William Cope
Pinakini Shah
Nadia Ayub
Miquel Colobran.png "Samuel Chukwuemeka Obasi")
Samuel Chukwuemeka Obasi
Sara Richter-
Yuszaizie Mohd Pauzee commented on an update 1. Foundations of Educational Psychology (Mary Kalantzis and Bill Cope).
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Abdulaziz Albandar commented on an update 6. Productive Struggle in Learning (George Reese).
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Abdulaziz Albandar commented on an update 5. Student Development (Denice Hood).
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Eillyareen Nordin joined the community.
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Abdulaziz Albandar commented on an update 2. Brain Developmentalism (Mary Kalantzis and Bill Cope).
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Blessing Ogechi Monday commented on an update Discussion Form: Essential Update #1 - June 06, 2024: Surveying an Intelligence Test Designed for Self-Assessment .
Brain Developmentalism, as discussed by Mary Kalantzis and Bill Cope, focuses on understanding the development of the brain and its implications for learning and education. The concept emphasizes the following key points:
1. **Neuroplasticity**: Brain developmentalism highlights the brain's ability to change and adapt in response to learning and experience. Neuroplasticity suggests that through repeated practice and engagement, neural connections are strengthened, impacting the way individuals learn and process information.
2. **Stages of Development**: This approach considers the various stages of brain development, particularly during childhood and adolescence, and how these stages affect learning capabilities. Understanding these stages helps educators tailor teaching strategies to align with students' developmental needs.
3. **Environmental Influence**: The theory underscores the significance of environmental factors in shaping brain development. Factors such as social interactions, physical surroundings, and educational experiences play a critical role in cognitive growth and learning potential.
4. **Individual Differences**: Brain developmentalism acknowledges that each individual's brain develops uniquely, influenced by genetic predispositions and life experiences. This understanding encourages personalized and differentiated instruction to cater to diverse learning needs.
5. **Holistic Approach**: Kalantzis and Cope advocate for a holistic approach to education that integrates cognitive, emotional, and social dimensions of learning. By recognizing the interconnectedness of these aspects, educators can create more comprehensive and effective learning environments.
6. **Implications for Education**: The insights from brain developmentalism have practical implications for curriculum design, teaching methodologies, and assessment practices. By incorporating knowledge about brain development, educators can enhance their strategies to support optimal learning outcomes.
Overall, Brain Developmentalism by Mary Kalantzis and Bill Cope provides valuable insights into the relationship between brain development and learning, emphasizing the need for informed and adaptive educational practices that cater to the evolving needs of learners.
Key aspects addressed by Espelage in her work may include:
Impact of Bullying: Espelage highlights the negative consequences of bullying on students' well-being, academic performance, and social development. By examining the psychological and emotional effects of bullying, she underscores the urgency of implementing intervention strategies to prevent and address this harmful behavior.
Prevention and Intervention: Espelage's research often focuses on evidence-based practices for preventing and responding to bullying in schools. She advocates for proactive measures such as fostering positive school climates, promoting empathy and respect, and implementing effective anti-bullying programs to create a culture of safety and support.
Social-Emotional Learning: Recognizing the interconnected nature of social and emotional factors in learning, Espelage emphasizes the significance of social-emotional learning (SEL) in enhancing students' emotional intelligence, empathy, and resilience. By integrating SEL principles into educational curricula, schools can cultivate a positive and inclusive environment that nurtures students' social and emotional well-being.
Community Engagement: Espelage's work often extends beyond the school environment to engage families, communities, and policymakers in efforts to combat bullying and promote positive social interactions. Collaborative approaches involving various stakeholders are crucial for creating comprehensive strategies that address the complex social and emotional dynamics of schools.
By exploring the social and emotional conditions of learning, particularly through the lens of bullying prevention and intervention, Dorothy Espelage's research contributes to the advancement of safe, supportive, and nurturing educational environments where all students can thrive academically and emotionally. Her work underscores the importance of addressing social and emotional factors alongside academic achievement to foster holistic student development and well-being.
euroscientific Foundations: Brain Developmentalism incorporates findings from neuroscience to inform educational practices. Understanding how the brain develops and functions can provide valuable insights into how individuals acquire knowledge, process information, and engage in learning activities.
Individual Differences: This framework recognizes that individuals have unique cognitive profiles and developmental trajectories based on their neural structures and patterns of brain activity. By acknowledging these differences, educators can tailor instruction and support to meet the diverse needs of learners.
Plasticity and Learning: Brain Developmentalism emphasizes the concept of neuroplasticity, highlighting the brain's ability to reorganize and adapt in response to learning experiences. This perspective underscores the importance of creating enriching and stimulating environments that support cognitive growth and skill development.
Lifelong Learning: Learning is viewed as a lifelong and dynamic process that continues beyond formal educational settings. Brain Developmentalism emphasizes the importance of fostering a culture of continuous learning and adaptability to support individuals in acquiring new knowledge and skills throughout their lives.
