Knowledge is viewed as a combination of a moral/ethical stance and intelligence. Schiro (2008) states, “Knowledge gives children the ability to interpret and reconstruct their society” (Schiro, 2008, pg 177). In this case, an educator recognizes that knowledge is presented through the individual 's solution to the social issue. If the student can critically analyze and interpret the social issue and present a well-thought out solution that provides a positive response for the vast majority of the society, then the knowledge is present. Comparatively, the knowledge of learning is another valuable element to Social Reconstructionists.
Introduction: This assignment critically reflects on everyday practice of social work in conjunction with the theories associated with the practise. I chose this course for two important reasons. 1. My aim of undertaking the assessing role is to help me learn and to widen my interest in social work. By enhancing my learning, I will be able to assess and assist the student to gain eclectic knowledge base and the skills required to undertake an assessment with a holistic approach.
Thos social learning theory aims at looking and observing each individuals learning process at each stage of their lives and how such people of the society influence the individuals. The theory of social learning keeps in mind the formation of one’s identity to be taken in as a learned response to the social stimuli. It mainly focuses on the impact of socialization on the society rather than on individuals. It talks about how the society is affected on whole. It is said that social learning is the result of transforming oneself in response to the expectation of others.
To become a reflective social work student, I need to be able to undergo self-reflection. This is a process of conducting self-assessment and observation. Gibbs’ Reflective Cycle influence user like myself to self-reflect and more importantly it encourages users to develop an action plan. This enables me to look at my practice and evaluate on the areas I did good and bad. In turn, by taking these experiences into learning I can use them to improve on for the future.
The community has symbols that creates meaning, also contributing to their identification, because of those symbols a social worker get to be able to work with clients. STRENGTH The relationship between meaning of symbols and a person’s behavior, this theory provides a bond between how an individual behaves is related to the meaning of objects and events. Provides the ability to understand small scale human interaction, it enables the understanding of family interaction. Recognizes that beliefs and opinions of reality are changeable, the belief people have on something can actually change and become part of reality. Considers the social environment in which learning takes place.
Creswell (2013) also refers to individuals with this view as social constructivists and defines this perspective as the “belief that individuals seek understanding of the world in which they live and work” (Creswell, 2013, p. 8). Crotty (1998) defined this perspective as “the view that all knowledge, and therefore all meaningful reality as such, is contingent upon human practices, being constructed in and out of interaction between human beings and their world, developed and transmitted within an essentially social context” (p. 42). In this study, teachers will share ideas, beliefs, perceptions, and experiences about the human practices within the educational world in regards to teacher
In the Educational Leadership article entitle “The Boss of My Brain”, authors Donna Wilson and Marcus Conyers examines the explicit instruction in metacognition. Researchers stated that “explicit instruction in metacognition puts students in charge of their learning.” It was also stated that “meta-cognition supports learning by enabling us to actively think about which cognitive strategies can help achieve learning, how we should apply those strategies, how we can review our progress, and whether we need to adjust our thinking.” I believe this a unique teaching tool for teachers to implement with their students. With the use of metacognition, students whether they are struggling learners or gifted can learn how to use a variety of cognitive strategies to help improve their learning.
1.3. Theories Underpinning Digital Storytelling 1.3.1. Social Constructivism Social constructivism theory is based on a core principle which is that knowledge is constructed and negotiated socially (Bruner, 1990; Fosnot, 1996; Lave & Wenger, 1991; Vygotsky, 1978; Wenger, 2000). This theory supports collaboration and meaning construction distribution roles in learning that occurs through social interaction. The concept of Collaboration is purely rooted in Vygotsky’s sociocultural theory that claims that learning occurs and cannot be disconnected or detached from the social context (Vygotsky, 1978).
They observe parent teachers and peers in course of daily life. Social learning theory implies that the models that children are most likely to imitate are those who are warm, rewarding and affectionate. Attachment is also a part of process. The most significant models are people to whom the child is emotionally
They are turning around their approach into a focus on creating positive school climate and responsive classroom as part of holistic quality education based on child rights where there is effective teaching and classroom management, thus enhancing students’ learning experiences. The motivational psychology researchers discovered several useful approaches and practices that can be implemented in the classroom for effective learning to take place (Miller, 2012). Teachers are using differentiation to support teaching and learning. Differentiation can vary in pace, activities, resources, teaching and learning styles in an attempt to best meet the needs of individual student. Various teaching strategies such as cooperative learning, active learning, role play and games and pedagogic tools are being integrated in educational theories in meaningful and useful ways to encourage task or learning achievements.