activity theory

ACTIVITY THEORY

•More of a descriptive meta theory or framework than a predictive theory

•Considers entire work/ activity system just one actor or user

ACTIVITY SYSTEM (ENGESTROM)

THREE LEVEL OF ACTIVITY

LEVEL 1:

Activity towards an objective (goal) carried out by the community


LEVEL 2:

Action towards a specific goal (conscious), carried out by an

individual or a group possible goals and subgoals, critic goals


LEVEL 3:

Operation structure of activity typically automated and not conscious concrete way of executing an action in according with the specific conditions

surrounding the goal

PRINCIPLES

OBJECT- ORIENTEDNESS

People live in a reality that is objective in a broad sense

PRINCIPLES

INTERNALIZATION/ EXTERNALIZATION

Distinction between internal and external activities, because they

transform to each other

PRINCIPLES

INTERNALIZATION

provides a means for a people to try potential interactions with reality

without performing actual manipulation with real objects

PRINCIPLES

EXTERNALIZATION

often necessary when an internalized action needs to be “repaired” or

scaled.

PRINCIPLES

MEDIATION

Emphasizes that human activity is mediated by tools in broad sense

PRINCIPLES

DEVELOPMENT

Activity Theory development is not only an object of a study, it is also the

general research methodology

actor-THEORYnetwork

ACTOR- NETWORK THEORY

Originally created by scholars Latour, and Callon as an attempt to

understand process of technological innovation and scientific knowledge-

creation

ACTOR- NETWORK THEORY

incorporates what is known as a principle of generalized symmetry;

that is, what human and non- human should be integrated into the same conceptual framework and assign

equal amount of agency.

BLOOM’Staxonom

y

KNOWLEDGE

•Remembering;•Memorizing;•Recognizing;•Recalling identification and •Recall of information

-Who, what, when, where, how…?-Describe

COMPREHENSION

•Interpreting;•Translating from one medium to another;•Describing in one’s own word;•Organization and selection of facts and ideas

-Retell…

APPLICATION

•Problem Solving;•Applying information to produce some result;•Use of facts, rules, and principles

-How is… an example of?-How is… related to…-Why is… significant?

ANALYSIS•Subdividing something to show how it is put together;•Finding the underlying structure of a communication;•Identifying motives;•Separation of a whole into component parts

-What are the parts or features of…?-Classify… according… to-Outline/ Diagram-How does… compare/ contrast

with..?

SYNTHESIS

•Creating a unique, original product that may be in verbal form or may be a physical object;•Combination of ideas to form a new whole

-what would you predict/ infer from…?-what ideas can you add to…?-how would you create/ design a new?-what might happen if you combined?-what solutions would you suggest

for?

EVALUATION•Making value decisions about issues;•Resolving controversies or differences of opinion;•Development of opinion, judgment or decisions

-do you agree…?-what do you thing about…?-what is the most important…?-place the following in order of

priority?-how would you decide about…?-what criteria would you use to

assess?

BLOOM’S TAXONOMY

Knowledge ― RememberingComprehension ― UnderstandingApplication ― ApplyingAnalysis ― AnalyzingSynthesis ― EvaluatingEvaluation ― Creating

DEVELOP THE HABIT OF ASKING HIGHER ORDER QUESTION

• Students must responses to critical thinking questions reveal the extent of their literal understanding of the facts

• In addition, a student’s ability to apply and transfer that knowledge in different context can be assessed


• Student interest and motivation are enhanced by questions that help students relate what they are learning to their own background knowledge, experience and values

• Higher- order questions are also important for modeling different ways to students can interpret, apply, evaluate, and reflect on what they are learning


• An effective way for teachers to replace literal questions with critical thinking questions involves the use of BLOOM’S TAXONOMY OF THINKING

• Since the first two levels in taxonomy reflect Literal- Level Thinking Questions should be avoided

• Instead teachers should make their questions can be classified as Higher Cognitive Level


• VERBS REPRESENTING COGNITIVE TASKS IN BLOOM’S TAXONOMY are useful in the formulation of questions and learning objectives in demonstrating what they have learned


