a term used by Ausubel to denote learning that (though not necessarily canonical) related new material to existing knowledge and understanding
often contrasted with rote learning
Example of use:
"The constructivist view suggests this is because the processes by which we come to experience our surroundings are processes of interpretation. So the individual has to actively construct a meaningful interpretation of what is being seen and heard. That is, all meaningful learning is a process of personal meaning making through that individual's current knowledge and understanding." (Taber, 2011, p.44)
a term used by Ausubel to refer to learning that does not relate new material meaningfully with existing knowledge and understanding
often contrasted with meaningful learning
"rote learning is very limited. Learning 'word-perfectly' that the square of the hypotenuse of a right-angled triangle is equal to the sum of the squares of the other two sides, or that when a body A exerts a force on a body B, then the body B exerts a force, equal in magnitude, opposite in direction, and along the same line of action, on body A, is generally considered to be of little value if the ideas represented in the form of words can not be applied, because they have been learnt without understanding" (Taber, 2011, p.42).
scaffolding POLES – a kind of tool for scaffolding learning
"POLES are Provided Outlines LEnding Support [or Provided Outlines Lending Epistemological Support]. Scaffolding POLES are provided by the teacher, and give a framework (outline) for exploring and succeeding in a concept area, that allows the learner to come to know about the topic. They lend support, because they are only to be relied upon whilst the learner is developing understanding and confidence in a topic" (Taber, 2002, pp. 73-74).
Read about 'Scaffolding tools'
scaffolding PLANKs – a kind of tool for scaffolding learning
"PLAtforms for New Knowledge. Scaffolding PLANKs are presentations of ideas that are already available to students, but arranged in a form which aids the student in reorganising their knowledge to build up new ideas" (Taber, 2002, pp. 73-74).
Read about 'Scaffolding tools'
An activity system is a "… a networked community engaged in a particular common activity, acknowledging particular shared rules or conventions, and structured through a particular division of labour, as well as adopting particular tools and systems of mediation" (Taber, 2018, p.17).
Read about 'Scaffolding learning: principles for effective teaching'
(Z.D.D.) the 'zone' that is so far beyond a learner's current capabilities that even if working with others with greater competence so the task is successful, they will not benefit in terms of heir personal learning/development, (cf. Z.P.D.)
"An activity in the ZDD is (in terms of the spatial metaphor of zones) however 'too far away from' the current level of development to allow the learner to benefit from being supported in the task.The degree of support needed for success on a task that falls within the ZDD is so great that the learner's engagement in the shared activity would be peripheral and not educative." (Taber, 2018, p.12)
Z.A.D., the 'zone' where a learner is working within their competences – where they are likely to be successful, but not supported to develop further (cf. Z.P.D.)
"One zone consists of the skills and competencies that a learner has already acquired (the ZAD). Tasks that are set in the ZAD are able to be successfully completed (assuming the learner can be motivated to engage with these tasks) at a high standard – with few errors and high accuracy…Carrying out tasks with competence offers limited scope for development….If education is about developing learners further (as it should be) then working in the ZAD is insufficient." (Taber, 2018, pp.9-10)
of scaffolding
The 'dismantling' of scaffolding to support learning as the learner develops capability and can manage without the scaffold
See 'Scaffolding learning'
terms used in everyday life related to mental phenomena, but which also tend to be used in professional and academic discourse as thought they are technical terms, despite not being tightly defined
"There is then a kind of folk psychology of mind that permeates our own thinking (sic) and dialogue and which functions perfectly adequately in normal conversation, but which lacks the precision expected in technical communication. We might refer to this as the mental register, where key terms would include thinking, ideas, understanding, knowledge and beliefs. The mental register does effective work for us in everyday discourse in many communicative contexts, but when we need to specify more precisely what some of these terms refer to, we may soon run into difficulties." (Taber, 2013, p.29)