By integrating insights from brain research with pedagogical practices, Brain Developmentalism offers a comprehensive understanding of how brain development influences learning processes and educational outcomes. This framework encourages educators to bridge theory and practice, incorporating evidence-based strategies that align with the principles of brain plasticity and individualized learning pathways.
euroscientific Foundations: Brain Developmentalism incorporates findings from neuroscience to inform educational practices. Understanding how the brain develops and functions can provide valuable insights into how individuals acquire knowledge, process information, and engage in learning activities.
Individual Differences: This framework recognizes that individuals have unique cognitive profiles and developmental trajectories based on their neural structures and patterns of brain activity. By acknowledging these differences, educators can tailor instruction and support to meet the diverse needs of learners.
Plasticity and Learning: Brain Developmentalism emphasizes the concept of neuroplasticity, highlighting the brain's ability to reorganize and adapt in response to learning experiences. This perspective underscores the importance of creating enriching and stimulating environments that support cognitive growth and skill development.
Lifelong Learning: Learning is viewed as a lifelong and dynamic process that continues beyond formal educational settings. Brain Developmentalism emphasizes the importance of fostering a culture of continuous learning and adaptability to support individuals in acquiring new knowledge and skills throughout their lives.
By integrating insights from brain research with pedagogical practices, Brain Developmentalism offers a comprehensive understanding of how brain development influences learning processes and educational outcomes. This framework encourages educators to bridge theory and practice, incorporating evidence-based strategies that align with the principles of brain plasticity and individualized learning pathways.
Entendemos la mente social como la capacidad de los individuos para procesar información, comprender el mundo y tomar decisiones en función de las interacciones sociales y las normas culturales en las que están inmersos. Pensar dentro de la cabeza también implica pensar socialmente, ya que nuestras creencias, valores y comportamientos son influenciados por las experiencias compartidas con otros y las expectativas sociales.
El aprendizaje es profundamente influenciado por la comunidad y la cultura en la que se desarrolla. La comunidad proporciona oportunidades para la interacción social, el intercambio de conocimientos y la colaboración, mientras que la cultura establece las normas, valores y creencias que guían el aprendizaje y la interpretación del mundo.
Una experiencia de aprendizaje que ejercite la mente social sería un proyecto de grupo en el que los estudiantes deben colaborar para resolver un problema o completar una tarea. Por ejemplo, en un proyecto de investigación en equipo, los estudiantes pueden compartir información, discutir diferentes perspectivas y llegar a conclusiones conjuntas. Este tipo de experiencia va más allá de la mente individual al permitir que los estudiantes integren y negocien ideas, construyan sobre el conocimiento colectivo y practiquen habilidades de comunicación y trabajo en equipo.
La inteligencia colectiva se refiere a la capacidad de un grupo para resolver problemas, tomar decisiones y generar ideas de manera conjunta que superan las habilidades individuales de sus miembros. El aprendizaje colaborativo es un ejemplo de esto, donde los estudiantes trabajan juntos para alcanzar metas comunes. Los procesos del aprendizaje colaborativo incluyen el intercambio de información, la discusión de ideas, la resolución de conflictos y la construcción de consenso. Los beneficios incluyen una comprensión más profunda del material, el desarrollo de habilidades sociales y la promoción del pensamiento crítico y la creatividad.
Un momento de aprendizaje en una comunidad de práctica podría ser una sesión de tutoría entre un estudiante de primer año y un estudiante de último año en la misma especialidad. Aquí, el aprendizaje se produce a través de la observación, la participación activa y el feedback directo. La dinámica del aprendizaje implica compartir conocimientos, resolver problemas juntos y recibir orientación personalizada, lo que fomenta un sentido de pertenencia y compromiso con la comunidad de aprendizaje.
Estos ejemplos ilustran cómo el aprendizaje va más allá de la mente individual al estar influenciado y enriquecido por las interacciones sociales, las experiencias compartidas y la colaboración dentro de la comunidad y la cultura.
Entendemos la mente social como la capacidad de los individuos para procesar información, comprender el mundo y tomar decisiones en función de las interacciones sociales y las normas culturales en las que están inmersos. Pensar dentro de la cabeza también implica pensar socialmente, ya que nuestras creencias, valores y comportamientos son influenciados por las experiencias compartidas con otros y las expectativas sociales.
El aprendizaje es profundamente influenciado por la comunidad y la cultura en la que se desarrolla. La comunidad proporciona oportunidades para la interacción social, el intercambio de conocimientos y la colaboración, mientras que la cultura establece las normas, valores y creencias que guían el aprendizaje y la interpretación del mundo.
Una experiencia de aprendizaje que ejercite la mente social sería un proyecto de grupo en el que los estudiantes deben colaborar para resolver un problema o completar una tarea. Por ejemplo, en un proyecto de investigación en equipo, los estudiantes pueden compartir información, discutir diferentes perspectivas y llegar a conclusiones conjuntas. Este tipo de experiencia va más allá de la mente individual al permitir que los estudiantes integren y negocien ideas, construyan sobre el conocimiento colectivo y practiquen habilidades de comunicación y trabajo en equipo.
