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Bransford Chapter 4
Transcript of Bransford Chapter 4
Intelligence is malleable
Importance of shared social and situational contexts
How Children Learn
"Children lack knowledge and experience but not reasoning"
Active role of learners in their social environment
Importance of shared social and
Children can learn almost anything through will and effort
Flexible learning strategies
Different strategies work for different students based on their knowledge of their own learning.----
Predisposition to learn
some things over others
learners can navigate with aid from a supportive context
Don't expose my failure!!!!
Young children are actively engaged in making sense of their worlds.
mnemonics, clustering (organizing knowledge into meaningful chunks)-
- behavior that is appropriate & effective for a given situation
intelligence can be improved by effort AND WILL!!!!
Infants are not blank slates as previously believed; they have inherent, requisite knowledge--
Upper boundaries change as learners acquire knowledge and competence
- young children already begin to have learning biases
Children lack knowledge and experience but not reasoning ability.
Learners Potential with Capable People
The roles of more capable peers, parents, and other partners are an important part of developing, challenging, and extending a child's efforts to understand the world around them
Children's biology and ecology
Encompasses the area between what students can do on their own (actual developmental level) and what they can do with guidance from adults or peers--
Entity theories vs. Incremental theories
Verbal vs. Nonverbal
privileged domains center on broadly focused categories
physical and biological
young children’s learning capacities
o Early predisposition to learn about some things but not others
o Strategies and metacognition
Theories of mind
o Some theorists argue that there is more than one way to learn, more than one way to be “intelligent.”
o Children and community
Vygotsky’s “communities of learners”
FOUR MAJOR AREAS
Learning is influenced by social interactions
Without these shared social experiences, language acquisition cannot take place because these experiences play a major role in helping children discover the meaning of words and sentence structure. (p. 94)---
Should each intelligence be nurtured in curricula or specific ones?
The way parents set up a child's
environment affects their learning
& how many verbal/ nonveral cues they pick-up
Natalie made this
Language spoken in the house
"Children are both problem solvers and problem generators; they not only attempt to solve problems presented to them, but they also seek to create novel challenges"
When a child has previous experience with certain situational contexts and environments their behavior is more likely to transfer to a similar situational context in a productive way. The environment can "prompt" behaviors if there is previous thinking about the action/behavior.
Specifically in special education, community based learning in specific situational contexts is beneficial because it helps students learn and understand specific skills in an actual realistic environment related to that skill.--
- how children who are not directy
in conversation wittheir parents learn
thorugh observing adults & creating
various learning strategies :
Rehearsal-repeating items over and over, improving recall
Elaboration-improving retention of more meaningful concepts
Summarization-increasing retention and comprehension
Most children fall on the continuum or may be simultaneous in various subject matter
(internal motivation vs. external motivation)
Language development depends on the situation and environment that children are exposed to; affects their biological predispositions--
internal motivations can foster metacognition
Within reach, you can teach
developing metacognitive strategies
Hard-wired to learn language,
but you have to be around people to development