What’s Inside?

Our Dear Students,

Welcome to University of Rizal System as you continue your
study as pre-service teachers. This module is intentionally designed for
you to learn the concerns, issues and theoretical knowledge you need
to know to effectively carry out your main role in facilitating learning. The
smiley icons will guide you explore the module which start with a
challenge and end with an assessment.

It also provides different online and offline activities that are close to
everyday experiences of teachers and learners for you to enjoy and
understand every lesson.

Let’s get Started with your journey in ED 7 (Facilitating

Learner Centered Teaching!!!)

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Facilitating Learner- Centered Teaching by M. Berdan (Module 4 )
 Are you excited to learn?
Let me first familiarize you with my SMILEY ICONS

TAKE THE INTRODUCTION

CHALLENGE!
I have a brief
I have the intended background of the
learning
\ outcomes you module .
have to attain.

EXPLORE
ENGAGE
I have the videos, link,
I have the important
ideas and concepts , podcast, to help
strengthen your
read me carefully do
not just scan nor skip understanding of the
topics.
my parts

APPLY ASSES

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assess how well you summative assessment
understand the topics read me carefully and
do your best.

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Facilitating Learner- Centered Teaching by M. Berdan (Module 4 )
 MODULE 4
SOCIO CULTURAL DIMENSIONS OF LEARNING

TAKE THE CHALLENGE!

In this Module , challenge yourself to attain the
following learning outcomes.
1. Relate the dimensions of learning in selecting
effective strategies and methoologies
2. Analyze socio cultural dimensions of learning .
3. Explain the role of social constructivism in facilitating
learning.
4. Apply situated learning activity in the classroom.

INTRODUCTION
The socio- cultural perspective thoeries will try to explain why and how
learning occurs. How we develop , partcularly how we learn and think is
primarily a functon of of socio cultural environment in which we reared. Socio cultural
theorist see cognitive development inseperable from culture
Thus, they interact with cognitive factors to understand learning.

ENGAGE
The Sociocultural Learning Theory
Leo Vygotsky, a Russian psychologist, introduced the Sociocultural
Learning Theory. His quote that “through others we become ourselves” could
be the quintessence of the Sociocultural Learning Theory, which supports that learning
is a social process.
The Sociocultural Learning Theory is based upon the idea that a learner's
environment plays a pivotal role in his/her learning development. According to Vygotsky
the learning process actually involves three key themes: culture, language, and the “zone
of proximal development”.

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Facilitating Learner- Centered Teaching by M. Berdan (Module 4 )
The 3 Key Themes of The Sociocultural Learning Theory

1. Culture
Vygotsky suggested that cultures are actually formed through the use of tools
and symbols, and that this key distinction is what differentiates the human race
from that of animals. Intelligence is achieved when a learner can “internalize”
the tools that are being provided in the culture itself. When the tools of a culture
evolve and emerge, the learners’ ability to grow as individuals and increase
their knowledge base is broadened. As such, according to the Sociocultural
Learning Theory, it is important for instructors to understand the human mind
from a historical point of view as well as a cultural one.
2. Language
According to the Sociocultural Learning Theory, language is a direct result of
the symbols and tools that emerge within a culture. An individual is able to learn
language through a variety of social events, scenarios and processes, which
all result in the acquisition of language. This aspect of the Sociocultural
Learning Theory relies upon the idea that learners go through three stages of
speech development. First, they must engage in the social environment, which
is known as “social speech” and begins at the age of 2. Next, they will learn
about “private speech”, which occurs when learners voice their thoughts
aloud, and begins at the age of 3. The last is “inner speech”, which takes the
form of ideas that remain within our minds and directly impact our behavior or
thoughts, and begins at the age of 7.
3. Zone of Proximal Development
This is the “gap” or distance that exists between a learner's possible
educational development, which is determined through problem solving
activities, and the development that actually takes place. This is assessed
when learners are asked to engage in problem solving tasks under the
supervision of an instructor. Their responses and capabilities are then
compared to that of their peers. This assessment is based upon a spectrum,
wherein what learners are capable of doing without any assistance is at one
end of the spectrum, and what they can do while being assisted is at the other.
In essence the zone allows instructors to learn what a student is not yet capable
of doing or has not yet learned, but can be taught with the proper instruction
(Papas C. “ Instructional Design “, )

