MODULE 7

Significance of Developmental and Socio-Cultural Dimensions of

Learning in Selecting Strategies and Methodologies

Introduction
In previous chapters, the learner-centered theories as well as results of research along the
sociocultural dimensions of learning were presented. Though highly conceptual, these
theories serve as a base or jump-off point which researchers can use, to help them explain
behaviors, and in this case, why and how learning occurs. Findings of research are empirical
bases that lend proof to the veracity or accuracy of a theory. Empirical findings, provide the
test of how close the ideas and concepts advanced by the theories are, to reality.
More importantly, for educational practitioners, both theories and findings of research serve
as sources of ideas on the applications of the socio-cultural dimensions of learning, to
classroom teaching. These applications have to do with methodologies, approaches and
techniques to teaching; knowing what best practices in teaching to adopt; sand being
discriminating of the various choices of methodologies and instructional materials available
for use. It should be recalled again, that educational efforts, advancement of ideas,
applications of methodologies as a result of theory development and research should have
the welfare of the student in mind. This is what makes the teaching-learning process, learner-
centered.
Learning Outcomes
At the end of this module, you are expected to:

1. Discuss the educational implications of socio-cultural and other contextual theories of

learning.
2. Identify the peer interactive instructional strategies and how they can effectively
applied in the teaching-learning process.
Determine the significance of developmental and socio-cultural dimensions of learning in selecting
effective strategies and methodologies

Pre-test

Directions: From the choices after each statement, select the correct answer by writing only
the letter that corresponds to your chosen answer.
_____ 1. Children often acquire better strategies when they collaborate or work with ____ on
complex tasks (a. adults b. classmates c. peers).
_____ 2. The children learn and remember more when they talk about their ____. (a. pasts
b. experiences c. parents)
_____ 3. The ____ gives the teacher a good understanding of the developmental levels of
the children. (a. strategy b. theory c. assessment)
_____ 4. This learning activities can help children internalize strategies. (individual b.
group c. self)
_____ 5. If real-life experiences and problems could not be made possible and available,
____ can be a good substitute for these. (a. science b. technology c. model)
_____ 6. ____ tasks, especially when sufficiently scaffolded tend to hasten cognitive
development. (a. Easy b. Difficult c. Challenging)
_____ 7. The following are peer interactive instructional strategies, except (a, demonstration
b. class discussion c, cooperative learning)

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_____ 8. In this instructional strategy, students work together in a small group to achieve a
common goal. (a. cooperative learning b. reciprocal teaching c. peer tutoring)
_____ 9. In this strategy, students who have mastered the topic and know it by heart teaches
those who haven`t. (a. communities of Learners b. class discussion c. Peer Tutoring)
_____ 10. In this interactive instructional strategy, teachers and students collaborate to build
a body of knowledge about a topic and help one another to learn more about it. (a. peer
tutoring b. cooperative learning c. communities of learners)

EDUCATIONAL IMPLICATIONS OF SOCIO-CULTURAL AND OTHER

CONTEXTUAL THEORIES

Educational implications of Vygotsky’s theory and other contextual perspectives

(Ormrod, 2015).

a. Learners can think more effectively when they acquire the basic cognitive tools of
various activities and other disciplines.
b. Children learn and remember more when they talk about their experiences. Talking
about their experiences helps children interpret their experiences in culturally
approved and appropriate ways.
c. Children should have opportunities to engage in activities that closely resemble those
that they will later encounter in the adult world.
d. Children often acquire better strategies when hey collaborate or work with adults on
complex tasks. Working with adults will enable them to learn developmentally
advanced strategies.
e. Teacher provides many support and aids. Opportunities that children can perform
successfully should be made available to them.
f. There are computerized instructional materials and applications which can
approximate real experiences and problems.
g. Children’s activities should be assessed under a variety of work conditions.
h. Group learning activities can help internalize cognitive strategies. Group learning
activities like group study sessions, class discussions, debates about controversial
issues, collaborative problem-solving help the learners develop and acquire more
sophisticated strategies, than what they would have learned in early interaction.

