Learning Environments - Week 10 - Mind Map

Got all the post its from our group meeting, typed them up and created some mind maps… grouping is coming along but I’m thinking about applying the learning theories to the environment I was observing previously.

Watson

No divide between man and brute

Locke

Experience Sense Perception Blank slate Association “Smoothing of paths” - learning Learning with the World Embodied cognition Learn through senses Experiential learning

Montessori

Student centered teaching Clock metaphor - wind it instead of moving its arms Play Very precise language: long-thick Self-directed Don’t force it. Don’t correct it. Natural curiosity Stimuli Make “spontaneous observers” Guidance needed Sense training Experience their senses Experiential learning Intrinsic motivation Mixed age grouping

Dewey

Experiential learning Thoughts are creative & novel - can’t be communicated Are you learning the right thing? Correct answer & actually knowing Extrinsic - Intrinsic “Is there anything but a problem?” No grades Relevance Materials Play Constructivism

Piaget

Social speech - communication Student self-discovery Egocentric speech - useless Children - no real social life Teacher = guide Developmental stages Law of nature - universal Peer to peer learning Mixed age students Elder to younger Master - apprentice

Basso

Immersive, experiential, embodied People learn from physical spaces External vs internal cognition Knowledge passed from elders Emotional Intelligence Wisdom from reflection and hard work Culture, language, and physical space Study -> Smooth <- Resilient Exterior to Interior

Vygotsky

It was Piage himself who demonstrated “logic of action precedes logic of thought” Egocentric speech IS useful MKO more knowledgable other Human and nature ZPD Egocentric speech - intellectual tool Social scaffolding Motivation to Learn Intrinsic Extrinsic

Lave & Wenger

Legitimate peripheral participation (LPP) Knowledge lives outside of us / amongst us Newcomers need old-timers. For COP, LPP to be optimal, newcomers must have access to meaningful tasks Technology must be invisible but visible No center, COP alway evolving - knowledge is more complex Formal vs. informal indoctrination Old timers must be open to newcomers perspective

Skinner

Behavioral Engineering Walden Two - “self-control” Operant Conditioning Mixed age grouping Extrinsic to Intrinsic motivation Relevance Metacognition Reinforcement Rapid feedback Social Priming Metacognition Developmental readiness Language Content relevance Teacher’s role

Cole & Griffin

Relevance Language is a technology of mediation Social, interpersonal Language gives you the world twice

Hutchins

Literally external cognition Embodied cognition Collective intelligence - social education McDermott & Ralley

Gestures and Intelligence

Ingenuity Students vs readers - disconnect - good at the wrong thing

Brown

Active constructors Multple ZPDs Reciprocal teaching Community of learners Cross-age teaching Comprehension monitoring device Metacognition Jigsaw Group’s learning achievements are greater than individuals Impoverished artificial learning environments conflicts with natural instincts

Gilmore

Creation Children are capable linguistically Spontaneous language creation Learning is social Play Anti-Piaget