PSYC 201 Chapter Notes - Chapter 10: Cooperative Learning, Social Loafing

• School: Towson University
• Department: Psychology
• Course: PSYC 201
• Professor: Barbara Wilson

Document Summary

Learning goals: compare the social constructivist approach to to other constructivist approaches, explain how teachers and peers can jointly contribute to children"s learning, describe two social constructivist programs. Constructivism emphasizes how individuals actively construct knowledge and understanding (piaget and vygotsky) In general social constructivist approaches emphasize the social contexts of learning, and the idea that knowledge is mutually built and constructed. As they are exposed to the thinking of others. Situated cognition: an important assumption in social constructivist approach. Refers to the idea that thi(cid:374)ki(cid:374)g is (cid:862)situated(cid:863) i(cid:374) so(cid:272)ial a(cid:374)d ph(cid:455)si(cid:272)al (cid:272)o(cid:374)te(cid:454)ts, (cid:374)ot (cid:449)ithi(cid:374) a(cid:374) individual"s mind. K(cid:374)o(cid:449)ledge is e(cid:373)(cid:271)edded i(cid:374) and connected to the context in which learning develops. It is important to create learning situations close to real world circumstances. Teachers and peers as joint contributors to students learning. Cognitive apprenticeship: a(cid:374) e(cid:454)pert stret(cid:272)hes a(cid:374)d supports the (cid:374)o(cid:448)i(cid:272)e"s u(cid:374)dersta(cid:374)di(cid:374)g a(cid:374)d use of cultural skills. Scaffolding: changing the level of support over the course of a teaching session.