Collaborative Learning The Theory Of Vygotsky s...

Collaborative learning stems from the theory of Vygotsky’s conception of Zone of proximal development. The thought is that children learn best with â€Å"help and guidance† (Ormrod, 2012). In transitioning this zone to a collaborative learning experience, children work with their peers in broadening their learning experience, allowing small groups of students to work together to share knowledge, exchange ideas, problem solve, and more. These classroom environments help to create durable abilities in students and aid in producing a â€Å"smoother integration into adult society when the activities resemble real-world tasks† (Ormrod, 2012). As students work with peers and adults, they adopt some of the learning strategies demonstrated and develop more skills in problem solving. This scaffolding creates a trickle-down effect of knowledge construction. In collaborative learning, students are afforded a myriad of enriching opportunities to explore perspectives th at may differ from their own. These activities serve to create a self-awareness in the student of their responsibilities to a group, requiring them to self-monitor their activity (Lee, Tsai, Chai, Koh, 2014). Information and communication technology is a term that incorporates devices or applications in which we use and manipulate. Such devices include, but are not limited to, the internet, television, social media, blogs and microblogs, software and hardware, cell phones, Web 2.0, or any other technology that can be usedShow MoreRelatedTeachers as Agents of Change3375 Words   |  14 Pageswhich educators can become more committed to their role as change agents. Reshma Rambajan University of the West Indies Many researchers have addressed the issue of teachers as change agents. According to Fullan, (1993), â€Å"change is in essence, learning to do something differently, involving adjustments to many elements of classroom practice and everybody is a change agent in quality education† (p.24). The question however arises as to whether teachers see themselves as change agents. Bansford,Read MoreSantrock Edpsych Ch0218723 Words   |  75 PagesCognitive Development Preview Examining the shape of children’s development allows us to understand it better. Every childhood is distinct, and is the first chapter in a new biography. This chapter is about children’s physical and cognitive development. These are some of the questions we will explore: †¢ Do children develop in distinct stages, or is their development smoother and more continuous? †¢ How do children develop physically, and how does this affect their behaviour and learning? †¢ What isRead More2.0 Learning And Assessment ( Final )8082 Words   |  33 Pages 2.0 LEARNING AND ASSESSMENT (final) 2.1 Introduction Because there is a learning, there is an assessment. Learning is important and assessment is a integral part of it. In other words, if learning does not take place there is nothing to assess. Therefore, we need to know how students learn in order to ensure that assessment used to assess them is appropriately matched for the underpinning of how learning takes place (Black and Wiliam, 1998; Broadfoot, et al., 1991; Brown, S., 2004-05; Pryor andRead MoreCritical Thinking - Literature Review12815 Words   |  52 PagesTHINKING 1 About Pearson Pearson, the global leader in education and education technology, provides innovative print and digital education materials for pre-K through college, student information systems and learning management systems, teacher licensure testing, teacher professional development, career certification programs, and testing and assessment products that set the standard for the industry. Pearson’s other primary businesses include the Financial Times Group and the Penguin Group. For more