have learned, they are the ones who are
not in a hurry, they want to fully understand the
lesson taught to them.
Example:
 For example, adult learner his/her major
is course is Filipino most of them want to study
more deeply for example life of Dr. Jose Rizal
they will not change the topic until they fully
understand the life of Dr. Jose Rizal.
 Use personal experience as a resource Adults
 They are the adult learners who use
their experiences when they report or when they
explain they include their experience to better
understand. Their experience is their resources so
that they can better explain what they want to
explain.
Example:
 For example, your lesson is about love
and then your teacher called you, he asked you
"what is love for you?" then you explain what is
love and use your experience how does it feel
to be in love so that you can better explain what
is love?
 Motivation Learning in adulthood
 They are the adult learners who make
their personal choice to return to school to improve
their skills or expand their knowledge.
Example:
 For example, teachers have their
personal choice to return to further improve
their skills and increase their teaching
knowledge.
 Multi-level responsibilities Adult learner
 They are the adult learners who have
many responsibilities such as taking care of
children and then have a job that no longer has
room for learning.
Example:
 For example, the single parent who is
studying at the same time he/she is taking care
of his/her children who are in elementary
grades and he/she is still working so he/she no
longer has time to review the lessons that
he/she did not understand.
 High expectations Adult learners
 They are the adult learners who have
high expectations in the course they took, who
should have developed their skills within one week
immediately and they expect that they can use it at
the same time to their work.
Malcolm Knowles' five principle of Andragogy
Who is Malcolm Knowles?
The full name of Malcolm Knowles is Malcolm
Shepherd Knowles. He born in 1913, he died in 1997. He
was an American educator well known for the use of the term
Andragogy as synonymous to the adult adulation. He is the
father of Andragogy. According to him Andragogy is the art
and science of adult learning thus andragogy refers to any
form of adult learning.
What is Andragogy?
The practice of teaching adults, studies the best
methods and approaches for effective adult education.
Five Principle of Andragogy
 Self-Directed Learning
 Here we see the difference in how to
teach children learners and adult learners.
Example:
 For example, the teacher gives an
assignment to read the story, the child will ask
for help from his parents so that he can
understand the lesson of the story but the
adults can understand the story without the help
of their parents.
 Another example is the motivation
earlier, I showed a word with a picture and then
you explain what that word is, the rest of you
are based on their experience but when you do
that to the children, they will just say what it is.
 There are three types of learning style
first the visual, here the adult learner they
understand the lesson better when they see or read
it, second auditory, for example reviewing they
understand better what they review when the voice
is recorded and they just listen to it, and lastly
kinesthetic, here they learn more when they do.
 Using Experience as a Resources
 Here the adult educators use the
background experience of his adult learners to
discuss their lessons well.
Example:
 For example, their lesson is about the
beliefs of the Filipinos, now the teacher will ask
what adult learners know about the beliefs of
the Filipinos that the teacher discuss clearly the
lesson.
 Relevance of Material
 They are the adult learners they want to
learn about subject that will have immediate pay-off
in their work, especially as it pertains to their social
roles.
Example:
 For example, teacher's, some of the
teachers go back to school and what they learn
in that subject they can use it in elementary
grades.
 Problem-Centered Instruction
  They are the adult learners who not
desire to learn that not fit to their lives or in their
work.
 Motivation to Learn
 They are the adults who return to school
after several years. Maybe that's why they want to
go back to school because they believe that
education is a treasure that others will never get.
And the teacher's job here is to encourage them
and motivate them so that adult learners do not feel
that they do not belong there.
Conclusion:
 In conclusion, those different
characteristics of Adult Learners help the Adult
Educators to understand those different
characteristics so that they will be ready if ever they
will have Adult Learners students and so that they
can develop a strategy on how to teach their adult
learners.
 Adult Learner’s usually approach
learning differently than younger learners, they are
more self-guided in their learning, and they bring
more to learning situation because of their wider
experience and can take more away, and lastly
they require learning “to make sense” they will not
perform a learning activity just because the
instructor said to.