• A TASK- ORIENTED QUESTION CONSTRUCTION WHEEL can be used to consider to both the verbs and task associated with the higher- order levels of thinking of Bloom’s Taxonomy

EFFECTIVE QUESTIONING TECHNIQUES

1. Pose question first, before asking a student to respond

2. Allow plenty of “think time” by waiting at least 7- 10 seconds before expecting students to respond


3. Make sure you give all students the opportunity to respond rather than relying on volunteers

4. Hold students accountable by expecting, requiring and facilitating their participation and contributions


5. Establish a safe atmosphere for risk taking by guiding students in the process of learning from their mistakes

DISTRIBUTEDCOGNITION

DISTRIBUTED COGNITION

a useful descriptive framework that describes human work systems in

informational and computational terms

DISTRIBUTED COGNITION

describe how distributed units are coordinated by analyzing the

interactions between individuals, the representational media used, and the

environment within which activity takes place

ERIKSON’S

Stage of

Development

ERIKSON’S STAGE OF DEVELOPMENT

considers the impact of external factors, parents and society on personality development from

childhood to adulthood


INFANCY (HOPE): Trust vs. Mistrust

During the first or second year of life, the major emphasis is on the mother and father’s nurturing ability and care for a child especially

in visual contact and touch. The child will develop optimism, trust, confidence and

security if properly cared for and handled. If a child does not experience trust, he or she

develop insecurity, worthlessness, and general mistrust to the world.


TODDLER (WILL):Autonomy vs. ShameAt this point, the child has an opportunity to build

self- esteem and autonomy as he or she learns new skills and right from wrong. The well cared child is sure for himself, carrying him or herself with pride rather than shame. During this time for the terrible twos, defiance, temper tantrums, and stubbornness can also appear. Children tend

to be vulnerable during this stage, sometimes feeling shame and low self- esteem during an

inability to learn certain skills.


PRESCHOOLER (PURPOSE): Initiative vs. Guilt

During this period, we experience a desire to copy the adults around us and take initiative in

creating play situations. We also begin to use the wonderful word for exploring the world ― Why?

If we are frustrated over natural desires and goals, we may easily experience guilt.


SCHOOL (COMPETENCE): Industry vs. Inferiority

During this stage, often called the Latency, we are able of learning, creating and accomplishing

numerous new skills and knowledge, thus developing in a sense of industry. If we

experience unresolved feelings of inadequacy and inferiority among peers, we can have serious problems in terms of competence and self-

esteem.


ADOLESCENT (FIDELITY): Identity vs. Role Confusion

At this point of development now depends primarily upon what a person does. An adolescent must struggle to discover and find his or her own

identity, while negotiating and struggling with social interactions and “fitting in”, and developing

a sense of morality and right from wrong.Those unsuccessful with this stage tend to experience role confusion and disturbance.


YOUNG ADULT (LOVE): Intimacy vs. Isolation

At the young adult stage, people tend to seek comparisons hip and love. Some also begin to

“settle down” and start families, although seems to have been pushed back farther in recent years.

Young adults seek deep intimacy and satisfying relationships, but unsuccessful,

isolation may occur.


MIDDLE AGE (CARE): Generativity vs. Stagnation

Career and work are the most important thing in this stage, along with family. Middle adulthood is

also the time when people can take greater responsibilities and control.

For this stage, working with establish stability and Erikson’s idea of generativity ― attempt to produce something that makes a

difference to society. Inactivity and meaningless are common fears to this stage.