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Facilitating Learner- Centered Teaching by M. Berdan (Module 4 )
Practical Applications for Vygotsky's Sociocultural Theory

In the Classroom

Understanding the zone of proximal development can be helpful for teachers. In

classroom settings, teachers may first assess students to determine their current skill
level. Educators can then offer instruction that stretches the limits of each child's
capabilities.

At first, the student may need assistance from an adult or a more knowledgeable peer,
but eventually, their zone of proximal development will expand. Teachers can help
promote this expansion by:

• Planning and organizing their instruction and lessons: For example, the
teacher might organize the class into groups where less skilled children are
paired with students who have a higher skill level.
• Using hints, prompts, and direct instruction to help kids improve their ability
levels.
• Scaffolding, where the teacher provides specific prompts to move the child
progressively forward toward a goal.

In Socialization and Play

Vygotsky's theory also stressed the importance of play in learning. Teachers and parents
can use this knowledge by providing children plenty of opportunities for play experiences.
Vygotsky believed that through playing and imagining, children were able to further
stretch their conceptual abilities and knowledge of the world.

Types of play that can foster learning include imaginary play, role-playing, games, and
reenactments of real events. Such activities help promote the growth of abstract
thought.
Kendra C. “ Sociocultural Theory of Cognitive Development”.

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Facilitating Learner- Centered Teaching by M. Berdan (Module 4 )
Teaching Methodologies, Approaches and Techniques in line with Vygotsky’s
Socio Constructivist View

• Peer Tutoring. This involves allowing students as tutors and tutees.

• Cooperative Learning. This is giving opportunity for students to work as a small
group and help each other to learn.
• Group discussion. A problem- solving task may be assigned may be assigned
to a group and the group can develop its own structure on how to go about
solving the problem. ( Brawner , et al , 2018)

Situated Learning Theory (Lave)

Situated Learning Theory posits that learning is unintentional and situated within
authentic activity , context and culture.

In contrast with most classroom learning activities that involve abstract knowledge
which is and out of context, Lave argues that learning is situated; that is, as it normally
occurs, learning is embedded within activity, context and culture. It is also usually
unintentional rather than deliberate. Lave and Wenger call this a process of “legitimate
peripheral participation”.
Principles
1. Knowledge needs to be presented in an authentic context, i.e., settings and
applications that would normally involve that knowledge.
2. Learning requires social interaction and collaboration

Other researchers have further developed Situated Learning theory. Brown,

Collins & Duguid emphasize the idea of cognitive apprenticeship “Cognitive
apprenticeship supports learning in a domain by enabling students to acquire, develop
and use cognitive tools in authentic domain activity. Learning, both outside and inside
school, advances through collaborative social interaction and the social construction of
knowledge.”
Situated learning is related to Vygotsky’s notion of learning through social
development.( https://www.learning-theories.com/situated-learning-theory-lave.html)

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Facilitating Learner- Centered Teaching by M. Berdan (Module 4 )
Examples of Situated Learning

Cognitive Apprenticeships
A term coined by Brown, Collins, and Duguid (1989), cognitive apprenticeship is an
expert teaching a novice new skills through real-world situations.
Characteristics of cognitive apprenticeships include:

• An expert teaches complex processes to an apprentice, or someone less knowledgeable of

the task
• There is a focus on cognitive skills, not physical skills as in a traditional apprenticeship
• Learners must make visible their thought processes to the expert, which aides in
observation and practice - requires a 1:1 student-teacher ratio
• There is a focus on generalizing knowledge so it is applicable in diverse settings
• Experts must illustrate power of certain techniques, allow learners to practice those
techniques, and increase complexity of a task

