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Sociocultural Theory of Teaching,
Learning and Development

BICS at CALP

Integrated Teaching

ICT
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Sociocultural Theory
of Teaching,
Learning and
Development

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“…sa pamamagitan ng
iba tayo ay nagiging
ating sarili"
-Leo Vygotsky

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 Sociocultural Theory of Teaching, Learning and
Development
▫ Ipinakilala ng isang Russian psychologist na si Leo
Vygotsky
▫ Inilalarawan ang pagkatuto bilang isang proseso sa
lipunan at ang pinagmulan ng katalinuhan ng tao ay sa
lipunan o kultura
▫ Ang pangunahing tema ng balangkas na panteorya ni
Vygotsky ay ang pakikipag-ugnayan sa lipunan ay may
pangunahing papel sa pagpapaunlad ng kognitib

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 Sociocultural Theory of Teaching, Learning and
Development

Four Elementary Mental Functions

1. Attention
2. Sensation
3. Perception
4. Memory

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 Sociocultural Theory of Teaching, Learning and
Development
▫ Learning occurs during social interactions between
individuals.
▫ It believes learning happens first through social interaction and
second through individual internalization of social behaviors.
▫ The relationships help facilitate social interaction and active
participation in the learning tasks.
▫ Students learn through observation, listening and talking through
their tasks

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 Sociocultural Theory of Teaching, Learning and
Development
▫ Based upon the idea that a learner's environment plays a pivotal
role in his/her learning development.

▫ According to Vygotsky the learning process actually involves

three key themes: culture, language, and the “zone of
proximal development”.

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 Sociocultural Theory of Teaching, Learning and
Development
The 3 Key Themes of The Sociocultural Learning Theory
1. Culture

Vygotsky suggested that cultures are actually formed through the

use of tools and symbols, and that this key distinction is what
differentiates the human race from that of animals.

Intelligence is achieved when a learner can “internalize” the tools

that are being provided in the culture itself.

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 Sociocultural Theory of Teaching, Learning and
Development
The 3 Key Themes of The Sociocultural Learning Theory
1. Culture

▫ When the tools of a culture evolve and emerge, the learners’

ability to grow as individuals and increase their knowledge base
is broadened.
▫ As such, according to the Sociocultural Learning Theory, it's
important for instructors to understand the human mind from a
historical point of view as well as a cultural one.

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 Sociocultural Theory of Teaching, Learning and
Development
The 3 Key Themes of The Sociocultural Learning Theory
2. Language
 According to the Sociocultural Learning Theory, language is a direct
result of the symbols and tools that emerge within a culture.
 An individual is able to learn language through a variety of social
events, scenarios and processes, which all result in the acquisition of
language.
 This aspect of the Sociocultural Learning Theory relies upon the idea that
learners go through three stages of speech development.

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 Sociocultural Theory of Teaching, Learning and
Development
The 3 Key Themes of The Sociocultural Learning Theory
2. Language
 First, they must engage in the social environment, which is known as
“social speech” and begins at the age of 2.
 Next, they will learn about “private speech”, which occurs when learners
voice their thoughts aloud, and begins at the age of 3.
 The last is “inner speech”, which takes the form of ideas that remain
within our minds and directly impact our behavior or thoughts, and
begins at the age of 7.

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 Sociocultural Theory of Teaching, Learning and
Development
The 3 Key Themes of The Sociocultural Learning Theory
3. Zone of Proximal Development

 This is the “gap” or distance that exists between a learner's possible

educational development, which is determined through problem solving
activities, and the development that actually takes place.

 This is assessed when learners are asked to engage in problem solving

tasks under the supervision of an instructor.

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 Sociocultural Theory of Teaching, Learning and
Development
The 3 Key Themes of The Sociocultural Learning Theory
3. Zone of Proximal Development

 Their responses and capabilities are then compared to that of their peers.
This assessment is based upon a spectrum, wherein what learners are
capable of doing without any assistance is at one end of the spectrum,
and what they can do while being assisted is at the other
 In essence, the zone allows instructors to learn what a student is not yet
capable of doing or has not yet learned, but can be taught with the
proper instruction.

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 Sociocultural Theory of Teaching, Learning and
Development
▫ The Sociocultural Learning Theory also takes into account how
learners are impacted by their peers, and how social scenarios
impact their ability to acquire information.
▫ Instructors who apply the Sociocultural Learning Theory in their
instructional design can also become aware of how learners may
directly impact one another, as well as how cultural “norms” can
influence a learner's learning behavior.

