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Elaboration Theory Bruce Clark-Presenter\

Activity Theory Vygotsky was l;ooking as language as a tool, science systems. He added more theory and features He has a goal before he starts. It is goal driven we do an activity as we have areason and context for the activitym, and help us interret the outcome of the goal. This is an authentic goal. In Researh prog, the data may impact. There is a really well doe sudey if colour affected learning? She concluded, that colour detracts from learning, =except the goal. The goal she had was try and match the color What is the imploication for giving the students a goal? 2. Object can be replaced by goal, somebody id doing an activity because they want to reach the goal. The tool afects the way we visualize the way it affects the goals. it changes the number of way we change also restrict the interaction; 3. There is a cultural Development genetic context around text. If you 4. 4. People can want to and can participate in activities they do not possess skills on. Peripheral participation, you turn to a more knowledgable person for help. The zone of proximal development, as the person develops, he or she the task is just outside your abilkity and you need There is tension betwen internal and externmaql Acti is generally carried out in the physical world. on the external plane. When activities are internalized, you are constructing knowledge. Activity or Activity system, actions are setrie dof steps that you do and operatins are conditions and resources. eg.- Reading IPP and the Report Card, goal trying to read and find info, actions , go through a number of pages (operations) Getting the info is by reading the psych report, might talk to psy cholo. so have a different strategies and Once I HAve selected my actions, (GOAL) engestorm Model YOU will be the subject Object is the debate outcome is winning the debate. Div of labour-teams Community is thius classroom Rules: iNstrument - computer, articles, power points, It is nopt a instructionla or learning theory it is how people learn and do. The subject and object ( vygotsky model is in here. We Goals can be made by the teache but student have to own the goal. Act theory, the moment uyou take it .......................................................................................................... Situated learning Comes from activity theory, Learning is a dynamic construction . take a new situation, pull out and come with solution, knowledge always is Any time you do an activity you are leartnin g. you can't help it. Context- is the situated part of learning. Leatning is an open end , it is an extension of metacognition, situated cognition is you push it forward, of what you did has to work , it is always open ended , you have to cross a boundary. You are always thinking ahead Importanc e of context is that they don;t mean it. not looking at time but looking at how much time i have left befor i get to go?? As we habve more experience, our knowledge increases. The physical environment can change. te
 * Activity theory is aKey to situated cognition and Distributed Cognition**
 * 5. I sknowledge determined by the structure of the external world?
 * Externalization and Internalization is the key point - It is around,**
 * Forms of knowlege is not finished.** It has evolved to be a little different.

Authentic activity- going shopping to get food, educational practices, Ordinary practices, hand shaking, Pilots in their training if they get physically ill, as they are expectig a physuical sympton, Learning will change by the acivity that you choose.
 * Enculturation is the values and beliefs, appropriate behaviour-**
 * Dice activity**
 * Cognitive Apprenticesip- a story or a case and they have to think i term of that job context.**
 * If you have situated**
 * Situation/ context**
 * Situated learning Jean Lave and Etienne Wenger**
 * Understanding Practice seth chaiklin**
 * If we design tasks as we aleays design them, we are not meeting the needs,**
 * a =mobile, photo exhibit, painting, sketch, assemblage,sculpture**
 * b =inspired by bull, skull, fruit pitcher, inspired by starry ight**
 * , raven and first men the star, pleasant wedding. hund**
 * Learning Styles.**
 * After the debate.**
 * How can we teach students if they don't**
 * Some learners need context around.**
 * Convergers- bring idewas together**
 * Verbalizers- text and words,**
 * HJolist see the big pics**
 * Deep=like to go broad and wide**
 * Activist=doing things not topo much thinking**
 * Adaptors=liek to adapt, / create new**
 * Activists- create ideas / try out ideas**
 * Introverts= shy**
 * Left brain= Math/ right =creative people**
 * Concrete= hands on / work with ideas**
 * Random=**
 * Intuitionist= go in depth/ analyzing**
 * Weaknesses**
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 * Am I testing the learnig**
 * Has Multiple Intellegence has made a differnece in learning in the classroom.**
 * ............................................................................................................................lllllllllllllllllllllllllll**
 * Am I testing the learnig**
 * Has Multiple Intellegence has made a differnece in learning in the classroom.**