The Experts below are selected from a list of 90 Experts worldwide ranked by ideXlab platform
David N. Perkins - One of the best experts on this subject based on the ideXlab platform.
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Individual and Social Aspects of Learning
Review of Research in Education, 1998Co-Authors: Gavriel Salomon, David N. PerkinsAbstract:We analyze the concept of social learning, offer six meanings of the term, and elaborate on four of them: active social mediation of individual learning (e.g., tutorials or collaborative team learning); social mediation as participatory knowledge construction (as conceptualized by a socio-Cultural approach); social mediation by Cultural Scaffolding (as embodied in the accumulated wisdom residing in tools); and the social entity as a learning system (e.g. the learning of whole organizations). We examine the ways in which each of these meets basic conditions of learning in light of a familiar distinction between the cognitive, acquisition-oriented and situative, participatory-oriented views of learning. Arguing that social learning cannot be fully accounted for without considering the individual learner, we then offer three ways in which individual and social learning relate to one anotherÖas representing two poles on a continuum of social mediation; two poles on a continuum ranging from solo learners to social entities as learners; and two agents in spirally developing reciprocal relations. Educational implications follow.
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Chapter 1: Individual and Social Aspects of Learning
Review of Research in Education, 1998Co-Authors: Gavriel Salomon, David N. PerkinsAbstract:We analyze the concept of social learning, offer six meanings of the term, and elaborate on four of them: active social mediation of individual learning (e.g., tutorials or collaborative team learning); social mediation as participatory knowledge construction (as conceptualized by a socio-Cultural approach); social mediation by Cultural Scaffolding (as embodied in the accumulated wisdom residing in tools); and the social entity as a learning system (e.g. the learning of whole organizations). We examine the ways in which each of these meets basic conditions of learning in light of a familiar distinction between the cognitive, acquisition-oriented and situative, participatory-oriented views of learning. Arguing that social learning cannot be fully accounted for without considering the individual learner, we then offer three ways in which individual and social learning relate to one another-as representing two poles on a continuum of social mediation; two poles on a continuum ranging from solo learners to social entities as learners; and two agents in spirally developing reciprocal relations. Educational implications follow.
Gavriel Salomon - One of the best experts on this subject based on the ideXlab platform.
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Individual and Social Aspects of Learning
Review of Research in Education, 1998Co-Authors: Gavriel Salomon, David N. PerkinsAbstract:We analyze the concept of social learning, offer six meanings of the term, and elaborate on four of them: active social mediation of individual learning (e.g., tutorials or collaborative team learning); social mediation as participatory knowledge construction (as conceptualized by a socio-Cultural approach); social mediation by Cultural Scaffolding (as embodied in the accumulated wisdom residing in tools); and the social entity as a learning system (e.g. the learning of whole organizations). We examine the ways in which each of these meets basic conditions of learning in light of a familiar distinction between the cognitive, acquisition-oriented and situative, participatory-oriented views of learning. Arguing that social learning cannot be fully accounted for without considering the individual learner, we then offer three ways in which individual and social learning relate to one anotherÖas representing two poles on a continuum of social mediation; two poles on a continuum ranging from solo learners to social entities as learners; and two agents in spirally developing reciprocal relations. Educational implications follow.
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Chapter 1: Individual and Social Aspects of Learning
Review of Research in Education, 1998Co-Authors: Gavriel Salomon, David N. PerkinsAbstract:We analyze the concept of social learning, offer six meanings of the term, and elaborate on four of them: active social mediation of individual learning (e.g., tutorials or collaborative team learning); social mediation as participatory knowledge construction (as conceptualized by a socio-Cultural approach); social mediation by Cultural Scaffolding (as embodied in the accumulated wisdom residing in tools); and the social entity as a learning system (e.g. the learning of whole organizations). We examine the ways in which each of these meets basic conditions of learning in light of a familiar distinction between the cognitive, acquisition-oriented and situative, participatory-oriented views of learning. Arguing that social learning cannot be fully accounted for without considering the individual learner, we then offer three ways in which individual and social learning relate to one another-as representing two poles on a continuum of social mediation; two poles on a continuum ranging from solo learners to social entities as learners; and two agents in spirally developing reciprocal relations. Educational implications follow.
Steve Lerman - One of the best experts on this subject based on the ideXlab platform.
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Transposing reform pedagogy into new contexts: complex instruction in remote Australia
Mathematics Education Research Journal, 2013Co-Authors: Peter Sullivan, Robyn Jorgensen, Jo Boaler, Steve LermanAbstract:This article draws on the outcomes of a 4-year project where complex instruction was used as the basis for a reform in mathematics teaching in remote Aboriginal communities in Australia. The article describes the overall project in terms of the goals and aspirations for learning mathematics among remote Indigenous Australians. Knowing that the approach had been successful in a diverse setting in California, the project team sought to implement and evaluate the possibilities of such reform in a context in which the need for a Culturally responsive pedagogy was critical. Elements of complex instruction offered considerable possibilities in aligning with the cultures of the remote communities, but with recognition of the possibility that some elements may not be workable in these contexts. Complex instruction also valued deep knowledge of mathematics rather than a tokenistic, impoverished mathematics. The strategies within complex instruction allowed for mathematical and Cultural Scaffolding to promote deep learning in mathematics. Such an approach was in line with current reforms in Indigenous education in Australia where there are high expectations of learners in order to break away from the deficit thinking that has permeated much education in remote Australia. The overall intent is to demonstrate what pedagogies are possible within the constraints of the remote context.
