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Models Educatius - Processos Educatius, Apuntes de Procesos de Aprendizaje

Universitat Ramon Llull (URL)Procesos de Aprendizaje

Apunts sobre els 7 models d'educació que s'ensenyan a l'asignatura de processos de primer any de grau d'educació primària en angles a RLL

Tipo: Apuntes

2020/2021

Subido el 03/01/2021

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Psychology – Diferències entre els models!!
DYNAMIC MODEL: PSYCHOANALYSIS (they only focus on human beings), Sigmund Freud *E*
Main Idea:
- In our unconsciousness there is many repressed fears, dreams, fantasies… that we don’t
see, and we aren’t aware about and each manifest thought, utterance or behavior hides
a latent motive or intention, which appear in dreams or with therapists… Psychodynamic
psychologists assume that our behavior is determined by unconscious forces of which we
are unaware and they study human behavior by looking for those hidden meanings.
The Dynamic model started in the Victorian era (2nd half 19th C) conservatism, tradition, strict
social rules, sexual repression (mostly women) …
Psychoanalysis has the same structure for everyone:
- Conscious
- Unconscious not aware, it influences our personality, behavior…
- Preconscious dreams…
* Psychodynamic psychologists see behavior as the result of a compromise between
three parts of the psyche (personality)*
There is: EGO, SUPEREGO, ID:
ID:
- First personality structure that develops.
- Characterizes our instinctual responses, “hard wired”, reactions, drives (impulsos),
biological drives (drink, sex, eat…)…
- Primary process thinking
- We never meet the id directly in consciousness
- Operates on the “pleasure principle” or a desire for immediate tension reduction
- We learn how to manage it
EGO:
- The “referee”
- Structure that balances the needs of the id against the demands and expectations of
society = superego, BALANCE (satisfy the id in a way the superego will accept).
- Secondary process thinking
- Functions on reality principle, it adapts our desires to the reality
- Satisfy tensions id needs at times: it is safe and adaptive to do so in an appropriate manner
SUPEREGO:
- Representation of our societal rules, morays, taboos… MORAL part
- Consists of two components:
o Conscience or capacity for self-evaluation, criticism, and reproach. It “regaña” id,
creates guilt, anxiety when social codes are violated = impide los impulsos.
o Ego-ideal or an idealized self-image in the eyes of societal rules = who I would like
to be.
Sigmund Freud’s psychosexual stages of
development of children
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DYNAMIC MODEL: PSYCHOANALYSIS (they only focus on human beings), Sigmund Freud E Main Idea:

  • In our unconsciousness there is many repressed fears, dreams, fantasies… that we don’t see, and we aren’t aware about and each manifest thought, utterance or behavior hides a latent motive or intention, which appear in dreams or with therapists… Psychodynamic psychologists assume that our behavior is determined by unconscious forces of which we are unaware and they study human behavior by looking for those hidden meanings. The Dynamic model started in the Victorian era (2nd half 19th C)  conservatism, tradition, strict social rules, sexual repression (mostly women) … Psychoanalysis has the same structure for everyone:
  • Conscious
  • Unconscious  not aware, it influences our personality, behavior…
  • Preconscious  dreams…
  • Psychodynamic psychologists see behavior as the result of a compromise between three parts of the psyche (personality)* There is: EGO, SUPEREGO, ID: ID:
  • First personality structure that develops.
  • Characterizes our instinctual responses, “hard wired”, reactions, drives (impulsos), biological drives (drink, sex, eat…)…
  • Primary process thinking
  • We never meet the id directly in consciousness
  • Operates on the “pleasure principle” or a desire for immediate tension reduction
  • We learn how to manage it EGO:
  • The “referee”
  • Structure that balances the needs of the id against the demands and expectations of society = superego, BALANCE (satisfy the id in a way the superego will accept).
  • Secondary process thinking
  • Functions on reality principle, it adapts our desires to the reality
  • Satisfy tensions id needs at times: it is safe and adaptive to do so in an appropriate manner SUPEREGO:
  • Representation of our societal rules, morays, taboos… MORAL part
  • Consists of two components: o Conscience or capacity for self-evaluation, criticism, and reproach. It “regaña” id, creates guilt, anxiety when social codes are violated = impide los impulsos. o Ego-ideal or an idealized self-image in the eyes of societal rules = who I would like to be. Sigmund Freud’s psychosexual stages of development of children

