Learning, Collaberation and Group Work in the Classroom

Question 1

What does Self-Directive during Peer Interaction mean?

Answer 1

The child is a mini scientist who is active in their own learning

Question 2

Why is peer interaction better than teacher interaction?

Answer 2

Because peers are on an equal level, there is less power dynamic, and they can share their ideas, explain out loud and consolidate their learning

Question 3

What’s the difference in receiving information from a teacher vs from a peer?

Answer 3

With a teacher, its received from an authority figure who has power, so you discard your old idea and dont question it, Whereas with a peer, there is no power issue so you are more confident to challenge the idea

Question 4

State 2 reasons why the Behaviourist Approach might be “out of favour” at school?

Answer 4

1) Old fashioned

2) Not the full picture, e.g. observation, teacher modelling, more advanced peers

Question 5

What are the 2 opposing views of Group Learning, which leads to ambiguity about whether its a good method?

Answer 5

Does someone in the group need competence/correct answer before the group interaction, OR, Can you take a bunch of kids who dont know and they will arrive collectively at a sophisticated answer?

Question 6

Why would you need different abilities in a group?

Answer 6

To allow less sophisticated kids to get better knowledge

Question 7

Having a better kid in the group, does this simply mean improvement is merely a matter of _______ ?

Answer 7

Imitation

Question 8

Is it spontaneous _________ ________ or effective _________

Answer 8

Cognitive Conflict, Guidance

Question 9

What does Bruner (1961) say that you need, rather just simple receptive learning?

Answer 9

Discovery Methods

Question 10

In response to Bruners need for Discovery Methods, what does Mayer (2004) argue pure discovery fails to promote?

Answer 10

The first cognitive process which is selecting relevant incoming information, does not allow kids to work out whats relevant and whats irrelevant

Question 11

Why does introduction from teacher matter?

Answer 11

To let them know the key points and theories so they know what path to go down, and have a purpose to move forward

Question 12

In order for group work to be successful, what do kids need?

Answer 12

Adult guidance to support and structure intellectual activity

Question 13

Name the 3 features of Vygotsky’s Sociocultural Theory

Answer 13

1) Social Environment is critical
2) Moving from unaided to proximal development of more complicated information with aid (internalising what is first observed and experienced on the social plane)
3) Guidance by a more competent social partner e.g. scaffolding, implications for testing, zone of proximal development

Question 14

Did children perform better after being with an adult or with a peer?

Answer 14

With an adult

Question 15

Did the trained child or the untrained child end up being more sophisticated?

Answer 15

The trained child

Question 16

Was a trained peer enough?

Answer 16

No, and the peer dyad missed the guided participation as a result

Question 17

In peer tutoring programmes, both kids on an equal level can guide each other as long as they are trained to do what?

Answer 17

Ask questions

Question 18

Success wasn’t dependent on grades, but the?

Answer 18

Ability to support and structure peers

Question 19

Using the words hardware and software, outline how the computer is a metaphor for the mind?

Answer 19

Hardware e.g. capacity, processing speed, and Software e.g. strategies, knowledge

Question 20

What is the self-reference effect?

Answer 20

Encoding stimuli with reference to the self promotes organisation and elaboration

Question 21

Better retrieval following ______ processing

Answer 21

Deeper

Question 22

What was found about encoding with reference to self?

Answer 22

It was better than semantic coding

Question 23

What is the Microgenetic approach?

Answer 23

When children have multiple strategies at their disposal e.g. the same child will use a range of strategies for solving one problem

Question 24

The Microgenetic approach can be regressive, what does this mean?

Answer 24

More sophisticated to less sophisticated

Question 25

Give an example of Domain-Specific knowledge?

Answer 25

Children who are chess experts can out-do adults, guiding someone provides domain-specific expertise that accounts for 32% of variance in recall of meaningful chess positions, but only accounts for 9% of variance in recall of random chess positions

Question 26

What is Metacogniton?

Answer 26

Thinking about your own thinking, knowing you dont understand something e.g. comprehension monitoring

Question 27

Does Metacognition increase with age?

Answer 27

Yes

Question 28

Children dont do metacognition spontaneously, they have to be?

Answer 28

Taught it

Question 29

In what ways do children overestimate their own memory capacity?

Answer 29

They don’t rehearse and organise as much, and don’t allocate study time efficiently, and won’t adjust time for harder stuff

Question 30

Children solving problems together, did what?

Answer 30

Challenged each others methods and ideas

Question 31

Success in a peer tutoring programme was not necessarily dependent on?

Answer 31

Greater expertise of tutor

Question 32

What are changes in the Microgenetic approach prompted by?

Answer 32

Self-explanation, as well as feedback

Question 33

Even though children were better at chess, they were worse at?

Answer 33

Digit span