How is the relationship between teaching-learning and development conceptualized

Question

How is the relationship between teaching-learning and development conceptualized and operationalized in Gal'perin's approach? In what way does systemic-theoretical instruction (teaching-learning) lead to developmental changes (i.e., development of mental processes and functions)? How is the relationship between teaching-learning and development conceptualized and operationalized in Gal'perin's approach? In what way does systemic-theoretical instruction (teaching-learning) lead to developmental changes (i.e., development of mental processes and functions)? How is the relationship between teaching-learning and development conceptualized and operationalized in Gal'perin's approach? In what way does systemic-theoretical instruction (teaching-learning) lead to developmental changes (i.e., development of mental processes and functions)?

Explanation / Answer

Gal’perin outlines steps in the teaching–learning process, formulates a set of conditions for the development of mental actions and shows the teacher’s role and he explained how it is opted in classrooms. His theory integrates mediation, activity and integration. His theory mainly focused on the orientation and language use. The concept of orientation mainly explains how students learn to orient themselves to the distinctive features of the learning task. In current education orientation integrates self-regulating learning. Gal’perin conceptualized these components in his concept of a SCOBA as the core of an orienting basis. SCOBA facilitate children for self-evaluation to the orientation, this asks for active students for which teachers should provide powerful learning environments in which self-regulated learning can be most successfully acquired. One of the main aim of Gal’perin’s approach is to develop students’ self-regulatory skills. These steps are organized by him around an orienting basis aiming at presenting the subject matter as a meaningful whole.

Language use in the class room is second most important thing. Elaboration of an action during communication and dialogical thinking is of the utmost importance for the formation of fully fledged mental actions. Communicated thinking as a highly structured and distinctive way of acting verbally seen by Gal’perin’s. Execution of the action meets the requirements of communicating in the language of the given subject matter. The teacher is a dialogue leader, introducing students to a similar role through explicit instruction of meta-cognitive strategies for learning from written texts. Orientation and language use are powerful tools of teaching process by teacher.

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