BEHAIVORIST MODEL: Ivan P. Pavlov (russian reflexology), John B. Watson (classic conditioning), Edward Thorndike (law of effect), Burrhus F. Skinner (operant conditioning) Historical frame:

  • Started in early-to-mid XX century (Russia - United States).
  • Extreme reaction against introspection (mirarse/reflexionar a uno mismo) as the dominant method in psychology.
  • Behaviorism, although not explaining all psychological phenomena, has contributed so much to psychology, especially into the learning theories.
  • For behaviorism, the object of psychology is the study of behavior. They assume that what we do is determined by the environment.
  • Behaviorists believe that is unnecessary to speculate about internal mental processes when explaining behavior, it is enough to know which stimuli elicit which responses. Important Concepts:
  • Behavior = the response of an individual, group, or species to its environment.
  • Stimulus = an agent that directly influences the activity of a living organism or one of its parts. It can be Conditioned, Unconditioned or Neutral (Ivan Petrovich Pavlov).
  • Response = a reaction to a specific stimulus.
  • Reinforcement = a stimulus that strengthens or weakens the behavior that produced it (negative, a punishment, or positive, a reward).
  • Learning = more or less permanent changes in individual’s behavior.
  • Habit = a behavior pattern acquired by frequent repetition or physiologic exposure that shows itself in regularity or increased facility of performance. Or, also, an acquired mode of behavior that has become nearly or completely involuntary. Evolution of the Theory through the authors: IVAN PETROVICH PAVLOV:
  • Classical conditioning (learning by association):
  • A neutral stimulus eventually provokes responses as a consequence of being associated with another stimulus  dog and bell: another example (types of stimulus)!!:

HUMANISTIC MODEL: Carl Rogers (psychologist and one of the founders of humanism), Abraham Maslow (psychologist that created the necessities pyramid). E Historical Frame:

  • 50’s – 60’s USA: o Cold war (USA – Soviet Union) o First transplantation of kidney (1953) o Vietnam war o Murder of Kennedy o Neil Armstrong did the first moon walk o 1961  Germany and the rest of Europe did the first humanistic association. o Feeling of not hope and not believing in the human being or the goodness (wars, Kennedy…) (also, some contrast with good things: moon, kidney…). *EVOLUTION  humanism is AGAINST psychoanalysis and behaviorism. *
  • Humanistic psychologists start from the assumption that every person has their own unique way of perceiving and understanding the world. Their priority is understanding people’s subjectivity (not scientific model).* Important Concepts:
  • Humanism = Human as the center
  • Existentialism = philosophical thinking begins with the human subject, but not merely the thinking subject: the acting, feeling, living human individual.
  • Phenomenology = the study of subjective experience. The experiencing subject can be considered to be the person or self, for purposes of convenience. Characteristics:
  • Object of study  the individual and the value he/she gives to his/her experience. Also, motivations / metamotivations.
  • Objectives: o Helping individuals develop their potentialities (to achieve self-actualization  Maslow’s pyramid). o Favoring the development of a creative personality and critical thinking.
  • Therapy centered in the person (from particular experiences).
  • Not interested in finding general laws applicable to everyone.
  • Experiments and comparisons to animals are excluded.
  • Attitudes are more important than techniques.
  • Main aspects  personal experience and facts.
  • Meaningful and positive aspects of individuals.
  • Most important issues: ?? o Emotions o Empathy o Self-actualization o Humans are good by nature o Holistic (considerat com el tot) view of the person o Human beings are free: FREE WILL o Growth-promoting.

CARL ROGERS:

