This week has focused on two generalized learning theories - individual constructivism (Piaget) and social constructivism (Vygotsky) - which are fundamental to the fields of educational and developmental psychology. Both have informed the study (and teaching) of educational and developmental psychology for decades. Despite the ubiquitous nature of these two learning theories, there are three important caveats which are important to note:
1. Learning and Motivation: For learning to take place, students must be motivated to learn. Week 15 of the course considers three theories of motivation which help explain students' motivation to learn (or, at times, lack thereof).
2. Diversity of Experience: Piaget and Vygotsky's leaning theories are highly generalized, but each child (and adult) is unique in how he/she/they learn in specific situations. Week 16 of the course focuses on individual differences with an emphasis on learning styles.
3. Advances in Cognitive Learning Theories: The field of cognitive psychology has made great strides over the last few decades, bolstering new innovative models for learning that are tied to advances in cognitive developmental research.
To close this week's introduction to educational and developmental psychology, and with point 3 in mind, read the article below:
Rich, Bill. (2020).
Trust the science: Using brain-based learning to upgrade our educational OS. Innovative Education in Vermont. November 23.
Now peruse the list of Edutopia articles below, all of which are influenced by the study of 'brain-based learning.' Pick one article to read:
https://www.edutopia.org/topic/brain-based-learning