Examples Of Social Interaction

Wright outlines a fair discussion about critical thinking intending to guide the teacher to help children to ‘think through situations where the answer is in doubt’ (2002, p.9). Throughout this chapter Wright pioneers critical thinking has a ‘practical value’ for social education, that it could help children grasp subject content in a profound and meaningful way. Examples of how to teach critical thinking are included throughout this chapter however, the lessons overlook other views of critical thinking as a process of developing skills and sub-skills. Wright (2011) generalises that critical thinking involves questioning from the higher end of the cognitive domain according to Blooms Taxonomy; ‘analyses, synthesis and evaluation’ (2002, p51).

It helps children to build the skills of making choices, problem solving and independent decisions making. This builds the foundation for their adult life. Some benefits of self-determination for people with SEN: • When children show that they can make things happen and take responsibility for them it helps others change their view of them. • When they make decisions themselves it, rather than having others make choices for them helps build their self-esteem, self-worth and

It is mentioned that working in a group creates a comfortable and relaxing environment, so the students are provided more opportunities for face to face interaction, for negotiation, and for students to build social relationships. Ezeanyanike (2013) said that students working together are participated in the learning process instead of listening in a passive way to the teacher presenting or reading information for them. For example, in pair discussion, one is listening and the other is discussing questions given by their teacher. This encourages their interaction through discussing them, receiving feedback from their partner and responding to questions together. Interaction is well promoted in group learning activities.

The central argument in the study is that learning is a social process where learners engage in joint endeavors with others to co-construct knowledge. In this sense, learners are the ‘active participants in the practices of social communities and constructing identities in relation to these communities’ (Wenger’s, 1998: 4). In language classrooms, the importance of interaction and communication between learners have been gradually recognized, and group work has been put into wider use. Despite a great amount of research that investigates the negotiation of meaning in the linguistic sense during group work, less has been devoted to uncovering the configurations of relations and the forging of identities when learners participate in group work.

Vygotsky mentioned that the “gap” between what learners can do easily and what learners can do with the help of a more knowledgeable other based on his concept of Zone of Proximal Development (ZPD). Thus, the most effective learning takes place when the task given to the learners is a level higher than the learners’ actual knowledge (i+1). Knowledge is best transferred when the teacher co-operates and discuss with the learners. The importance of scaffolding is its contribution to the teacher-learning relationship. It focuses on the role of teacher and learners which are distinct but complementary in the learning context (Gibbons, 2002).

Elisa, I found your post to be well thought out and answered the question asked. Informed consent is a must have when working in the school system. Per Ansaldo (2011) one problem noted with response-to-intervention (RTI) models, is that finding the student who needs extra help is easy, but identifying the teacher who may need assistance is not as easy. Moreover, focusing on the teacher being able to teach all learners should be more important than detecting students (Ansaldo, 2011).

Design of the Study Phase 1 design CBL draft model and set up CBL model The problem based learning and the creativity theories were used in the construct of the CBL draft model PBL was employed in CBL's draft model because ; PBL can improve students' attitudes toward learning. Thus, as a pedagogical technique, problem‑based learning promotes the kinds of active learning that many educators advocate (Barr & Tagg, 1995) and students who acquired knowledge in the context of solving problems have been shown to be more likely to use it spontaneously to solve new problems than individuals who acquire the same information under more traditional methods of learning facts and concepts through lectures (Bransford, Franks, Vye, & Sherwood, 1989)

Vygotsky focuses on active, goal-setting children in the socio-cultural context. His theory emphasizes on how a child social interaction with adults can help in his learning process. But he is best known for his concept of Zone of proximal development in which he states that for children in the zone of proximal development cannot perform a task on his own but with the right kind of teaching; they can be able to perform it effectively. Thus a good teacher identifies a child’s zone of proximal development and helps him stretch it so that he can be able to perform tasks by himself.

PAL as defined by Topping (1996) is “people from similar social groupings who are not professional teachers but help each other to learn and learn themselves from teaching.” Peer assisted learning is also known as peer instruction, peer teaching, peer tutoring, reciprocal PAL, team-based learning (TBL), the principle of peer-assisted learning is that students can help other to learn, and in the same time for them to learn (Topping, 1996, Krych et al., 2005);(Shankar and Roopa, 2009). Peer learning have been supported as learning by teaching approach from the old saying (to teach is to learn twice) (Topping, 1996). Peer learning could be implemented in a one-to–one tutoring, which medical school use the most, or a in a group fashion (Ebbert et al., 1999, Slavin et al., 2003, Wadoodi and Crosby, 2002); (Lockspeiser et al., 2008).

The observation of children, centred round careful viewing and listening, is a crucial characteristic of effective early childhood pedagogy. Nonetheless, research suggests that early years’ practitioners struggle to observe children satisfactorily and find a great difficulty in planning provisions built upon their observations. Thus, it is imperative that as prospective early childhood educators, we should understand the importance and value that such methodology holds. There should be a continuity between that which is observed in the classroom setting and what is presented to the students to facilitate their learning. Such observation equips educators with the skills necessary for effective teaching, learning and assessment.