Ed 7

Facilitating Learner-Centered Teaching

Module 6A

SIGNIFICANCE OF DEVELOPMENTAL AND

SOCIO-CULTURAL DIMENSIONS OF LEARNING IN
SELECTING STRATEGIES AND METHODOLOGIES
 Father God Almighty,

Opening Prayer We give you praise and thanks for this wonderful day.
Indeed your love endures forever.
We ask humbly ask for your forgiveness and understanding
in all our shortcomings most especially when we tend to
forget how grateful we should be no matter how great or
small are the blessings that we receive from You each day.
Through God and bad, through hardships and pain you are
there to make us feel your presence in various ways through
the people, objects or things that are aroundus.
We continuously seek for your guidance and protection.
Keep us and our families safe in times of distress. That we
may all learn to be instruments of your love for others as we
share whatever we learn for the goodness of others.
This we ask in your most precious name. AMEN
Reflective
Post
Take the Challenge!
02
01
Determine the significance
of developmental and socio-
Learn additional terms cultural dimensions of
used in the study of learning in selecting
the Socio-cultural strategies and
dimensions of learning methodologies that value
the different social
influences in learning.
 Review
Social and Cultural Influences on Learning (5a)

Learning is influenced by social interactions,

interpersonal relations, and communication with
others.
It can be enhanced when the learner has an
opportunity to interact and collaborate with others
on instructional tasks.

Engage
Learning settings that allow for social interactions and
that respect diversity encourage flexible thinking and social
competence.
In interactive and collaborative instructional contexts,
individuals have an opportunity for perspective-taking and
reflective thinking that may lead to higher levels of cognitive,
social, and moral development as well as self-esteem.
Quality personal relationships that provide stability, trust,
and caring can increase learners’ sense of belonging, self-
respect ad self-acceptance, and provide a positive climate for
learning.
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Family influences, positive interpersonal support and
instruction in self – motivation strategies can offset factors
that interfere with the learning such as negative beliefs.
Positive learning climates can also help establish the context
for healthier levels of thinking, feeling and behaving. Such
contexts help learners feel safe to share ideas, actively
participate in the learning process, and create a learning
community.
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Inside every individual is an interaction. His personal

characteristics are manifested in his behavior which others in
the group experience as he relates with them. These personal
characteristics are products of his hereditary endowments,
his interaction with his environment, and the realization that
comes with maturity.
Theories of Social Interactions
A. SYMBOLIC INTERACTIONISM
(GEORGE HERBERT MEAD)
- a person learns to understand
many symbols and adjusts
behavior according to his
perception of symbols in the
situation. If he has acquired the
symbols of the people around
him, then there will be more
harmonious interpersonal
relations.
B. SOCIAL LEARNING
THEORY
Self-concept – the sum total
of a person’s thought or idea
about his appearance, his
family, his experiences and
the recognition he gets from
the people around him.
Theories of Social Interactions
C. ATTRIBUTION THEORY
Attribution – refers to the perception of the cause of a
person’s behavior
Internal Orientation – a person attributes the outcomes
of his action to his personal efforts, characteristics, or
attitudes
A person who has internal attribution is perceived to be
more self-reliant, more persistent and more persevering,
and more likely to succeed especially in academic
situations.
Social Learning Theory
 Theories of Social Interactions
B. Social Learning Theory
Self-concept – the sum total of a person’s thoughts or
ideas about his appearance, his family, his experiences,
and the recognition he gets from the people around him.
Self-efficacy – one who has a high self-concept
usually volunteers to do something while one who has a
low self-concept will shun responsibility because of a lack
of a sense that he can do it.
 Theories of Social Interactions