LATE ADULT (WISDOM): Integrity vs. Despair

Erikson believed that much of life is preparing for the middle adulthood stage and the last stage involves much reflection. As older adults, some

can look back with a feeling of integrity ― that is. Others may have sense of despair during this stage, reflecting upon their experiences and

failures.

identityTHEORY

IDENTITY THEORY

Extended Erikson’s Model that primarily focusing on adolescent

development. Addressing Erikson notion of identity crisis

IDENTITY STATUS

IDENTITY DIFFUSION

the status in which the adolescent doesn’t have a sense of having

choices; he or she has not yet made a commitment

IDENTITY STATUS

IDENTITY DISCLOSURE

the status in which the adolescent seems have a sense of having relevant

roles, values, or goal for the future

IDENTITY STATUS

IDENTITY MORATORIUM

the status in which the adolescent is current in crisis, exploring various

commitments and is ready to make choices, but has not made a

commitment to these choices yet

IDENTITY STATUS

IDENTITY ACHIEVEMENT

the status in which the adolescent has gone through an identity crisis and has

made a commitment to sense of identity that he or she has chosen

IDENTITY INVOLVES ADOPTION

•Sexual Orientation

•A Set of values and ideas

•A Vocational Direction

TheorySelf

SELF THEORY

a series of empirically- based studies that investigate how people develop beliefs about themselves and how

these self theories create their psychological world, shaping thoughts,

feelings and behavior

TYPE OF VIEWS ON ABILITY/ INTELLIGENCE

this view treats intelligence as fixed and stable

ENTITY VIEW (ENTITY THEORISTS)

TYPE OF VIEWS ON ABILITY/ INTELLIGENCE

this view treats intelligence as malleable, fluid and changeable

INCREMENTAL VIEW

AFFORDANCE THEORY

AFFORDANCE THEORY

Perception of the environment inevitably leads to some course of

action. Affordances, or clues in environment that indicate possibilities for actions, are perceived in a direct,

immediate way with no sensory processing.

StyleLEARNING THINKING

LEARNING/ THINKING STYLES

Refers to the preferred way an individual processes information. They

describe a person’s typical mode of thinking, remembering or problem

solving

SENSORY PREFERENCES

Individuals tend to gravitate toward one or two types of sensory input and maintain a dominance in other types

VISUAL LEARNERS

These learners must see their teacher’s action and facial expression to fully understand the content of the

lesson

RI CHARDE FURTHER BREAKS DOWN VISUAL LEARNERS INTO:

•Visual Iconic

•Visual Symbolic

VISUAL ICONIC

Those who prefer this form of input are more interpreted in visual imagery

such as films graphic display, or picture in order to solidify learning

VISUAL SYMBOLIC

Those who prefer this form of input feel comfortable with the abstract symbolism such as mathematical

formulate or written word

AUDITORY LEARNERS

They learn best through verbal lectures, discussions, talking things through and listening to what others

have to say

AUDITORY LEARNERS ALSO FALL INTO TWO CATEGORIES:

•The Listeners

•The Talkers

THE LISTENERS

This is the more common type. Listener’s most likely do well in school

TACTILE/ KINESTHETIC LEARNERS

Persons benefit much from hands on approach, actively exploring the

physical world around them

SENSORY PREFERENCES

•Visual Learners-Visual Iconic-Visual Symbolic

•Auditory Learners-The Listeners-The Talkers

•Tactile/ Kinesthetic Learners

GLOBAL- ANALYTICAL CONTINUUM

•Analytic Thinkers

•Global Thinkers

ANALYTICAL THINKERS

Tend toward the linear, step- by- step processes of learning

GLOBAL THINKERS

Lean towards non- linear thought and tend to see the whole pattern rather

than the particle elements

LEFT BRAIN vs RIGHT BRAIN

LEFT BRAIN (Analytic) RIGHT BRAIN (Global)Successive Hemisphere

StyleSimultaneous

Hemispheric Style1. Verbal 1. Visual2. Responds to word meaning

2. Responds to tone of voice

3. Sequential 3. Random4. Processes information linearly

4. Processes information in varied order

5. Responds to logic 5. Responds to emotions6. Plans ahead 6. Impulsive

LEFT BRAIN vs RIGHT BRAIN

LEFT BRAIN (Analytic) RIGHT BRAIN (Global)Successive Hemisphere

StyleSimultaneous

Hemispheric Style7. Recalls People’s Name 7. Recalls People’s Face8. Speaks with few gestures

