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- Teaching Students Who Don?t Want To Learn
by Joe A. Martin, Jr., Ed.D. As educators, we know all too well how tough it is to get (or keep) our energy level up to teach students who sometimes don?t want to learn. I?ve even heard students describe teachers as being ?a speed bump to a grade.?...
- Listening - The Teacher Side
Teaching Listening Better: Is Listening being taught as well as it could be? In Listening classes, students are usually given practice in listening but they are not actually taught listening. Practice is not enough. Research and case studies...
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Appropriation
Appropriation is the process of constructing knowledge from social and cultural sources, and integrating it into pre-existing schemas. It is a developmental process that comes about through socially formulated, goal-directed, and tool-mediated actions.Appropriation draws on the developmental theories of Piaget and Vygotsky, as both the cognitive and social-constructivist views of learning are equally emphasized.
Appropriation in education is often understood and analyzed through activity theory. This theory was developed by Leont?ev and focuses on understanding the socio-cultural context (specifically the setting) learning occurs in. Activity theory is predicated on the assumption that a person's frameworks for thinking are developed and carried out in specific settings and that these settings mediate cognitive development.
Since appropriation also places a strong emphasis on setting, these theories complement each other when being used to analyze learning environments.
Process of Appropriating Knowledge
Hung has developed steps through which the appropriation of knowledge usually occurs. The process is as follows:
Growing into dependency (submitting): the student recognizes the differences between their beliefs/knowledge and the beliefs/knowledge of the teacher. The student accepts the teacher as the leader and submits to their beliefs, knowledge and rules.
Dependency (mirroring): The student adapts strategies to help submit to the beliefs, knowledge and rules of the teacher. The student questions the teacher and other students and begins to co-construct and negotiate meanings.
Growing out of dependency (constructing): the student experiments with the beliefs, knowledge and rules co-constructed with the teacher and other students and uses these ideas outside of the classroom. The student discovers patterns, ideas, concepts and beliefs inherent to the learning community and applies them to other environments.
To learn more, access:
http://educationdude.tripod.com/piaget.htm
http://en.wikipedia.org/wiki/Appropriation_(education)
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- The Social Learning
By Michelle Garcia Winner, CCC-SLP Our goal in developing the Social Thinking-Social Learning Tree, as well as the myriad Social Thinking materials, worksheets, books, and presentations is to demystify the process of social engagement and social...
- English Language Learners In Math
English language learners have unique needs when it comes to mathematics instruction. Find out about several key strategies to help ELLs succeed. For some students, math seems to be a foreign language, consisting of words and concepts that don't...
- Teaching Students Who Don?t Want To Learn
by Joe A. Martin, Jr., Ed.D. As educators, we know all too well how tough it is to get (or keep) our energy level up to teach students who sometimes don?t want to learn. I?ve even heard students describe teachers as being ?a speed bump to a grade.?...
- Listening - The Teacher Side
Teaching Listening Better: Is Listening being taught as well as it could be? In Listening classes, students are usually given practice in listening but they are not actually taught listening. Practice is not enough. Research and case studies...
- Research Summary - Fostering Creativity Ii
Previously: Creativity can mean different things to different people... Roger Von Oech (1990) believes that creative thinking must be recognised as a process that involves both hard and soft thinking and that it is important to know when each is appropriate....