Heider suggests: “The greater the personal force

contributing to the production of an outcome, the
greater the actors’ responsibility for the occurrence
of that effect.”
Carl Roger’s Theory of Interpersonal
Relations
Congruence is the term used to indicate an
accurate matching of experiences, awareness, and
communication of an individual.
Carl Rogers (1961) proposed a general law of
interpersonal relationships which he presented for
research.
 INTRODUCTION
SOCIAL-CULTURAL TERMS
Culture is a broad and encompassing concept.
Often, we equate culture with race or ethnic identity
but that is not always the case.
Culture refers to characteristics of the
individual/society or of some subgroups of the
society…(it) includes values, beliefs, notions about
acceptable and unacceptable behavior and other
socially constructed ideas that members of the culture
are taught are “true.”
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It is also defined as the shared products of a human
group in society. Although culture is shared, it must be
learned by each new generation, through the process of
social instruction.
The sociology of culture shows that our way of
thinking and categorizing our hopes and fears, our likes
and dislikes and our beliefs and habits are social creations,
strongly influenced by the time and place in which we live.
Even so, culture does not dictate thoughts and behavior- it
leaves room for action.
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Each culture is different because it is adapted to meet
a specific set of conditions both physical and social factors
help shape a particular culture…In short, culture governs
how we think and feel. It shapes our beliefs about what it
important in life and our interpretations of what events
mean.
As our world continues to change, students interact
with others with quite different backgrounds from their
own, especially in the classroom.
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The manner in which they respond to others who seem

different can have an impact on their success in school,
work and harmonious relationship with others. If they take
time and make the effort to understand these differences,
they may develop better relationships and succeed
academically.
Engage
Culture -is the complex whole that includes the customs,
beliefs, mores, and folkways of a certain group of people.
Education - is transferring of culture
Sub Culture – a specialized form of culture practiced by a
small group of people that shows uniqueness compared
to other groups
Norm – what is considered “normal” is basically based on
the number of people practicing a certain behavior
Folkways – actions that have some moral significance and
became repetitive
KINDS OF GROUPS TYPES OF GROUPS

Primary group Integrated group – the members have common

Secondary group actions in shared meanings and values.
Crowd – members act together on the basis of
In group
shared emotion and feelings, as in religious revival
Out group meetings, revolutionary mobs, or a panic.
Reference group Audience or mass – members act together on the
Peer group basis of a common attitude without interaction
Circle among members; like people at a film showing.
Gang Public – this refers to a number of people in some
form of communication with each other who have
a common interest but do not necessarily come to
a common agreement.
 Social Problems

- growing
groups and Juvenile Racial
countries delinquency prejudice
experience Crime Industrial
conflict
various societal Alcoholism Poverty
problems Suicide Graft and
brought about Drug addiction corruption
by various
factors.

 Informal Social Control Informal Social Control

Mores and Internalizing the

- refers to the values and
ways in which folkways
Expectations not attitudes of family
members of a written down but Helping the child
society influence perceived and to understand the
one another so made known to norms of the
as to maintain him bigger group
Desire for
social order Pressure to
acceptance of the

conform
bigger group
 Social Control
Formal Social Control Formal Social Control
Tendency to level
- refers to the an individual who
ways in which is out of line and
Passage of Law gossip
members of a Formal mechanism Curbing anti-
society influence to maintain control social attitudes by
one another so over the behavior disallowing
as to maintain of its members privacy or
social order ascribing

undesirable status
to deviants
 Social Process
- sociologists have noted that social change occurs in patterns and
these patterns are called social processes, this is also used to
interpret social behavior
Classification of Social Process
Competition – an impersonal attempt to gain scarce and valued
resources of wealth, land, etc.
Conflict – involves the use of deliberate power
Accommodation – is the conscious adjustment and compromise
among conflicting groups to live without conflict
Assimilation – is the learning and acceptance by one group of the
beliefs and values of another group so that they gradually become
virtually indistinguishable
 VYGOTSKY’S SOCIAL DEVELOPMENT THEORY
Lev Vygotsky
was born in Russia in 1896.
His work began when he was
studying
learning and development to improve
his own teaching.
he was a Russian psychologist who
lived during the Russian revolution.
 VYGOTSKY’S SOCIAL DEVELOPMENT THEORY
Vygotsky’s work was largely unknown to the West until it was
published in 1962.
In his lifetime, he wrote on language, thought, psychology of art,
learning and development, and educating students with special
needs.
Vygotsky’s ideas about language, culture, and cognitive
development have become major influences in psychology and
education today.
 Summary
Social Development Theory
argues that social interaction
precedes development, and
consciousness and cognition are
the end product of socialization
and social behavior.
 Three Major Themes ofSocial
Development Theory
3
2
1