8. Gestures when speaking

9. Punctual 9. Less Punctual10. Prefers formal study 10. Prefers sound/ music

background while studying

11. Prefers bright lights while studying

11. Prefers frequently mobility while studying

MULTIPLE INTELLIGENCE

Intelligence as “ability or set of abilities that allows a person to solve a

problem or fashion product that is valued in one or more cultures”

VISUAL/ SPATIAL INTELLIGENCE (PICTURE SMART)

Learning visually and organizing ideas spatially

VERBAL/ LINGUISTIC INTELLIGENCE (WORD SMART)

Learning through the spoken and written word

MATHEMATICAL/ LOGICAL INTELLIGENCE (NUMBER SMART/ LOGIC SMART)

Learning through reasoning and problem solving

BODILY/ KINESTHETIC INTELLIGENCE (BODY SMART)

Learning through interaction with one’s environment

MUSICAL INTELLIGENCE (MUSIC SMART)

Learning through patterns, rhythms and music

INTRAPERSONAL INTELLIGENCE (SELF SMART)

Learning through feelings, values and attitudes

INTERPERSONAL INTELLIGENCE (PEOPLE SMART)

Learning through interactions with others

NATURALIST INTELLIGENCE (NATURE SMART)

Learning through classification, categories, and hierarchies

EXISTENTIAL INTELLIGENCE (SPIRIT SMART)

Learning by seeing a big picture

BRAIN- BASED LEARNING

Research Findings Cited by Patricia Wolfe In Her Book Brain Matters

1. Without rehearsal or constant attention, information remains in working memory for only about 15 to 20 seconds. This implies the need for memory aids.


2. Learning is a process of building neural networks. This network is formed through concrete experience, representational or symbolic learning, and abstract learning. The three levels of learning are concrete, symbolic, and abstract

… you see a small, furry, four legged animal and your father tells you it is an animal called dog. This experienced will be stored in your brain in an actual physiological connection between neurons. In your experience of dogs in your neighborhood, you will realize that the dogs come in many shapes, sizes, and colors. All this information will be incorporated into your dog network.

You are out for a walk. You see a small, furry, four legged animal and you say it is a dog. Your father laughs and tells you that that animal is not a dog, it’s a cat. Your brain now has to begin forming a network containing information about cats. Then you parents bring you to the zoo. You are exposed t to large number of creatures you have not seen before. Your parents tell you that they are all animals. Your brain takes all this information and begins to fit it into the previously established animal network. With experiences of animals your animal network will become stronger(CONCRETE LEVEL)

Now that you are older and your parent no longer take you to the zoo or buy you a picture books you have your way of expanding the neural network of animals. Later you see pictures of animals in a book that your mother reads to you. You quickly match the name of the animal to its picture. Your repeated exposure to the pictures in the animal book can make the more exotic animals much more meaningful than if you had never visited the zoo.(SYMBOLIC LEVEL)

Now that you are older and your parents no longer take you to the zoo or buy you books, what is your way of expanding the neural networks of animals? It’s probable that you can now discuss animals you’ve never seen whether real or imaginary.(ABSTRACT LEVEL)


3. Our brains have difficulty comprehending very large numbers because we have nothing our experience to “hook” them to.


4. The eyes contain early 70 percent of the body’s sensory receptors and send millions signals every second along the optic nerves to the visual processing of the brain.


5. There is little doubt that when information is embedded in music or rhyme, Its recall is easier than when it is in prose.

BRAIN BASED STRATEGIES

Involving Students in Real- Life or Authentic Problem SolvingInvolving Students in Real- Life or Authentic Problem SolvingSimulations and Roleplays as Meaning MakersClassroom Strategies Using Visual Processing

BRAIN BASED STRATEGIES

Songs, Jingles, rapsMnemonic StrategiesWriting StrategiesActive ReviewHands- On- Activities

REPORTED BY: Dennis Jay G. GumbocBSIE- COED/ 3- J

PIE 5: Principles of Teaching 1

activity theory

Education

human activity

students ability

students theopportunity

students accountable

replaceliteral questions

higher cognitive level

blooms taxonomy areuseful

critical thinkingquestions