  • Non-directive therapy (creator)  client centered therapy, he/she is the center and the lead.
  • Relevant aspects of this theory: o Trusting the client. o Rejection of the directive role of the therapist.
  • Psychological bases: o Listening with comprehension. o Favor the expression of feelings, so the client feels more comfortable telling them. o Reflecting feelings. o Always positive unconditional affection.
  • Three attitudes/ basic conditions for personal growth:
    1. Unconditional acceptance = accepting each other as they are as individuals.
    2. Empathetic comprehension = understanding and comprehending the other form his/her own experience.
    3. Genuineness, congruence and coherence = capacity of being as the person truly is, without hiding (authenticity). ABRAHAM MASLOW:
  • Maslow’s Pyramid (1943) = Hierarchy of needs Pyramid: every level must be satisfied to be able to pass to the next level and have more needs.
  • Characteristics of Maslow’s theory: o Physiological needs  at birth o Rest of needs  eventually o Only once the basic needs are controlled, higher needs can develop progressively. o Basic needs prevail the higher ones. o Is needed more time to satisfy the higher needs. LIMITATIONS:
  • Absence of empiric validation of their proposals (subjective and particular results).
  • Lack of operational definitions (directions or instructions).
  • Excessive emphasis on a positive and optimistic view of human beings. (sexual, not anymore) All the needs completed

Cognitive Theories (2 groups):

  1. Theory of the information processing (it finally died): a. 60’s - mid XX century. b. Integration of behaviorist and cognitive model.??? c. It emphasizes the importance of the internal structures that mediate in responses. d. As an analogy with computers (it says that we learn as computers, mind and computers have both limited capacity for how much information they can process at one time), mental functions would be: e. This theory recognizes the existence of complex mental processes: a mind that stores and makes sense of the processed information.
  2. Cognitive constructivism (it evolved to being part of the constructivism).
  • Meaningful Learning (aprenentatge significatiu): DAVID AUSUBEL o Ausubel viewed learning as an active process, not simply responding to the environment. o What the student already knows (prior knowledge) is the primary determiner of whether and what he/she learns next. o Learners search to make sense of their surroundings by integrating new knowledge with that which they have already learned.
  • Discovery learning: JEROME BRUNER o Cognitive development of children. o The concept of discovery learning implies that students construct their own knowledge for themselves (also known as a constructivist approach). o The role of the teacher shouldn’t be to teach information by rote learning, but instead to facilitate the learning process.
  • Theory of Cognitive Development: JEAN PIAGET o First psychologist to make a systematic study of cognitive development. o Before Piaget’s work, the common assumption in psychology was that children are merely less competent thinkers than adults. o But what Piaget showed that young children think in strikingly different ways compared to adults, not that they are less competent. He put it in some stages:

(BIO)ECOLOGICAL MODEL: U. Bronfenbrenner and Albert Bandura (social learning theory). F Background  Social Learning Theory (Albert Bandura)  consists of how people learn by observing others (Bobo doll experiment). Characteristics:

  • 1979: The Ecology of Human Development
  • Child’s development into the context of the system of relationships that form his or her environment.
  • Complex “layers” of environment, each having an effect on a child’s development.
  • This theory has recently been renamed “bioecological systems theory” to emphasize that a child’s own biology is a primary environment fueling his/her development.
  • The interaction between factors in the child’s maturing biology, his/her immediate family/community environment and the societal landscape  feeds and steers (dirigir) his/her development.
  • Changes or conflicts in any layer will extend throughout other layers.
  • We must look not only at the child and his/her immediate environment, but also at the interaction of the larger environment as well (the other layers).
  • The different layers are: MICROSYSTEM:
  • Layer closest to the child that contains the structures with which the child has direct contact (family, school, neighborhood or childcare environments).
  • It encompasses (abasta) the relationships and interactions a child has with his/her immediate surroundings.
  • Bi-directional influences occur among all levels of environment. The interaction of structures inside a layer and interactions of structures between layers is key to this theory.
  • At the microsystem level, bi-directional influences are strong and have the greatest impact on the child. However, interactions at outer levels can still impact the inner structures.
  • MESOSYSTEM: o This layer provides the connection between the structures of the child’s microsystem. Ex.: the connection between the child’s teacher and his/her parents, church and neighborhood…

SYSTEMIC MODEL: F

Historical Frame:

