Professional Documents
Culture Documents
• Constructivism:
It can be traced to cognitive psychology & Piaget(1950)
Today it covers different related forms, individual, social,
cognitive, postmodern.
• " Learners construct knowledge with their own
activities , and that they interpret concepts and
principles in terms of the schemata that they have
already developed" (Biggs & Tang 2011).
• Teachers need to engage with and challenge the existing
conceptions of students in order to bring about learning.
Phenomenography:
• A term that was used by Marton (1981) to refer to the theory built on his
studies with Saljo on approaches to learning.
• It refers to," the idea that the learners perspective determines what is
learned, not necessarily what the teachers intends should be learned."(
Biggs & Tang 2011)
• Outcomes-base teaching & learning.
• The emphases is not on defining learning outcomes, but on changing the
learner's perspective or the way how he sees the world and how he
represent knowledge.
• Using various ways of presenting information and perspectives.
• Both theories believe that education is about conceptual change that
can be achieved by constructing the information rather than acquiring it.
How to make changes
• What should we do as teachers to make this
change?
When can this change take place?
Surface Approach:
• Get rid of the task as soon as possible while appearing to meet the
requirements.
• Low –level cognitive activities are used.
• Students focus on the "signs of learning", the words used, isolated facts, items
treated independently of each other.
• Negative feelings about the learning tasks: anxiety, boredom,
• Several factors encourage this approach: from students side
, the intention is to have the minimal pass, non-academic priorities, insufficient
time, workload, misunderstanding requirements, high anxiety, inability to
understand the content at a deep level.
• The teachers: teaching separately, assessing for independent facts, teaching
and assessing in a negative attitude, providing insufficient time, creating low
expectations of success.
Deep Approach: How to achieve?
• Arises from a felt need to engage the task appropriately and meaningfully.
• Students try to use the most appropriate cognitive activities.
• Focus on meaning, main ideas and themes,
• Positive feelings, sense of importance , challenge.
• Several factors encourage deep learning: students intention to engage the task
meaningfully, appropriate background knowledge, ability to focus on high
conceptual level.
• From the teachers side:
teaching in a way that bring out the structure of the topic, elicit active
response from students, building on what students already know, confronting
students misconceptions, assessing for structure rather than for independent
facts, teaching and assessing in a way that encourage positive learning,
emphasizing the depth of learning rather than the breadth of coverage. Using
teaching and assessment methods that supports the outcomes.
Surface Vs. Deep Learning
https://www.youtube.com/watch?v=4M6YZ-iOU5E
https://www.youtube.com/watch?v=k6BmbdzPcrY
Sociocultural Approaches to Learning:
• The focus is on the interaction between learning and the social and cultural
environment and how participating in social activity influence learning.
• Learners develop new identities as participants in learning communities.
• Teachers should give students the opportunities to be engaged in collaborative
activities using the same tools of the intended community.(scientists, linguists,
…)
• These approaches focus on the community dimensions of learning more than
on individual learners.
• Lev Vygotsky (1978) Zone of Proximal Development (ZPD) two levels that a
learner can perform independently and the one that needs scaffolding.
• He developed the framework of , communities of practice, appears whenever
people get together in an activity.
• Learning depends on mutual engagement, access to information, shared ways
of doing things
Sociocultural…..How to be implemented in
H.Ed.
• Threshold concepts are," key concepts held in the disciplines that are
central to the mastery of their subject."
• It is better to focus on these concepts rather than a lot of content.
• The focus is on learning as transformation and changing of existing
schemata. ( like constructivism)
• How to identify threshold concepts? They are:
• Transformative.
• Irreversible
• Integrative
• Troublesome.
• They are good for developing the curriculum,
Activity
• In groups,
What are the threshold concepts in your field ?
Reflection
• What are your theories of teaching &
learning?
Teaching is…………………..
Learning is …………………
Section 2.