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Home > Reflective Teaching in Secondary Schools > 1. Becoming a reflective professional > 2. Learning > Reflective Activities > To observe learning and consider the insights of behaviourist, constructivist and socio-cultural psychology


  1. 1. Becoming a reflective professional
       1. Identity
       2. Learning
  2.    3. Reflection
  3.    4. Principles
  4.    Observing [supplementary chapter]
  5.    Enquiry [supplementary chapter]
  6.    Mentoring [supplementary chapter]
  7.    Techniques of enquiry
       [supplementary chapter]

  8. 2. Creating conditions for learning
  9.    5. Contexts
  10.    6. Relationships
  11.    7. Engagement
  12.    8. Spaces

  13. 3. Teaching for learning
  14.    9. Curriculum
  15.    10. Planning
  16.    11. Pedagogy
  17.    12. Communication
  18.    13. Assessment

  19. 4. Reflecting on consequences
  20.    14. Outcomes
  21.    15. Social justice
  22.    Judgement
       [supplementary chapter]

  23. 5. Deepening understanding
  24.    16. Teacher expertise
  25.    17. Professional learning
  26.    18. Professionalism
  27.    Starting out [supplementary
       chapter]
  28.    Improvement [supplementary
       chapter]

To observe learning and consider the insights of behaviourist, constructivist and socio-cultural psychology

Aim

To observe learning and consider the insights of behaviourist, constructivist and socio-cultural psychology.

Evidence and reflection

Using the questions below, observe a short episode (up to 20 minutes) of one student’s learning with a lesson led by a colleague.

1. What was the student actually doing?
2. How worthwhile was it?
3. What did you the adult/teacher do?
4. What did you learn?
5. What will you do next?

Now consider the psychological rationale for the approach offered to the student and note down the key elements:

BehaviouristConstructivistSocio-cultural












Consider if the activity has implications for the repertoire of teaching strategies that you use.

Extension

Drawing on features of the three approaches, suggest ways in which the teaching strategies used could have strengthened the student’s opportunity to learn.


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