  • Beginning XX century  marriage counseling in therapy and, also, treatment for children including other family members. This increases the comprehension of the individual problem and facilitate the treatment.
  • End of 30s  first family associations in USA (AAMFT: American Association for Marriage and Family Therapy). ??
  • Psychoanalysts had advised against any contact between the analyst and the client's family (“abstinence”). But, Ackerman (1937): “The Family as a social and emotional unity”.
  • 40s  important contributions between Sullivan, Horney and Fromm, from the psychoanalytic framework.
  • 50s  adoption of the General Systems Theory (GST) as a conceptual framework.??
  • 60s  significant development of the systemic model.
  • 70s  the systemic approach was consolidated. Systematic Therapy:
  • The basic concept is “System”.
  • Looks at circular or reciprocal influence rather than linear influence (more than one person).
  • Circular causality  looks at the way conflict occurs in the context of others who are causing reciprocal grief, they look at the family circle, relations. Main Concepts:
  • Rules of Relationships: every family or system has explicit or subtle rules to guide behavior. Rules apply to:
  • Power structure: Who has the power?
  • History: What are the family legends, myths and history that have been inherited from previous generations?
  • Coalitions: Who is aligned with whom?
  • Hierarchy: Who is in control? What is the pecking order (orden jerárquico)?
  • Roles: Who is the rescuer? Distracter? Troublemaker?
  • Boundaries (límits): Are the boundaries loose or ridged?
  • Enmeshment: Is there differentiation or are members too close to each other?
  • Culture: What is the cultural identity of the family? (religion, socioeconomic status, ethnicity (etnia)).
  • Communication: What are the communication patterns and metarules?
  • Life Cycle: What is the developmental stage of the family? (launching children, empty nest, married without children...)
  • Metaphors: What are the underlying symbolic interactions between family members?

Systemic Schools (branches):

  1. The International School of MRI (Mental Research Institute) (Palo Alto)
  2. The structural / strategic school
  3. School of Milan
  • All this schools match in saying: o Always dysfunctional behavior of an individual is an expression of dysfunctional patterns of interpersonal interaction. o Always problems need to be understood within the context of the family system, one problem of a family member is going to affect all the family and the therapy is going to be with all the family (families go through a family life cycle). o Experiences you had in your family of origin shape the way your current family evolution. o Families get stuck in ruts or repetitive patterns that restrict their freedom and options. o Symptoms are often useful and functional and help maintain family equilibrium.?? In general terms, the systemic model has meant a crucial change in the history of human sciences. It has been described as a “general tendency towards the integration of different sciences” and a “shift of paradigm.” Different theoretical contributions and research data converge in this model.
  • The process of sharing individual perspectives results in: learners constructing understanding together, that wouldn't be possible alone.
  • Individuals need to negotiate their different points of view, to reach a shared understanding (intersubiectivity) which creates a common ground for communication.
  • Meaningful learning occurs when individuals participate in social activities. Individuals need to attribute personal meaning and sense to the activity.
  • Signs and symbols (especially language) are tools to transform knowledge and thinking.
  • Language is not viewed as a mental process but as a mental tool (tool to learn and develop) that allows us to manage and transform the other mental processes (ex. taking notes and making summaries to remember the theoretical models) and, in this way, improve our learning process.
  • Guided participation is the process by which a learner participates in a social activity with the help of more expert individuals.
  • In the ZPD, teachers adjust the support offered to the child to satisfy their needs and current level of performance (rendimiento) (scaffolding). Support needs to be adapted to each learner. Types of Constructivism: Constructivism and Social Constructivism are two similar learning theories which share a large number of underlying assumptions, and an interpretive epistemological position. Teacher  not-centered

Implications for learning:

  • Emphasize problem solving and understanding.
  • Use authentic tasks, experiences, settings, assessments…
  • Content presented holistically (all together) – not in separate smaller parts. Teacher’s Role:
  • Adapt curriculum to address students’ needs.
  • Help negotiate goals and objectives with learners.
  • Pose (plantear) problems of emerging relevance to students.
  • Emphasize hands‐on, real‐world experiences.
  • Search and value students’ points of view.
  • Mediate learners’ interactions with the social context and activities and help them create meaning.
  • Provide multiple modes of representations/perspectives on content (individualization), to adapt to each student.
  • Promote the creation of new understandings via moderating, suggesting, structuring different activities…
  • Evaluation should be integrated with daily classroom activities and not as a separate activity. It should be another learning opportunity.
  • Use errors to promote students’ reflection of their progress to increase opportunities for learning. Student’s Role:
  • Active learner. Take responsibility and voice in learning process.
  • Develop own goals and assessments.
  • Create new understandings.
  • Control learning (reflecting).
  • Member of community of learners.
  • Collaborate with other fellow (compañeros) students.
  • Learn in a social experience – appreciate different perspectives.