Summary EDMHODR Chapt 1 Study Notes: Educator as Mediator of Learning

Educator as a Mediator of Learning Study Notes



1. 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