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BICS at CALPS

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 BICS at CALPS
• Nabuo ang Basic Interpersonal Communication Skills (BICS)
at Cognitive Academic Language Profiency Skills (CALP)
dahil sa ginawang pag-aaral ni Jim Cummins na may mga mag-
aaral na bagamat masasabing magaling at matatas sa pakikipag-
usap ay nagpapakita ng mababang antas sa akademikong gawain
at sa kanilang kakayahang mag-isip o pangkaisipang pagtatasa

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Pagkakatulad ng BICS at CALPS
• Ang dalawa ay parehong nangangailangan ng sapat na panahon para
makakuha ng mga kasanayan sa napiling wika
• Progreso at haba ng pagkatuto ay nag-iiba depende sa “educational
background” ng bawat isa
• Ang dalawa ay pawang may kaugnayan sa pagkatuto sa pangalawang
wika (L2)
• Ang pagsasalita at pakikinig ay sangkot ng dalawa
• Nangangailangan ng pagplaplano at mga aktibidad upang maging
mahusay

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 Basic Interpersonal Communication Skills
(BICS)
• Kakayahang pangwika na kinakailangan sa mga sitwasyong
panlipunan

• Pang-araw-araw na wikang ginagamit para sa harap-harapang

pakikipagkomunikasyon

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 Basic Interpersonal Communication Skills
(BICS)

• Hindi mahalaga ang alituntunin ng wika gaya ng gramatika kundi

nakadepende sa konstekto o kahulugan ng pinag-uusapan upang
masabing epektibo ang ugnayan

• Hindi “cognitive demanding” dahil ang kinakailangang wika ay

hindi pandalubhasa

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 Cognitive Academic Language Profiency
(CALP)

 Wikang ginagamit sa akademikong larangan

 deals with skills essential to academics such as listening, reading,

speaking, and how to write about the relevant subject matter.

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 Cognitive Academic Language Profiency
(CALP)
▫Landing this language skill is a crucial concept when it comes to a
student’s academic success. It takes time and patience for students to
become proficient in language skills necessary for academic learning.

▫It could take between five and seven years for a student to acquire
the appropriate level skills for their academics.

▫ If a student has no prior experience in school or lacks parental

support, this process could take up to ten years.

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 Cognitive Academic Language Profiency
(CALP)
• What makes this concept even more complicated is that it also
has to cover such topics as inferring, classifying, comparing,
evaluating and synthesizing language for content matter.

• It requires a bit of patience for both teacher and students.

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INTEGRATED
TEACHING

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 Integrated Teaching
• Integrated Teaching refers to a way of connecting skills
and knowledge from multiple sources and
experiences or applying skills and practice in various
settings.

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 Integrated Teaching
• Integrative Teaching – is a well organized
anchored on real life situation that include
learners interests and needs creating a variety of
meaningful activities and learning experiences.
• It paves the way to connecting what is learned in
school to real life world rather than isolated facts
and information.

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 Integrated Teaching
• A teaching method that allows student to learn in
a way that is natural and learner-centered in a
learner-interest context
• This type of approach existed when a curriculum
is created based on the learners’ interests and is
comfortable fun and flexible

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 Integrated Teaching

• The integration of the child’s intelligences and

learning style is more effective. That’s why
teachers should use a broad range of teaching
strategies

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 What is the Value of Integrated Teaching?

▫ Enhanced learning
▫ Learner-centered activities
▫ Real life context
▫ Encourage critical thinking
▫ Encourage problem solving

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 5. Make learning
more meaningful
Integrative Ladder
4. Make the
The learners longway learning
interest must be worthwhile
sustained in order to 3. Make all the
build connections in pieces fit
context of learning and
teaching
2. Interconnect

1. Integrate
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 Several Ways to Sustain Learners Interest
▫ Use diverse learning activities
▫ Relate clearly to individual learning modes
▫ Recognized groups success through
appreciative remarks and rewards.

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ICT

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 ICT
▫ Information and Communications Technology (ICT) can
impact student learning when teachers are digitally literate
and understand how to integrate it into curriculum.
▫ Schools use a diverse set of ICT tools to communicate,
create, disseminate, store, and manage information.

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 ICT
▫ In some contexts, ICT has also become integral to the teaching-
learning interaction, through such approaches as replacing
chalkboards with interactive digital whiteboards, using students’
own smartphones or other devices for learning during class time,
and the “flipped classroom” model where students watch lectures at
home on the computer and use classroom time for more interactive
exercises.

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 ICT
▫ When teachers are digitally literate and trained to use ICT, these
approaches can lead to higher order thinking skills, provide
creative and individualized options for students to express their
understandings, and leave students better prepared to deal with
ongoing technological change in society and the workplace..

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 ICT
▫ Digital literacy—the skills of searching for,
discerning, and producing information, as well as the
critical use of new media for full participation in
society—has thus become an important consideration
for curriculum frameworks.

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 ICT
▫ Teachers need specific professional development opportunities in
order to increase their ability to use ICT for formative learning
assessments, individualized instruction, accessing online
resources, and for fostering student interaction and collaboration.
▫ Such training in ICT should positively impact teachers’ general
attitudes towards ICT in the classroom, but it should also provide
specific guidance on ICT teaching and learning within each
discipline.

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 ICT
▫ Without this support, teachers tend to use ICT for skill-based
applications, limiting student academic thinking

▫ To sup­port teachers as they change their teaching, it is also

essential for education managers, supervisors, teacher educators,
and decision makers to be trained in ICT use.

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