0.3 Theories/approaches to learning  (Page 11/12)

Assessment - Assessment methods must take into account the "zone of proximal development." What children can do on theirown is their level of actual development and what they can do with help is their level of potential development. Two children might have the samelevel of actual development, but given the appropriate help from an adult, one might be able to solve many more problems than the other. Assessmentmethods must target both the level of actual development and the level of potential development.

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Assignment 3: towards an imagined dialogue

• What theories and approaches to learning fit with your current attitude towards and/or method of teaching (3-4 paragraphs)

GOAL: To deepen your understanding of the similarities and differences between several of the theories and approaches to learning,and to do so in an assignment that requires both the "right-brain" (imagination) and "left-brain" (cognitive) functions together.

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Assignment 3: Towards an Imagined Dialogue

Please answer the following:

1. Which theories and approaches to learning fit with your current attitude towards and/or method of teaching? (3-4 paragraphs)

2. Which theories and approaches to learning do you disagree with in part or whole? Describe your reasons.

3. "The Imagined Dialogue" - Imagine a scene, situation, or setting in which three characters in a short story, play, ormyth meet. Have each of the three characters represent a different theory/approach to learning or actually be the person who created thetheory. Through that character's words and actions in this imagined scenario, we will come to know something of his/her point of view and theory.This work of fiction you are creating may end up to be a serious, playful, learned, combative, funny, or all-of-the-above encounter between thesethree characters. To begin, you may wish to brainstorm the setting in which the three characters might meet and what each of the characters is "fightingfor" or wants to get from the encounter (after all, most effective dramas include a desired outcome or something each character wants toaccomplish). You are welcome to add other characters if you wish, either imagined, real, historic, or mythic to be active characters or those whosimply "push a broom across the stage." This fictitious meeting of these three characters (representing each theory) may end up to be 1 page inlength.

Be sure to type each of the characters' names first and tell which theory or approach to learning he or she represents. Then, typethe location or setting for the story, and tell when it takes place. Follow this by writing the actual 1 - page story, play or myth.