Peer Interactive Instructional Strategies

Peer learning has been proven to be a successful venture when it comes to improving
student’s academic and social cognitive skills. With peer learning, children get the opportunity
to aid in their peers’ learning through tutoring and feedback. They also can speak more freely
and with less pressure when in group settings and student led discussions. These strategies
encourage greater communication among students and lead to increased academic success
(Mengping 2014). Peer interactive strategies enable the learners or students to do the
following and therefore benefit from these in many ways.

a. They can clarify and organize their ideas and justify their ideas.
b. They tend to elaborate on what they learned.
c. They are exposing to other views, widening their knowledge and perspectives.
d. They may discover flaws or inconsistencies in their thinking and do self-correction.
e. They can gain more complex and sophisticated thinking and reasoning skills.
f. They can also practice their argumentation skills-skills which experts use to advance
knowledge.
g. They can acquire a more sophisticated view of the nature of knowledge and learning.

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1. Class Discussion
Class discussion could be used in a variety of courses and disciplines. It is
sustained exchange between and among teachers and their students with the
purpose of developing students' capabilities. The students may take interest in or
make sense of what they are reading. Class discussions can take on a variety of
forms:
• Socratic Seminar - In a Socratic seminar, the instructor asks open-ended
questions that encourage students to think critically about the course material,
often a text or reading.
• Think-Pair-Share - Think-Pair-Share is also a useful way to generate discussion.
Students work individually on an active learning assignment or formative
assessment activity such as a oneminute paper, example problem or other topic
(Think). Students then compare their responses with a partner and synthesize a
joint solution (Pair). Some pairs share with the entire class (Share). This method
helps increase the frequency of responses from quiet members of the class.
• Jigsaw - A jigsaw helps students become experts on a topic and share their
knowledge with fellow students. Students are first divided into small groups. Each
group discusses and learns more on a topic.

2. Reciprocal teaching
This involves teacher and students taking turns to lead the discussion and asking
questions. Reciprocal teaching refers to an instructional activity in which students become
the teacher in small group reading sessions. Teachers model, then help students learn to
guide group discussions using four strategies: summarizing, question generating, clarifying,
and predicting. Once students have learned the strategies, they take turns assuming the role
of teacher in leading a dialogue about what has been read.

3. Cooperative Learning
Cooperative Learning is a process of working together in small groups to achieve the
student common goal. Cooperative Learning is particularly beneficial for any student learning
a second language. Cooperative Learning activities promote peer interaction, which helps the
development of language and the learning of concepts and content. Following are the
features of cooperative learning (Ormrod, 2015, and Woolfolk, 2013).

a. Students work in small teacher-assigned groups.

b. Groups have one or more common goals toward which to achieve.
c. Students have clear guidance on how to behave.

4. Peer Tutoring
The mastery of the topic assigned by the teacher should be considered to this
strategy. Students with difficulties can ask question more easily, and get immediate
feedback, not readily available in a regular classroom.

5. Communities of Learners
Learning communities are connected, cooperative, and supportive. Peers are
interdependent in that they have joint responsibility for learning and share
resources and points of view, while sustaining a mutually respectful and cohesive
environment. Teacher and students collaborate to build a body of knowledge
about a topic and help one another to learn more about it. The following are the
characteristics of a classroom that is a community of learners.
• Promote a sense of belonging among students by encouraging and recognizing
diverse expressions of competence and expertise.
• Model, encourage, and expect student participation and active engagement.

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• Encourage, expect, and require authentic collegiality among the adults in the
system.
• Discussion and collaboration among students occur regularly.
• Mechanisms for sharing what was learned are in place.
• The process of learning is emphasized, sometimes more than the product.

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Activity: Constructing Own Learning

Name: _______________ Yr. & Sec. _________________ Date: _____________

Directions: Recall your high school days. Determine if there was anything in your previous
classes which indicate that you were afforded the opportunity to construct your own learning.
Describe the episode. Determine also if that episode has features of the socio-constructivist
perspective of learning.

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Assessment

Name: ________________ Yr. & Sec. _________________ Date: _____________

A. Define the following terms.

1. Reciprocal teaching

2. Cooperative Learning

B. Name and describe three features common to peer interactive learning strategies.

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