The Zone of
More Proximal
Social Knowledgeable Development
Interaction Other (ZPD)
(MKO)
 Three Major Themes ofSocial
Development Theory
Social interaction plays a fundamental role
1 in the process of cognitive development. In
contrast to Jean Piaget’s understanding of
child development. (in which development
necessarily precede learning) Vygotsky felt
Social social learning precedes development.
Interaction He states “ Every function in the child
cultural development appears twice: first ----
On the social level and later, on the individual
level, first between people
(interpsychological) And then inside the child
(intrapsychological)
 Three Major Themes of Social
Development Theory
2
Refers to anyone who has a better
understanding or a higher ability than the
The learner, with respect to a particular task,
process, or concept.
More The MKO is normally thought of as being a
Knowledgeable teacher, coach, or older adult, but the MKO
Other could also be peers, a younger, or even a
computer.
(MKO)
 Three Major Themes of Social
Development Theory
- Vygotsky believes that learning takes
3 place when children are working within what
he called their “zone of proximal
development”.
The This means that within this area the child
Zone of or adolescent is ready to master new concepts
or ideas, but simply needs help in doing so.
Proximal - is the distance between a student’s ability
Development to perform a task under adult guidance and
(ZPD) or/peer collaboration and the student's ability
to solve the problem independently.
 Vygotsky particularly emphasized
the ways in which adult support
and learning among peers could

Scaffolding assist children and adolescents to

master concepts they could not yet
learn alone.(Atherton, 2004)

As a learner become more

the process of providing a
child or adolescent with a
good deal of support
during the time he/she is
learning something.
proficient, able to complete tasks
on their own that they could not
initially do without assistance.
The guidance can be withdrawn
this is called scaffold and fade-
away technique.
 Scaffolding
when done appropriately can
make a learner confident and
eventually he can accomplish
the task without any need for
assistance.

Language
Opens the door for learners
to acquire knowledge that
others already have.
Learners can use language to
know and understand the
world and solve problems.
INDIVIDUAL FUNCTION
It helps the learner regulate and reflect
on his own thinking.
Children talk to themselves.
For Vygotsky, this “talking-to-oneself”
is an indication of the thinking that
goes on the mind of the child. This will
eventually lead to private speech.
Private Speech A form of self–talk that guides the child’s
thinking and action.
Vygotsky believed in the essential role of
activities in learning. Children learn best
through hands-on activities than when
listening passively. Learning by doing is
even made more fruitful when children
interact with knowledgeable adults and
peers.
 INTRODUCTION
Significance of Developmental and Socio-Cultural
Dimensions of Learning in Selecting Strategies and
Methodologies