Natasha H Chenowith - One of the best experts on this subject based on the ideXlab platform.
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Culturally relevant pedagogy and Cultural Scaffolding in literacy education
2016Co-Authors: Natasha H ChenowithAbstract:Teachers are presented with unique challenges in classrooms with Culturally and linguistically diverse students (Ladson-Billings, 1994).
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Culturally responsive pedagogy and Cultural Scaffolding in literacy education
The Ohio Reading Teacher, 2014Co-Authors: Natasha H ChenowithAbstract:AbstractThis article presents Culturally responsive pedagogy as a means to practicing Cultural Scaffolding in the language arts and English classrooms. Students from diverse Cultural and linguistic backgrounds characterize 21st century classrooms. These diverse heritages need to not only be recognized, but also utilized in literacy instruction. Having students write an ethnoautobiography is one way to encourage students to celebrate their Cultural selves, while also teaching literacy and critical thinking skills. The theoretical underpinnings of Culturally responsive teaching pedagogy are discussed and an example activity is outlined.IntroductionTeachers are presented with unique challenges in classrooms with Culturally and linguistically diverse students (Ladson-Billings, 1994). As educators in a pluralistic society, it is necessary that teachers be adaptive, Culturally aware, and sensitive to the challenges of teaching students who may not share the same ethnic and Cultural heritages. When educators understand the beliefs, biases, and behaviors of their students, they can make Culturally informed decisions about how to make teaching and learning most effective.Culturally Responsive Teaching and PedagogyCulturally responsive teaching (CRT) is a pedagogical framework and practice in which educators pay specific attention to the Cultural and diverse contexts in which learning takes place (Ladson-Billings, 2011). It involves paying attention to the differences and similarities between teachers, students, and the learning environment (Gay, 2002). The cultures of the school, of teachers, and of the community are often asynchronous to those of Culturally diverse students (Gay, 2000). These discontinuities can interfere with the students' academic achievement, their motivation to learn, and their ability to acquire new knowledge (Gay, 2000). In order for teachers to deliver content knowledge to students in meaningful ways, they must also be aware and consider the Cultural frame of reference through which each student will mediate that knowledge.Culturally responsive pedagogy assumes that the Cultural diversity of students is a strength and favorable resource for improving learning for all students (Gay, 2000, 2013). The terms Culturally responsive and Culturally relevant pedagogy are interchangeable terms, but certain researchers prefer one over the other. CRT is a pedagogy that recognizes the importance of including students' Cultural references in all aspects of learning (Ladson-Billings, 1994, 1992b). Gay (2002) insists that educators must engage in constructivist Cultural Scaffolding in their teaching practice. Cultural Scaffolding means utilizing students' cultures and Cultural experiences to facilitate and improve academic and intellectual achievement (Gay, 2002). Furthermore, CRT must also be guided by effective cross-Cultural communication and language (Gay, 2002). Cultural Scaffolding and effective communication are especially important for those students who are learning to read and write in a second language (Lightbown & Spada, 2006). When considering the case of English language learners, culture is of particular interest because of the various Cultural backgrounds and experiences students bring to the classroom.The challenges of teaching in a Culturally sensitive way include self-reflection and self-contextualization. In other words, how do I, as an individual, make myself aware of my own Cultural biases? Educators need to examine the ways in which Cultural assumptions affects assessment, interventional goals, child development, learning theory, and the preparation of personnel (Ladson-Billings, 1994, 1995b). An effective and responsive literacy program makes considerations for both the student's second language acquisition skills (motivation,.personality, learning style) and those aspects of the child's specific needs (attitude, cognitive functioning, behaviors) (Garcia & Tyler, 2010). …
Peter Sullivan - One of the best experts on this subject based on the ideXlab platform.
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Transposing reform pedagogy into new contexts: complex instruction in remote Australia
Mathematics Education Research Journal, 2013Co-Authors: Peter Sullivan, Robyn Jorgensen, Jo Boaler, Steve LermanAbstract:This article draws on the outcomes of a 4-year project where complex instruction was used as the basis for a reform in mathematics teaching in remote Aboriginal communities in Australia. The article describes the overall project in terms of the goals and aspirations for learning mathematics among remote Indigenous Australians. Knowing that the approach had been successful in a diverse setting in California, the project team sought to implement and evaluate the possibilities of such reform in a context in which the need for a Culturally responsive pedagogy was critical. Elements of complex instruction offered considerable possibilities in aligning with the cultures of the remote communities, but with recognition of the possibility that some elements may not be workable in these contexts. Complex instruction also valued deep knowledge of mathematics rather than a tokenistic, impoverished mathematics. The strategies within complex instruction allowed for mathematical and Cultural Scaffolding to promote deep learning in mathematics. Such an approach was in line with current reforms in Indigenous education in Australia where there are high expectations of learners in order to break away from the deficit thinking that has permeated much education in remote Australia. The overall intent is to demonstrate what pedagogies are possible within the constraints of the remote context.
