developmental dimensions of learning 2014
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Developmental Dimensions of Learning -Facilitating LearningTRANSCRIPT
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Developmental Dimensions of Learning
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• As individuals develop, there are different opportunities and constraints for learning.• Learning is most effective when differential development
within and across physical, social intellectual and emotional domains is taken into account.• Individuals learn best when material is appropriate to
their developmental level.• Individual development varies across intellectual, social,
emotional and physical domains, achievement in different instructional domains may also vary.
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Cognitive, emotional and social development of individual learners and how they interpret life experience are affected by : Prior Schooling Home Culture & Community
School Experiences,Stock Knowledge,Moral Values
Family’sRelationship,Upbringing,
Demeanor &Principles
Norms,
Folkways,
Beliefs,
Religion,
Social Group,
Rules & Law
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How Children Think and
Learn
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Jean Piaget’s contributions to our understanding of the learning process, are as important as his contributions to our understanding of stages of development.
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Stages of Learning
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• Sensorimotor Stage • It lasting from birth to approximately 24 months,
in this stage the child learns about the world primarily through sensory experiences and movement.• Child knows that an object still exist even when
out of sight (Object permanence).• Infants and toddler intelligence should not be
underestimated. They understand such concepts as causality and reversibility through sensorimotor intelligence.
The child touches things, holds, listens, tastes, feels, bangs & shake everything in sight.
Creeping, Crawling,
Walking
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•Pre-operational Stage • From 2 to approximately 5 or 6 years of age • The child develops the important skill of using
symbols, but is not yet capable of mentally manipulating them in logical order.• SYMBOLIC FUNCTION - The symbols systems
children develop include using pictures and spoken words to represent objects and ideas, using letters to represent sounds, and then moving a step further and using the written words to represent meaning.
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•Pre-operational Stage • EGOCENTRISM- The tendency of the child to see
only his point of view and to assume that everyone has also his same point of view.• CENTRATION- Child focus only on one aspect of
thing or event and exclude others.• IRREVERSIBILITY- The children still have the
inability o reverse their thinking.• ANIMISM- Child attribute human like traits or
characteristic to inanimate object.• TRANSDUCTIVE REASONING- Child’s type of
reasoning that is neither inductive nor deductive.
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•Concrete Operational Stage• From approximately 6 to 11 or 12 years of age• Children become capable to mental operations
and applying logical thought to concrete objects and situations.• However at this stage, children’s use of mental
operations and their ability to apply logic is effective only if they have concrete, tangible objects to which they can refer.• Children begin to manipulate data mentally.
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•Concrete Operational Stage• DECENTERING- Ability of the child to perceive
different features of object and situation. No longer focus or limited on one aspect or dimension.• REVERSIBILITY- Child can now follow that certain
operations can be done in reverse.• CONSERVATION- Ability to know that certain
properties of objects like number, mass, volume or area do not change even if there is a change in appearance.• SERIATION- Refers to the ability of the child to
arrange things in a series based on one dimension like weight, height, volume or size.
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How Adolescents Learn
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• Adolescence represents a very special time in the chronology of a young person’s developmental history.• They not only grow as physical persons, but also
develop as psychological and cognitive persons.• Adolescents begin at approximately 11 or 12 years old.• Adolescents can imagine all of the possibilities in any
situation or problem and are capable of analyzing them to determine which are the best approaches.• Young adolescents can think intuitively, concretely or
formally. • The older they are, the more likely they are to think
formally.
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• Thinking will vary from person to person because, like all other behavioral expressions, it is a function not only of innate intelligence, but also of experience, social class, ethnic background and previous learning.• Changes in the adolescents abilities to think in more
abstract way is not just a function of experience, but it is also a function of corresponding changes in brain growth and structure.• To develop competence in the are of inquiry, students
must have a deep foundation of factual knowledge, understand fats and ideas in the context of a conceptual framework and organize knowledge in ways that facilitate retrieval and applications.
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How Adults Learn
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• Adults are autonomous and self directed.• Adults have accumulated a foundation of life
experience and knowledge that may include work-related activities, family responsibilities and previous education.• Adult are goal oriented.• Adults are relevancy-oriented.• Adults are practical, focusing on the aspects of a
lesson most useful to them in their work.• As do all learners, adults need to be shown respect.
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Sources of Motivation for Adult Learning
• Social Relationship• External Expectations• Social welfare• Personal Advancement• Escape/Stimulation• Cognitive Interest
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Understanding the Developmental
Dimensions of LearningTeaching and Learning occurs in complex
ecosystems, dynamic environments where teachers, students, materials and supplies,
texts, technologies, concepts, social structures, and architectures are interdependently related
and interactive.
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Understanding the Developmental
Dimensions of LearningThere is positive evidence of student development across five dimensions: confidence and
independence, skills and strategies, knowledge and understanding , use of prior and emerging experience , and critical reflection. These five dimensions cannot be separated and treated individually; rather they are
dynamically interwoven.
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Five Dimensions of Student Development
• Confidence and Independence • We see growth and development learners’ confidence
and independence become congruent with their actual abilities and skills, content knowledge, use of experience and reflectiveness about their own learning.
• Skills and Strategies• Skills and strategies represent the “know-how” aspect
of learning, when we speak of “performance” or “mastery” we generally mean that learners have developed skills and strategies to function successfully in certain situations
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• Knowledge and Understanding • Refers to the “content” knowledge gained in particular
subject areas. It is the most familiar dimension, focusing on the “know-what” aspect of learning
• Use of Prior and Emerging Experience• The use of prior and emerging experience involves
learners’ abilities to draw on their own experience and connect it to their work.
• Reflection • Refers to the developing awareness of the learner’s
own learning process, as well as more analytical approaches to the subject being studied.
Five Dimensions of Student Development
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