Both theories and findings of research serve as sources

of ideas on the applications of the socio-cultural dimensions
of learning, to classroom teaching. These applications pertain
to the methodologies, approaches, and techniques to
teaching; knowing what best practices in teaching to adopt,
and being discriminating of the various choices of
methodologies and instructional materials available for use.
All of this must lead to the benefit of the learners in mind.
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Omrod (2015) in Brawner (2019) listed down some
educational implications of Vygotsky’s Theory and other
contextual perspectives.
a. Learners can think more effectively when they acquire
the basic cognitive tools of various activities and
academic disciplines.
b. Children learn and remember more when they talk
about their experiences.
c. Children should have opportunities to engage in
activities that closely resemble those that they will
encounter alter in the adult world.
Learning Point: Educational Implications of
Socio-Cultural and Other Contextual Theories
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d. Children often acquire better strategies when they
collaborate or work with adults on complex tasks.
e. Challenging tasks, especially when sufficiently
scaffolded tend to hasten cognitive development.
f. Technology-based software and application can
effectively scaffold many challenging tasks, and
occasionally offer good alternatives to real-world
activities and problems.
g. Children's abilities should be assessed under a variety
of work conditions.
h. Group learning activities can help children internalize
cognitive strategies.
Learning Point: Educational Implications of
Socio-Cultural and Other Contextual Theories
 Engage
Peer Interactive Instructional
Strategies
Students who work together enable themselves to construct
their own meaning about the subject matter. When students
work together, in essence, they are engaged in distributed
cognition. It means that learning is spread across many minds,
from which the learners can draw multiple ideas.
Peer interactive strategies enable the learners to do the
following and therefore benefit from these in many ways.
a. They can clarify and organize their ideas and justify their
ideas.
b. They tend to elaborate on what they learned.
c. They are exposed to others’ views, widening their
knowledge and perspectives.
 Engage
Peer Interactive Instructional
Strategies
d. They may discover flaws or inconsistencies in their
thinking and do self-correction.
e. They can gain more complex and sophisticated thinking
and reasoning skills.
f. They can also practice their argumentation skills-skills
which experts use to advance knowledge.
g. They can acquire a more sophisticated view of the
nature of knowledge and learning.
Important key features of peer-interactive strategies lie on
developing orals skills, convergent and divergent thinking skills,
organizational skills, and argumentation skills.
 Engage
Peer Interactive Instructional
Strategies
1. Class Discussion
2. Reciprocal Teaching
3. Cooperative Learning
4. Peer Tutoring
5. Communities of Learners
 Peer Interactive Instructional
Engage
Strategies
1. Class Discussion –effective classroom discussion focuses
on topics that lend themselves to multiple perspectives,
explanations, and approaches.
2. Reciprocal Teaching – this involves teachers and students
taking turns to lead the discussion and asking questions.
The teacher serves as a guide and eventually turns it over
to the students as the students learn to derive meaning in
their own discussions.
3. Cooperative Learning – Students work in small groups to
achieve a common goal of academic success.
 Peer Interactive Instructional
Engage
Strategies
3. Cooperative Learning – Students work in small groups to
achieve a common goal of academic success.
4. Peer Tutoring – students who have mastered the topic
and know it by heart and teachers who haven’t.
5. Community of Learners – Teachers and students share
goals, respect, and support for one’s efforts, and each one
makes an important contribution to classroom learning
(Hom & Battistich, 1995, in Omrod, 2015). The classroom
is a community of learners where teachers and students
collaborate to build a body of knowledge about a topic and
help one another to learn about it.
 EXPLORE
Observe at least two (2) of your
online synchronous classes within the
term. Describe how social interaction
and peer instructional strategies are
being applied in those classes.
REFLECTION ACTIVITY
1. What is the relationship between
social learning and the long-term
development of the child?
2. What makes metacognition and
self-directed learning valuable in
the social learning process?
REFLECTION ACTIVITY RUBRICS

Please click the link below for rubrics:

https://drive.google.com/file/d/1AlNffLTf
ax9mV0uxMmZwj8LiTKJsZHoV/view?
usp=sharing
 References
BOOKS
Brawner, D. & Leus, M. ( 2018). Facilitating Learner-Centered Teaching.
Adriana Publishing Co. Inc. Manila. Philippines.
Lucas M. & Copuz, B. ( 2014). Facilitating Learning: A Metacognitive
Process. (4th Edition). Lorimar Publishing Inc. Manila. Philippines.

ONLINE RESOURCES
https://www.slideshare.net socialinteractionandsocialprocesses-
pptdiones-101112044959-phpapp02
https://www.youtube.com/watch?v=ljuc_xSehqg
https://courses.lumenlearning.com/educationalpsychology/chapter/major
-theories-and-models-of-learning/