La inteligencia colectiva se refiere a la capacidad de un grupo para resolver problemas, tomar decisiones y generar ideas de manera conjunta que superan las habilidades individuales de sus miembros. El aprendizaje colaborativo es un ejemplo de esto, donde los estudiantes trabajan juntos para alcanzar metas comunes. Los procesos del aprendizaje colaborativo incluyen el intercambio de información, la discusión de ideas, la resolución de conflictos y la construcción de consenso. Los beneficios incluyen una comprensión más profunda del material, el desarrollo de habilidades sociales y la promoción del pensamiento crítico y la creatividad.
Un momento de aprendizaje en una comunidad de práctica podría ser una sesión de tutoría entre un estudiante de primer año y un estudiante de último año en la misma especialidad. Aquí, el aprendizaje se produce a través de la observación, la participación activa y el feedback directo. La dinámica del aprendizaje implica compartir conocimientos, resolver problemas juntos y recibir orientación personalizada, lo que fomenta un sentido de pertenencia y compromiso con la comunidad de aprendizaje.
Estos ejemplos ilustran cómo el aprendizaje va más allá de la mente individual al estar influenciado y enriquecido por las interacciones sociales, las experiencias compartidas y la colaboración dentro de la comunidad y la cultura.
to what extent do you think cognitive development and language are natural? What are the potential strengths and weaknesses of neuroscience as an approach to the understanding of learning?
Psychologist Lev Vygotsky believed that children’s sociocultural environment plays an important role in how they develop cognitively. Their cognitive development depends on interactions with adults, cultural norms, and their environmental circumstances (Clark, 2004). So I believe both are considered natural in the nature vs nurture debate - based on those interactions and how regularly they happen. But just as their environment plays a role, children as early as 4 months old have basic cognitive abilities that they seem to be born with. It's outside of our understanding how they form and where, but those parts of the brain yet discovered hold the key to those answers. So outside of social and cultural norms and ones environment from what they learn, it appears natural almost instinct for cognitive development and language to just happen.
A weakness to neuroscience as an approach to the understanding of how one learns is that it refers to a cognitive process that we can't actually observe and is highly subjective. Additionally, a strength is that it relies heavily on experiments to help us understand the cause/effect to the findings on learning within the brain.
https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=3f28861b2a45536764436f2ceb1ae3bdc0c97235
1) Бихевиоризм жалпы мінез-құлық туралы және адамның іс-әрекетін болжаудың шарттары болып табылады. Әр елдің ғалымдары бұл тақырыпты өзінше зерттеп, тәжірибиелер жасаған. Жалпы Бихевиоризм ұғымын американдық Джон Б. Уотсон енгізді. 20-ғасырлардағы ойлау мектебі болды.
2) Егер И.Павловтың иттерге жасаған зерттеуін адамдарға жасайтын болса, онда Бихевиористік схемада мұғалімнің рөлі маңызды деп білуге болады. Психасы мен мінез-құлқы енді қалыптасып келе жатқан жас балаға білім беруде аса маңызды кілт болады.
3) Интеллект тесттерін білім беру саласында қолдану тиімді болар еді. Мамандардың көп уақытын біліктілігін оданда қарай жалғастыруға септігін тигізер еді.
Considering that kids start to recognize sarcasm (a not literal meaning of words) by the age of 6, we would lean close to the cognitive development claim that our capacity and readiness to learn depends on brain development stages, and therefore we could consider it as “natural” meaning that it follows the natural development of the brain.
El reconocimiento del sarcasmo a los 6 años respalda la idea de que el aprendizaje sigue una trayectoria natural ligada al desarrollo cognitivo y neural, destacando la importancia de considerar el desarrollo cerebral al diseñar estrategias de enseñanza.
El reconocimiento del sarcasmo a los 6 años respalda la idea de que el aprendizaje sigue una trayectoria natural ligada al desarrollo cognitivo y neural, destacando la importancia de considerar el desarrollo cerebral al diseñar estrategias de enseñanza.
El reconocimiento del sarcasmo a los 6 años respalda la idea de que el aprendizaje sigue una trayectoria natural ligada al desarrollo cognitivo y neural, destacando la importancia de considerar el desarrollo cerebral al diseñar estrategias de enseñanza.
El reconocimiento del sarcasmo a los 6 años respalda la idea de que el aprendizaje sigue una trayectoria natural ligada al desarrollo cognitivo y neural, destacando la importancia de considerar el desarrollo cerebral al diseñar estrategias de enseñanza.
I do agree with you in the way that children learn according to their brain development. Their brain activities would determine their learning as their are some brain activities insight. However, in term of natural, I like to include that people learn based on their nature of their brain which means if some people are encourage to have more brain activities than others they may have learn more. Therefore, in my opinion, people may learn differently based on their individual brain development stages which may be slightly different between people.
I think learning is an incredibly social activity. We learn behaviors by observing other people. I think a brain can learn independently of social elements, but learning from observing and interacting with others is one of the first ways we learn.