CHAPTER 7

SIGNIFICANCE OF DEVELOPMENTAL AND

SOCIO-CULTURAL DIMENSIONS OF
LEARNING IN SELECTING STRATEGIES AND
METHODOLOGIES
EDUCATIONAL IMPLICATIONS OF
SOCIO-CULTURAL AND OTHER
CONTEXTUAL THEORIES
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. The
implication of this perspective lies in the importance of developing
first among learners, the basic thinking tools that will enable them
to solve problems or answer questions that they will eventually
meet. In science or mathematics, children are basically taught the
meaning of key concepts, basic symbols and principles that will
help children interpret, organize, and successfully deal with the
social and physical world.
b. Children learn and remember more when they talk about their
experiences. Children almost always talk about their experiences
as soon as they begin to speak. The significant adults should join
in the process. Talking about their experiences helps children
interpret their experiences in culturally approved and appropriate
ways.
c. Children should have opportunities to engage in activities that
closely resemble those that they will later encounter in the adult
world. These activities are called authentic activities, and teachers
are encouraged to make use of authentic activities and
instructional materials. Since authentic activities resemble real-
world tasks and problems, students are able to derive meaning
from these because they can make connections between what
they learn in school and what they experience outside of school.
d. Children often acquire better strategies when they collaborate or
work with adults on complex tasks. Working with adults will
enable them to learn developmentally advanced strategies.
e. Challenging tasks, especially when sufficiently scaffolded tend to
hasten cognitive development. This means that the teacher should
provide as many support and aids. Opportunities that children can
perform successfully should be made available to them.
f. Technology-based software and applications can effectively
scaffold many challenging tasks, and occasionally offer good
alternatives to real-world activities and problems. If real-life
experiences and problems could not be made possible and
available, technology can be a good substitute for these. There are
computerized instructional materials and applications which can
approximate real experiences and problems.
g. Children’s abilities should be assessed under a variety of work
conditions. Assessment gives the teacher a good understanding of
the developmental levels of the children; and know under what
conditions they are most likely to accomplish or not to accomplish
tasks. By knowing these, appropriate interventions to address gaps
in the students’ abilities can be properly done.
h. Group learning activities can help children internalize cognitive
strategies. Group learning activities like group study sessions, class
discussions, debates about controversial issues, collaborative
problem-solving help the learners develop and acquire more
sophisticated strategies, than what they would have learned in
early interaction.
 PEER INTERACTIVE
INSTRUCTIONAL STRATEGIES
CLASS DISCUSSION
Guidelines to promote effective discussions:
a. Class discussion should focus on the topics that lend themselves
to multiple perspectives, explanations, or approaches.
b. Make sure that students have prior knowledge about the topic of
discussion.
c. See to it that the classroom has an atmosphere conducive to
open debate and constructive evaluation of ideas.
CLASS DISCUSSION
Guidelines to promote effective discussions:
d. Class discussion should be structured in some way.
e. At the end of the discussion, some closure should be provided.
 PEER INTERACTIVE
INSTRUCTIONAL STRATEGIES
RECIPROCAL TEACHING
This involves teacher and students taking turns to lead the discussion
and asking questions.
 PEER INTERACTIVE
INSTRUCTIONAL STRATEGIES
COOPERATIVE LEARNING
Cooperative learning is not just about grouping. For cooperative
learning to be successful, some structure must be in place such that
cooperation is not just helpful, but necessary for academic success.
 PEER INTERACTIVE
INSTRUCTIONAL STRATEGIES
COOPERATIVE LEARNING
Features of cooperative learning:
a. Students work in small teacher-assigned groups
b. Groups have one or more common goals toward which to
achieve
c. Students have clear guidance on how to behave
d. Group members must depend on one another for their success
COOPERATIVE LEARNING
Features of cooperative learning:
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. At the completion of an activity, each group evaluates its
effectiveness
 PEER INTERACTIVE
INSTRUCTIONAL STRATEGIES
PEER TUTORING
In this strategy, students who have mastered the topic and know it by
heart teaches those who haven’t.
Guidelines to teachers for peer-teaching to be effective:
a. Teachers should make sure that tutors have mastered the
material being taught and use sound instructional techniques
b. Structured interactions can improve the effectiveness of peer
teaching
PEER TUTORING
Guidelines to teachers for peer-teaching to be effective:
c. Teachers can use peer tutoring for kids with special needs
d. Tutoring does not have to be limited to same-age peers
 PEER INTERACTIVE
INSTRUCTIONAL STRATEGIES
COMMUNITIES OF LEARNERS
Characteristics of a classroom that is a community 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 from many resources – books, internet, film to
learn more about the topic
COMMUNITIES OF LEARNERS
Characteristics of a classroom that is a community of learners:
d. Discussion and collaboration among students occur regularly
e. Variations in students’ interests and rates of learning are
respected
f. Everyone is a potential source for others
g. Teacher provides some guidance and directions for classroom
activities; students may also contribute
COMMUNITIES OF LEARNERS
Characteristics of a classroom that is a community of learners:
h. Mechanisms for sharing what was learned are in place
i. Constructive questioning and critiquing are commonplace
j. The process of learning is emphasized, sometimes more than the
product