Psyel mod 5

🧠 Central Concepts and Principles

Lower Mental Functions – Basic ways of learning and responding to the environment; biologically built-in.
Higher Mental Functions – Cognitive processes (e.g., reasoning, memory) that develop through interaction with society and culture.
Self-talk – When children talk aloud to themselves during learning; early stage of thought-language connection.
Inner Speech – Internalized form of self-talk; children think to themselves instead of speaking aloud.
Internalization – Process where social activities become internal mental processes.
Appropriation – Internalizing and adapting cultural tools or strategies for personal use.
Actual Development Level – What a child can do independently without help.
Potential Development Level – What a child can do with the help of a more competent person.
Zone of Proximal Development (ZPD) – Tasks a child can perform with guidance but not yet alone.

🧩 Common Themes in Development

Qualitative Changes in the Nature of Thought – Children’s thinking evolves and becomes more complex as they age.
Challenge – Piaget: disequilibrium prompts development. Vygotsky: growth occurs within the ZPD.
Readiness – Children are cognitively prepared for some experiences, not all, depending on development stage.
Importance of Social Interaction – Piaget: social conflict fosters growth. Vygotsky: interaction is essential for thought development.

👨‍👩‍👧 Adult Support & Learning Processes

Mediated Learning Experience – Adults help children interpret experiences, promoting meaning-making.
Scaffolding – Temporary support structures to help learners accomplish challenging tasks.
Guided Participation / Legitimate Peripheral Participation – Novices learn through observation and engagement at the edge of expert tasks.
Community of Practice – Group with shared goals/interests that collaboratively builds knowledge.
Apprenticeship – Intensive mentorship where a novice learns from an expert over time.
Cognitive Apprenticeship – Learning the thinking process behind expert performance.

🧑‍🏫 Cognitive Apprenticeship Strategies

Modeling – Mentor demonstrates task while verbalizing thoughts.
Coaching – Mentor gives feedback, hints, and encouragement during learner’s task performance.
Articulation – Learner explains reasoning and strategies aloud.
Reflection – Learner compares performance to expert models.
Increasing Complexity and Diversity of Tasks – Mentor progressively gives more difficult and varied tasks.
Exploration – Learner begins posing own questions and solving problems independently.
Dynamic Assessment – Evaluates what learners can do with guidance; often shows more potential than standard tests.

🗣 Cognitive and Social Learning Processes

Intersubjectivity – Shared understanding between individuals; foundation for learning.
Embodiment – Cognitive processes are tied to the body and physical context.
Distributed Cognition – Spreading thinking across people, tools, or the environment.

Forms of Distributed Cognition:
30. Physical Objects – External tools (e.g., diagrams) to support memory and thinking.
31. Organizing & Interpreting Facts – Using concepts, strategies, tools to analyze information.
32. Sharing with Others – Collaborative learning by pooling knowledge.

🌎 Bronfenbrenner’s Ecological Systems Theory

Urie Bronfenbrenner – Proposed a model outlining environmental layers that affect child development.
Microsystem – Immediate settings (e.g., family, school, friends).
Mesosystem – Interactions between microsystems (e.g., parent-teacher communication).
Exosystem – Indirect influences (e.g., parent’s workplace policies).
Macrosystem – Cultural values, laws, customs, beliefs.
Chronosystem – Development over time; how systems change through life.

🎓 General Implications for Instruction

Authentic Activities – Real-world tasks that mirror challenges students will face.
Problem-Based Learning – Learning through solving realistic and complex problems.
Service Learning – Projects that benefit the community while supporting student learning.

🤝 Peer-Interactive Instructional Strategies

Class Discussions – Open-ended dialogue to explore ideas and interpretations.
Reciprocal Teaching – Teacher + students take turns leading reading discussions.

Key Strategies in Reciprocal Teaching:
44. Summarizing – Identifying main ideas.
45. Questioning – Asking clarifying or deep questions.
46. Clarifying – Resolving confusion using prior knowledge or rereading.
47. Predicting – Anticipating what comes next in a text.

Cooperative Learning – Small groups working toward shared academic goals.
Base Groups – Long-term groups lasting a semester or year.
Jigsaw Technique – Each member teaches part of the material to the group.
Scripted Cooperation – Pairs where one summarizes and the other corrects and elaborates.
Guided Peer Questioning – Structured peer questioning to deepen understanding.
Peer Tutoring – Students teaching peers who need help.
Communities of Learners – Collaborative knowledge-building between teacher and students.
Knowledge Building – Advancing group understanding, like real-world researchers.
Technology-Based Collaborative Learning – Using digital tools to share ideas and work together.