Introduction to children’s learning

How do I learn best ?

How children learn

As a group look at the statements on the

sort cards. Put those you strongly agree

with first and those you strongly disagree

with last.

Teacher self-identity

Fundamental values: personal, moral, social.1. Personal values with regard to self.2. Moral values with regard to others.3. Social with regard to the community.

Teacher identity and integrity

Identity is described as: ‘An evolving nexus (set of connections) where all the forces that constitute my life converge in the mystery of self: my genetic makeup, the nature of the man or woman who gave me life, the culture inwhich I was raised, people who have sustained me and people who have done me harm, the goodand ill I have done others, and to myself, the experience of loving and suffering…’ (Palmer, 1997)

Integrity is described as:‘Integrity requires that I discern what isintegral to my selfhood, what fits and whatdoes not – and that I choose life-giving waysof relating to the forces that converge within me. Do I welcome them or fear them, embrace them or reject them, move with them or against them? (Palmer, 1997)

What kind of teacher do you want to become?

Use the following list to consider what kind of teacher you want to become.1. Well informed about the subject you teach.2. Kind and compassionate.3. Approachable, pleasant and responsive.4. Good listener and communicator.5. Keen sense of humour.6. Patient but decisive.7. Make fair judgements.8. Clear about what I want children to learn.9. Respond to children’s questions and interests.10. Team player and cooperative.11. Take account of criticism and act appropriately.12. Take every opportunity to encourage colleagues.

Now make a list of characteristics you want to avoid.

What do you understand by the term

learning ?

A fairly simple but enduring psychological

definition of learning is: ‘Relatively

permanent changes in behaviour or in

potential for behaviour that result from

experience’ (Lefrancois, 1994, p41)

• The process that helps the learner make sense of information and create something new from it.

• The means of shaping current understanding.• Utilising knowledge and insights gained from earlier

experiences to respond effectively to new ones.• The ability to step back from familiar knowledge to

explore less familiar areas.• The ability to think and reason.• A consequence of thinking ‘which includes use of the

imagination, a playful disposition, persistence and the ability to learn with and from others’. (Robson, 2006)

Planning National CurriculumEvery Child Matters

Living Difference – The agreed syllabus for REEarly Years Foundation Stage

Primary Framework for Literacy and MathematicsSchemes of work for the foundation subjects

School Policies and school targets

Medium term planning and class targets

Weekly planningLesson or daily planning

Every Child Matters

The five outcomes for children are:

1. being healthy;

2. staying safe;

3. enjoying and achieving;

4. making a positive contribution;

5. achieving social and economic well-being.

Behaviourism

The model held that the mind is a blank slate – we cannot uncover the

hidden workings of the mind but instead can study only directly

observable events.

A stimulus response approach with associated feedback

Modelling a new skill requires teachers to demonstrate, explain and point out pitfalls.

Stimulus Response Consequences Implication

(Cage) (Lever pressing) (Food reward) (More pressing)

Stimulus Response Consequences Implication

(Teacher asks (Child gives (Teacher rewards (Child responds

question) correct answer) child) in future)

Implications for teaching and behaviour management

• Teacher controls what is to be learned and

the pace of learning.

• Children can be taught in very large

groups.

• Desired learning and behaviours are

rewarded, often extrinsically.

Constructivism

Rather than pupils being empty vessels into

which information is poured, they come with

a wealth of knowledge. Pupils will hang new

information onto their existing ways of

understanding the world, creating new links

to their pre-existing knowledge.

Nine learning principles to emerge from constructivist thought (George Hein)

1. Learning is an active process of constructing meaning from sensory output.2. As they learn, people learn about the process of learning, as well as the content.3. Learning happens in the mind.4. Language and learning are inextricably linked.5. Learning is a social activity and happens with others. 6. Learning is contextual, in that we learn in relation to what we already know, our beliefs and prejudices.7. Previous knowledge is a prerequisite to learning.8. Learning happens over long periods of time, through repeated exposure and thought.9. Motivation is essential for learning.

Lev Vygotsky

Lev Vygotsky, proposed that learning is

shaped strongly by (1) the use of language,

emphasising how discussion and talk should

go along with practical activity and (2) the

importance of teachers and other adults.

Classroom talk

Teacher asks a question

Children put up their hands

Teacher takes an answer

Teacher accepts, rejects or develops the answer

Teacher asks a further question

Teacher: When was the Battle of Hastings?Child: 1066Teacher: Good girl/boy

Teacher: Why did the Spanish land on the coast of Mexico?Pupil: GoldTeacher: Yes, they were searching for gold.

Pair up and discuss the extract of children’s

talk.

How is the talk different to IRF exchanges?

What is the role of the teacher?(Identify specific examples)

Dialogic teaching

Robin Alexander (2003) puts forward five principles which he says brings together the essential features of dialogic teaching in the classroom: 1. Collective – teachers and children address learning

together, whether as a whole group or as a class, rather than in isolation.

2. Reciprocal – teachers and children listen to each other, share ideas and consider alternative viewpoints.

3. Supportive – children articulate ideas freely, without fear of embarrassment over ‘wrong’ answers; and they help each other to reach common understandings.

4.Cumulative – teachers and children build on their own and each other’s ideas and chain them into coherent lines of thinking and enquiry.

5. Purposeful – teachers plan and facilitate dialogic teaching with particular educational goals in view.

How could you apply these ideas in the

classroom?

Strategies for extending dialogue

• Allow thinking time before taking responses.

Use ‘think, pair, share’ (30 seconds to think,

1 minute to share with partner)• Do not respond immediately after a child has

replied – often they will say more.• Challenge the response – ‘Tell me why…’ ‘But

what about…?’• Ask the child to elaborate – ‘Can you say more?’

Zone of Proximal Development

What is known

Skills too difficult for the child to master on his/her own, but can be done with guidance and encouragement from a knowledgeable person

What is not known

Scaffolding

Bridging the gap between actual and potential development.

Scaffolding may take many forms in the classroom including:1. providing clear and realistic objectives;2. gaining the child’s attention and focussing it on the requirements

of the task3. providing written or actual models;4. reducing task into manageable subtasks;5. drawing attention to the most relevant aspects of the task;6. explaining procedures;7. keeping the learner on track and motivated;8. correcting on task errors;(based on Lefrancois, 1999)

Implications for teaching

• Teachers should encourage discussion in the classroom.• Teaching should lead development not lag behind it.• Teachers should carry out careful diagnostic assessment of children’s abilities – know your starting point!• Learning activities should be appropriately sequenced and lie within the child's Zone of Proximal Development .

Discovery Learning

Like Vygotsky and unlike Skinner, Jerome Bruner’s

theories view children as actively constructing their own

knowledge.

Bruner suggests a model of children’s learning. He claims

that learning should move through three set phases:• Enactive (by doing – including motor and sensory

experiences) • Iconic (pictorial representation)• Symbolic (abstract representation)

Implications for teaching

• Children should not be given information in its final form but allowed to discover relationships for themselves.• Learning should begin with motor and sensory experiences and only later move to themore abstract.• Topics should be visited and later re-visited at ahigher level (the spiral curriculum).

On your own - identify three key points from

the session this morning.

Compare and discuss with a partner.