HELLO

EVERYONE
GROUP #7
 CHAPTER #7

Significance of Developmental and

Socio-Cultural Dimensions of
Learning in Selecting Strategies and
Methodologies
INTRODUCTION:

This chapter focuses on the practical application of learner-centered

theories and research findings along socio-cultural dimensions of
learning in classroom teaching.

Theoretical concepts are tested through evidence in research, helping to validate their accuracy.
For educators, these theories and research findings offer valuable insights into effective teaching
practices. They guide the selection of teaching methodologies, approaches, and instructional
materials that best support student learning. It's crucial for educators to prioritize students'
well-being in their teaching efforts.

This chapter explores practical applications of socio-cultural theories

in the classroom, offering ideas for methodologies and educational
perspectives that promote learner-centered teaching.
LEARNING POINT: EDUCATIONAL IMPLICATIONS OF SOCIO-
CULTURAL AND OTHER CONTEXTUAL THEORY:

A B C D
Learners can think more Children learn and Children should have Children often
effectively when they remember more when opportunities to engage in acquire better
acquire the basic they talk about their activities that similar to strategies when they
cognitive tools of various experiences. Children those that they will collaborate or work
activities and academic almost always talk encounter as adults. These with adults on
disciplines. The about their experiences activities are called complex tasks.
implication of this as soon as they begin authentic activities, Since Working with adults
perspective lies in the to speak. The authentic activities will enable them to
importance of developing significant adults resemble real-world tasks learn developmentally
first among learners, the should join in the and problems, students advanced strategies.
basic thinking tools that process. Talking about are able to experience
will enable them to solve their experiences help from these because they
problems or answer children interpret their can connect between what
questions that they will experiences in they learn in school and
eventually meet culturally approved and what they experience
appropriate ways. outside
LEARNING POINT: EDUCATIONAL IMPLICATIONS OF SOCIO-
CULTURAL AND OTHER CONTEXTUAL THEORY:
E F
Technology-based software
Challenging tasks, and applications can
especially when effectively scaffold many
sufficiently scaffolded challenging tasks, and
tend to hasten cognitive occasionally offer good
alternatives to real-world
development. This
activities and problem in
means that the teacher real-life experiences and
should provide as many
problems could not be
support and aids made possible and
Opportunities that available technology can be
children can perform a good substitute for these.
There are computerized
successfully should be
instruction materials and
made available to them applications which can
approximate real
experiences and problems.
G H
Children’s abilities should Group learning activities
be assessed under a can help children
variety of work internalize cognitive
conditions. Assessment strategies. Group
gives the teacher a good learning activities like
understanding of the group study sessions,
developmental levels of class discussions,
the children; and knows
debates about
under what conditions controversial issues,
they are most likely to collaborative problem-
accomplish or not to solving help the learners
accomplish tasks. By develop and acquire
knowing these,
more sophisticated
appropriate interventions
strategies, than what they
to address gaps in the would have learned in
students’ abilities can be
early interaction.
properly done.
PEER INTERACTIVE INSTRUCTIONAL
STRATEGIES:
 There is now a growing recognition of the value of having
students work together for them to construct their own
meaning about the subject matter. In so doing, they can
explore, explain, discuss and debate certain topics either in
small or big groups. 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 or students to do the following and
therefore benefit from these in many ways.
• They can clarify and
organize their ideas and
justify their ideas.

• They tend to elaborate

on what they learned.

• They are exposed to

others' views, widening
their knowledge and
perspectives.

• They may discover

flaws or inconsistencies
in their thinking and do
self-correction.
• They can clarify and • They can gain more
organize their ideas and complex and
justify their ideas. sophisticated thinking
and reasoning skills.
• They tend to elaborate
on what they learned. • They can also practice
their argumentation
• They are exposed to skills-skills which
others' views, widening experts use to advance
their knowledge and knowledge.
perspectives.
• They can acquire a
• They may discover more sophisticated
flaws or inconsistencies view of the nature of
in their thinking and do knowledge and
self-correction. learning.
• They can clarify and • They can gain more
organize their ideas and complex and
justify their ideas. sophisticated thinking
and reasoning skills. Important features
• They tend to elaborate of peer-interactive
on what they learned. • They can also practice strategies lie on
their argumentation developing oral
• They are exposed to skills-skills which skills, convergent
others' views, widening experts use to advance and divergent
their knowledge and knowledge. thinking skills,
perspectives. organizational
• They can acquire a skills, and
• They may discover more sophisticated argumentation
flaws or inconsistencies view of the nature of skills.
in their thinking and do knowledge and
self-correction. learning.
1. CLASS DISCUSSION
1. CLASS DISCUSSION
Class discussion could be used in a variety of courses and disciplines. The members usually engage in
discussions where sometimes there may not really be a correct answer as in interpreting classic works in
literature. More importantly, the students may take interest in or make sense of what they are reading.
Following are guidelines to promote effective discussions:

01
Class
discussion
should focus
on the topics
that lend
themselves to
multiple
perspectives,
explanations,
or approaches.
1. CLASS DISCUSSION
Class discussion could be used in a variety of courses and disciplines. The members usually engage in
discussions where sometimes there may not really be a correct answer as in interpreting classic works in
literature. More importantly, the students may take interest in or make sense of what they are reading.
Following are guidelines to promote effective discussions:

01 02
Class Make sure
discussion that students
should focus have prior
on the topics knowledge
that lend about the
themselves to topic for
multiple discussion.
perspectives,
explanations,
or approaches.
1. CLASS DISCUSSION
Class discussion could be used in a variety of courses and disciplines. The members usually engage in
discussions where sometimes there may not really be a correct answer as in interpreting classic works in
literature. More importantly, the students may take interest in or make sense of what they are reading.
Following are guidelines to promote effective discussions:

01 02 03
Class Make sure See to it that
discussion that students the classroom
should focus have prior has an
on the topics knowledge atmosphere
that lend about the conducive to
themselves to topic for open debate
multiple discussion. and
perspectives, constructive
explanations, evaluation of
or approaches. ideas.
1. CLASS DISCUSSION
Class discussion could be used in a variety of courses and disciplines. The members usually engage in
discussions where sometimes there may not really be a correct answer as in interpreting classic works in
literature. More importantly, the students may take interest in or make sense of what they are reading.
Following are guidelines to promote effective discussions:

01 02 03 04
Class Make sure See to it that Class
discussion that students the classroom discussion
should focus have prior has an should be
on the topics knowledge atmosphere structured in
that lend about the conducive to some way.
themselves to topic for open debate
multiple discussion. and
perspectives, constructive
explanations, evaluation of
or approaches. ideas.
1. CLASS DISCUSSION
Class discussion could be used in a variety of courses and disciplines. The members usually engage in
discussions where sometimes there may not really be a correct answer as in interpreting classic works in
literature. More importantly, the students may take interest in or make sense of what they are reading.
Following are guidelines to promote effective discussions:

01 02 03 04 05
Class Make sure See to it that Class At the end of
discussion that students the classroom discussion the discussion,
should focus have prior has an should be some closure
on the topics knowledge atmosphere structured in should be
that lend about the conducive to some way. provided.
themselves to topic for open debate
multiple discussion. and
perspectives, constructive
explanations, evaluation of
or approaches. ideas.
 2.RECIPROCAL TEACHING
This involves teacher and students taking
turns to lead the discussion and asking
questions. For the first minutes, the teacher
leads the discussion, and asks questions in
the process. After sometime, the teacher
turns over her role to a student, who will
then take over to lead the discussion and
asks questions that the teacher has
modeled Eventually, the students are on
their own, able to derive meanings out of the
discussion.
 3.COOPERATIVE LEARNING
Students work together in small groups to achieve a common goal.
However, cooperative learning is not just about grouping. For
cooperative learning to be successful, some structure must be in
place such that cooperation is not just helpful, but is necessary for
academic success. Following are the features of cooperative
learning (Ormrod, 2015, and Woolfolk, 2013).
a. Students work in small teacher-assigned groups
g. Students are accountable for their achievement
b. Groups have one or more common goals toward which to
achieve h. Students are rewarded for group success

c. Students have clear guidance on how to behave i. At the completion of an activity, each group evaluates its
d. Group members must depend on one another for their effectiveness
success

e. A structure is provided to encourage productive learning

behaviors
f. The teacher serves primarily as resource person and monitor
4. PEER TUTORING
In this strategy, students who have mastered the topic and know it by
heart teaches those who haven't. Under this structure, students with
achievement difficulties can ask questions more easily, and get
immediate feedback, not readily available in a regular classroom.
a. Teachers should make sure that c. Teachers can use peer tutoring
tutors have mastered the material for kids with special needs.
being taught and use sound
instructional techniques. d. Tutoring does not have to be
limited to same-age peers.
b. Structured interactions can
improve the effectiveness of peer
teaching.
 5. COMMUNITIES OF LEARNERS
For peer interactive methods, a sense of community is needed. This
means teacher and students have shared goals, respect and support
of one's efforts, and that each one makes an important contribution to
classroom learning (Hom & Battistich, 1995, in Ormrod, 2015).
Transforming a classroom into a community of learners is a way to
create a sense of community. Teacher and students collaborate to
build a body of knowledge about a topic and help one another to learn
more about it. Following are the characteristics of a classroom that is
a community of learners.
a. All students are active participants in
classroom activities. g. Teacher provides some guidance and
directions for classroom activities;
b. The primary goal is to acquire a body students may also contribute.
of knowledge on a specific topic.
h. Mechanisms for sharing what was
c. Students draw from many resources learned are in place.
books, internet, film to learn more about
the topic. i. Constructive questioning and
critiquing are commonplace.
d. Discussion and collaboration among
students occur regularly. j. The process of learning is emphasized,
sometimes more than the product.
e. Variations in students' interests and
rates of learning are respected.

f. Everyone is a potential resource for

others.
THANK YOU
EVERYONE
GROUP #7