Developmental Dimensions of Learning -Facilitating Learning

1. Developmental
Dimensions
of Learning

2. • As individuals develop, there are different opportunities
and constraints for learning.
• Learning is most effective when differential development
within and across physical, social intellectual and
emotional domains is taken into account.
• Individuals learn best when material is appropriate to
their developmental level.
• Individual development varies across intellectual, social,
emotional and physical domains, achievement in
different instructional domains may also vary.

3. Cognitive, emotional and social development of individual
learners and how they interpret life experience are
affected by :
Prior Schooling Home Culture & Community
Family’s
Relationship,
Upbringing,
Demeanor &
Principles

4. How Children
Think and Learn

5. Jean Piaget’s
contributions to our
understanding of the
learning process,
are as important
as his contributions
to our understanding
of stages of development.

6. Stages
of Learning

7. •Sensorimotor Stage
• It lasting from birth to approximately 24
months, in this stage the child learns about the
world primarily through sensory experiences
and movement.
• Child knows that an object still exist even when
out of sight (Object permanence).
• Infants and toddler intelligence should not be
underestimated. They understand such
concepts as causality and reversibility through
sensorimotor intelligence.

8. • Pre-operational Stage
• From 2 to approximately 5 or 6 years of age
• The child develops the important skill of using
symbols, but is not yet capable of mentally
manipulating them in logical order.
• SYMBOLIC FUNCTION - The symbols systems
children develop include using pictures and
spoken words to represent objects and ideas,
using letters to represent sounds, and then
moving a step further and using the written
words to represent meaning.

9. • Pre-operational Stage
• EGOCENTRISM- The tendency of the child to see
only his point of view and to assume that
everyone has also his same point of view.
• CENTRATION- Child focus only on one aspect of
thing or event and exclude others.
• IRREVERSIBILITY- The children still have the
inability o reverse their thinking.
• ANIMISM- Child attribute human like traits or
characteristic to inanimate object.
• TRANSDUCTIVE REASONING- Child’s type of
reasoning that is neither inductive nor deductive.

10. • Concrete Operational Stage
• From approximately 6 to 11 or 12 years of age
• Children become capable to mental operations
and applying logical thought to concrete
objects and situations.
• However at this stage, children’s use of mental
operations and their ability to apply logic is
effective only if they have concrete, tangible
objects to which they can refer.
• Children begin to manipulate data mentally.

11. •Concrete Operational Stage
• DECENTERING- Ability of the child to perceive
different features of object and situation. No longer
focus or limited on one aspect or dimension.
• REVERSIBILITY- Child can now follow that certain
operations can be done in reverse.
• CONSERVATION- Ability to know that certain
properties of objects like number, mass, volume or
area do not change even if there is a change in
appearance.
• SERIATION- Refers to the ability of the child to
arrange things in a series based on one dimension
like weight, height, volume or size.

12. How
Adolescents
Learn

13. • Adolescence represents a very special time in the
chronology of a young person’s developmental history.
• They not only grow as physical persons, but also
develop as psychological and cognitive persons.
• Adolescents begin at approximately 11 or 12 years old.
• Adolescents can imagine all of the possibilities in any
situation or problem and are capable of analyzing
them to determine which are the best approaches.
• Young adolescents can think intuitively, concretely or
formally.
• The older they are, the more likely they are to think
formally.

14. • Thinking will vary from person to person because, like all
other behavioral expressions, it is a function not only of
innate intelligence, but also of experience, social class,
ethnic background and previous learning.
• Changes in the adolescents abilities to think in more
abstract way is not just a function of experience, but it is
also a function of corresponding changes in brain growth
and structure.
• To develop competence in the are of inquiry, students
must have a deep foundation of factual knowledge,
understand fats and ideas in the context of a conceptual
framework and organize knowledge in ways that
facilitate retrieval and applications.

15. How Adults
Learn

16. • Adults are autonomous and self directed.
• Adults have accumulated a foundation of life
experience and knowledge that may include work-
related activities, family responsibilities and previous
education.
• Adult are goal oriented.
• Adults are relevancy-oriented.
• Adults are practical, focusing on the aspects of a
lesson most useful to them in their work.
• As do all learners, adults need to be shown respect.

17. Sources of Motivation for
Adult Learning
• Social Relationship
• External Expectations
• Social welfare
• Personal Advancement
• Escape/Stimulation
• Cognitive Interest

18. Understanding the Developmental
Dimensions of Learning
Teaching and Learning occurs in complex
ecosystems, dynamic environments where
teachers, students, materials and supplies, texts,
technologies, concepts, social structures, and
architectures are interdependently related
and interactive.

19. Understanding the Developmental
Dimensions of Learning
There is positive evidence of student development
across five dimensions: confidence and
independence, skills and strategies, knowledge and
understanding , use of prior and emerging experience
, and critical reflection. These five dimensions cannot
be separated and treated individually; rather they are
dynamically interwoven.

20. Five Dimensions of Student Development
• Confidence and Independence
• We see growth and development learners’ confidence
and independence become congruent with their
actual abilities and skills, content knowledge, use of
experience and reflectiveness about their own
learning.
• Skills and Strategies
• Skills and strategies represent the “know-how” aspect
of learning, when we speak of “performance” or
“mastery” we generally mean that learners have
developed skills and strategies to function successfully
in certain situations

21. • Knowledge and Understanding
• Refers to the “content” knowledge gained in particular
subject areas. It is the most familiar dimension,
focusing on the “know-what” aspect of learning
• Use of Prior and Emerging Experience
• The use of prior and emerging experience involves
learners’ abilities to draw on their own experience and
connect it to their work.
• Reflection
• Refers to the developing awareness of the learner’s
own learning process, as well as more analytical
approaches to the subject being studied.
Five Dimensions of Student Development