Goal-based Scenarios
Goal-based scenarios break down larger tasks into manageable, sequenced tasks. This
method engages the zone of proximal development (Vygotsky, 1978) to consistently
expand what a leaner is capable of doing with the help of a more knowledgeable person.
Characteristics of goal-based scenarios include:

• Learners are given real-world tasks that are scaffolded in an appropriate way for the leaner
to complete each task
• Tasks can be completed on computer or in physical classroom
• Cognitive skills are mastered in their applicable context
• Learn basic competencies and how to apply them

(https://canvas.vt.edu/courses/62492/pages/examples-of-situated-learning

School or classroom is a community of practice where teachers may apply

important concepts related to situated learning such as exposure of learners to real life
learning materials and experiences, the use of techniques where as a group can construct
their won knowledge as a result of learning and interacting with each other, and emphasis
on culture as important tool and source of learning.

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Facilitating Learner- Centered Teaching by M. Berdan (Module 4 )
 EXPLORE

Listen to the you tube video by Shreena Desai Vygotsky

sociocultural development | Individuals and Society | MCAT |
Khan Academy
Please click the link (https://youtu.be/-p_-0n2f35o

APPLY
ACTIVITY 1
After listening to the you tube video of ShreenaDesai
Answer the following questions .
1. What are the four elementary mental functions babies have
According to Vygotsky and explain it will be developed into higher
mental functions?
2. Describe the role of MKO ( More Knowledgeable others) in
Learning. Cite your own example on how your MKO helps you
develop.
3. Explain why in the Zone of Proximal Development the most
Sensitive instruction or guidance should be given to the learner.
4. Explain why thought is a result of language.
5. Explain why according to Vygotsky that children who engage in
large amount of private speech are much more socially
competent than those who do not you it that much.

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Facilitating Learner- Centered Teaching by M. Berdan (Module 4 )
 ASSES ( SAQ )
1.Assume you are a teacher. Write and essay on the topic . “ What
teaching methodologies can I use to improve the performannce of my
students. “ Apply the idea and concepts about the socio-cultural dimensions
of learning.
2. What is your idea about the following ? Give examples on how you can
apply in the classroom.
3.1 Authentic Learning
3.2 Zone of Proximal Development
3.3 Situated Learning
3.4 Scaffolding

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Facilitating Learner- Centered Teaching by M. Berdan (Module 4 )
 REFERENCES

BOOKS
Brawner, D. & Leus, M. ( 2018). Facilitating Learner- Centered Teaching. Adriana
Publishing Co. Inc. Manila. Philippines.

Lucas M. & Copuz, B. ( 2014). Facilitating Learning : A Metacognitive Process.

(4th Edition). Lorimar Publishing Inc. Manila. Philippines.

Bulusan, F., Raquepo M,, Balmeo M. & Gutierrez J. (2019). Facilitating Learner-
Centered Teaching .Rex Bookstore, Inc. Manila , Phlippines.

ONLINE SOURCES

Examples of Situated learning (https://canvas.vt.edu/courses/62492/pages/examples-of-

situated-learning). Retrieved on September 9, 2020

Learning theories .( https://www.learning-theories.com/situated-learning-theory-lave.html)

Retrieved on September 9, 2020
Kendra Cherry, Reviewed by Amy Morin, LCSW Updated on November 26, 201
Sociocultural Theory of Cognitive Development
https://www.verywellmind.com/what-is-sociocultural-theory-2795088 Retrieved on
September 9, 2020

Cristopher Pappas, ( 2014) “ Instructional Design “

https://elearningindustry.com/sociocultural-learning-
theory#:~:text=The%20Sociocultural%20Learning%20Theory%20is,%E2%80%9Cz
Retrieved on September 9, 2020

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Facilitating Learner- Centered Teaching by M. Berdan (Module 4 )
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Facilitating Learner- Centered Teaching by M. Berdan (Module 4 )