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Ending Thoughts

Ending Thoughts

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Ending Thoughts

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  1. Ending Thoughts

  2. Driscoll • A number of descriptions of learning, all are incomplete.

  3. Layers • Social • Psychological (the bulk of the theories in our course) • Neural (biological bases of learning)

  4. Rochelle & Clancey • Oppose the stratification • “Through shared activity, students are able to construct a way of meaningfully seeing, notating, and communicating about motion” (p. 436). Thus, social and neural constrain students’ understanding. • Cannot make the assumption that perception, representation, and social interaction are three separate modules operating at different times.

  5. Mutual Intelligibility • In other words, they both understand what they are jointly doing. • Depend on simultaneous activation of neural processes and socially-structured conversation. • Thus, when there is a communication breakdown, there is a coupling of neural (perceptual) and social needed to gain understanding.

  6. Their developed notation (the physical indicators as they were working and sharing) was important in this process. Vygotsky may say that it mediated the process. • Perception  Tools  Social Representation and Meaning • “Representation and meaning are not prior to social and physical interaction but are constructed in the activity” (p. 444).

  7. Your personal theory of learning • Need to develop this to evaluate other theories in terms of their validity and usefulness. • You have beginning pieces.

  8. Life-long learners • Issues in developing your personal theory • People are unlikely to change their beliefs unless they have opportunities to critically reflect upon them. • The intention to learn springs from problems experienced in practice or the desire to maintain currency in knowledge. • The intension to learn is essential to the recursive process of personal theory building.

  9. My personal theory

  10. How will you use your personal theory? • Educators in classrooms – becomes evident in how they choose to teach and why they make those choices. • Counselors – help you understand the complexity of the classrooms of the students that you will support as well as being evident in your own choices. • Nurses – understanding your views and patients’ individual preferences regarding how patients gather/understand information and how these views need to mesh for the benefit of the patient. • Researchers/writers in education – beliefs not only help determine the questions you will ask and how you will ask them, but also provide a needed theoretical foundation for your work.

  11. What have we accomplished?