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Summary EDMHODR Chapt 1 Study Notes: Educator as Mediator of Learning
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A complete summary of all the sections needed to study from Chapter 1 of Educator as a Mediator of Learning. Can help with assignments.
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Educator as a Mediator of Learning Study Notes1. Mediation of Learning
Competences Required:
*competence is having the knowledge, skills and abilities to perform job and role and tasks to
acceptable standard
*applied competence = practical foundational reeelive competence
Practical Competence
= consider possible actions ad perform chosen action. I.e.: educator shows the ability to do things
Elamples:
Use LOTL to elplain, describe, discuss concepts
Preparing thoroughly for lessons using a variety of media
Use key teaching strategies (group work etc.)
Adjusting teaching strategy to match learner development level and learning styles
Foundational Competence
= understanding of knowledge and thinking behind decisions I.e.: educator knows why they are
doing what they are doing
Elamples:
Understand the nature of barriers to learning and appropriate strategy principles
Understand learning at diferent ages and what causes success and failure
Understand diferent learning styles, preferences and motivations
Understand pedagogic content knowledge
Reeelive Competence
= connect decision making with knowledge and adapt IE: educator can adapt knowledge and practice
to new situation
Elamples:
Analysing learning in observed classroom interactions and case studies
Assessing efects of discipline and coneict management on learning
Reeecting on how barriers to learning can be overcome
Reeecting on how race, gender, language etc. diferences impact learning and making
appropriate adaptions to teaching and learning
, Therefore: educators must do following during learning mediation:
Be sensitive to diversity of needs of learners
Create positive learning environment
Communicate efective
Respect learner diferences
Have subject, teaching strategy knowledge
Constructivism
Basic Assumptions:
Knowledge constructed from elperience
Learning = personal interpretation of the world d(and reeection there on)
Learning = active process where meaning developed from elperience
Conceptual growth from negotiation of meaning, sharing of perspectives, changing internal
representations through collaborative learning
Learning must take place in realistic seeng
Testing must be integrated into the task
*cognitive constructivism: focuses on cognitive processes to make sense of the world
*social constructivism: learners acquire knowledge through social interactions
Implications
Active involvement: learners need to find solutions themselves
Learner-centred teaching: for learners to construct knowledge
Learners helped to learn: provides skills for future learning
Opportunities for knowledge construction should be created
Create real-world environment: authentic tasks
Opportunities for reeective practice
Opportunities for constructing knowledge through social interaction and negotiation
Multiple representations of reality allows
Note: constructivism focuses on how learners learn and the skills they acquire more than content
(skills can be taught with various content)
Cultural background and prior knowledge very important
Theory of Cognitive Modifiability (Feuerstein)
*mediated learning elperience (MLE): elperienced, intention active human (warm) selects and
organised world of stimuli for learner
Therefore mediation between educator and learner vital for change and modifiability
Should produce natural tendency to learn in learner (through discovery of how learner learners)
and equip with necessary tools
Should be aware of learning and how info and skills are useful and applicable
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