Respond to the following questions:
1.What ideas in the chapter will be most useful or valuable to you in a future teaching situation?
2. How has the content of this chapter changed your view of teaching and learning?
3. How might you design your classroom using the ideas in this chapter?
4. Questions that this information has evoked.
1.The idea in this chapter that I believe will be most valuable to me in a future teaching situation is the idea of Piaget's theory of Cognitive Development. More specifically his four stages of cognitive development(sensorimotor, object permanence, pre-operational, and concrete operational). I think that these four ideas will help me better understand my students in the future, and how I teach them. Since I want to be an elementary teacher I will definitely be able to tell what age group goes with each stage, and I will know how to handle each of my students in the future whether they are in first grade or sixth grade.
ReplyDelete2.The content in this chapter has changed my view of teaching and learning when it comes to students and how they think. Both Piaget and Vygotsky wanted to know how children's minds work, but they both found different ways to go about it. The content has changed my mind on how different each student thinks, learns, and even studies. It is up to each of us teachers to understand our students , and find the best possible way for them to understand the information that is presented in front of them.
3.After reading this chapter I would design my classroom with riddles on posters to see how fast my students would understand each of the riddles. I would put many board games and books in the classrooms as well. The last thing I would do is put puzzles in my classroom. I believe that each of these things would let me know how each of my students learn, figure out things on their own, and what they like.
4.The only question that I have from reading the information is which theorist is right? Was Piaget right with the way he did his studies on children, or was Vygotsky right with his studies that he did on children?
1. This chapter gets more into the learning styles and patterns of children and adolescents. This chapter helped me understand the levels of children’s thinking and learning, which will help me in my classroom to chose lessons and styles of teaching that will help them learn best. Also, the idea of the “problem of the match” showed me that I have to be careful how I go about teaching students of different educational levels so that some aren’t extremely overwhelmed, and others bored out of their minds.
ReplyDelete2. Teaching and learning is an active and engaging process. I already knew that teaching is hard work, but if you think about all you would have to do to be an extremely good and effective teacher, you realize all the time and planning it takes to make an effective lesson. You have to really understand how children’s minds work in order to create lessons that are most practical for their level of cognitive development.
3. Based on the ideas presented in this chapter, I would incorporate a lot more centers and manipulatives into my classroom. I would allow their to be areas for certain subjects and times where students can collaborate with one another and work together on homework or different classroom projects. I would give them things that they could use to help them in areas like math or science that during a certain time of the day, or during that subject, they could get out and use to help them.
4. After reading this chapter, the main question I have is to what degree is each theorist right? I’m assuming there is a good combination of both ideas that go on, but who was mostly correct?
1. The ideas in this chapter that will be most useful in a future teaching situation is learning the the implications of Piaget's and Vygotsky's theories for teachers in the classroom. This chapter focused on Piaget's theory of cognitive development and Vygotsky's. This will be helpful in the future I can know how children are developing and can try to teach to that stage of life and learn how students learn best as well. Vygotsky's scaffolding is definitely something that can be used in the classroom everyday.
ReplyDelete2. The content of this chapter has changed my view in the how much emphasis there is on assisted learning. Really inderstanding the children's needs, giving instruction, and ecnouragement is very vital in a classroom, which I already knew, but Vygotsky put a lot into scaffolding and the zone of proximal development that can really be a helpful tool in the classroom for students to learn better.
3. After reading this chapter, I would design my classroom with stations and places where students could do group work and learn form each other and build of each other skills. I would also try to get my classroom to be a friendly enccouraging environment where assisted learning could take place and students would not be afraid to ask for help in learning.
4. Questions that might be evoked in this chapter would be what is the best proven method of teaching by both theorists? Or are there any other new theorists that have anything to say on the matter of what is the best way to teach in a classroom and also what experienced teachers have to say.
1. The ideas of the different stages of cognitive development will help me the most in a future teaching situation. I think that knowing the stages of cognitive development and understanding that everyone is at a different level of cognitive ability is crucial. It brings light to the fact that some students aren't as developed as others, and it is my job as a teacher to cater to each students individual needs as well as the needs of the class as a whole.
ReplyDelete2. I think this chapter has changed the way I think about teaching and learning by making sense of the fact that cognitive development and language are so essential in how students learn and process information. It brings light to the fact that we as teachers must take the time to evaluate our students and help them achieve the appropriate level of cognition and language skills when at all possible. I think it gives good insight to how much work really goes into teaching and how teachers must be able to reason and be knowledgeable of their students and exactly where they are in development.
3. I would design my classroom in a way that tests my students' knowledge on simple as well as complex tasks. There would be items such as puzzles and brain teasers to judge exactly where the students' cognitive levels stand. I would also use written and oral exercises to see where the students' language skills stand. It is very important to create a learning environment where the children are challenged but also able to improve and see their own improvement and acheivement.
4. The only question I would have is: what is the best way to incorporate students at so many different levels of cognition in the same activities as those with higher or lower levels of functioning?
1. The most important aspect I will use from this chapter is the stages of cognitive development. Teachers always have an advantage if they have any idea of what the student is thinking or what they want to accomplish. This helps everyone in the classroom.
ReplyDelete2. We must help our students in every part of their lives. We must be able to relate to our students and have them be comfortable with us. This will allow the students to open up their minds and obtain the information with better easy. Knowing how to speak to a particular audience will help with this.
3. I will have many different test centers for my students that they may participate in any free time they have. This will range from common sense to brain teasers. I want my students to have the sense of intelligence, but also what to challenge them. I also want a center were they can relax and take their troubles off.
4. Can I really trust the theory of cognitive development? If so, what are some other ideas that I can apply to my teaching and classroom using this development?
1. The most important ideas for future teaching situations are in the need for variety in learning--especially active learning. Students need to have information come at them in various forms, allowing the student to process them in different ways, and ultimately achieving a higher understanding. Another important idea was Hunt's "problem of the match." It is important that students are taught and challenged at their different level--otherwise they will become inattentive or begin to struggle.
ReplyDelete2. The biggest impact on my thinking is the idea of active learning. The idea that individuals construct their own learning and that they must act upon the information given is an important thought for teachers. A teacher can never force a child to learn. "You can lead a horse to water but you can't make him drink."
3. I would design my classroom in a way that developed scaffolding. By putting the students into groups that allow them to learn from each other they will be able to work out problems and discuss together. I would also incorporate a lot of cooperative learning.
4. What are some methods to achieving classroom "equilibrium?"
1. Obviously, the description and comparison of Vygotsky and Piaget’s theories are the most impactful element of the chapter. In comparison both theories are similar in a way. Both state that students will reach a point upon which learning will need to occur. Piaget stated that learning will occur when a person reaches disequilibrium. The person will need to assimilate or adapt to the new information. Vygotsky states that all learning takes place within a social setting. Ultimately, both theories are applicable. It is a matter how making certain that as an instructor I learn how to apply these within the classroom. As an instructor I must understand that the social setting is important for my students. If I encourage and facilitate group learning for students I will most definitely create the best chance for their success. In regards to Piaget’s theory, I must understand that students must reach a point of disequilibrium before learning can occur. As an instructor it is important to remember that there may be a time for the students to appear to be at a standstill.
ReplyDelete2. Before this chapter I believe I already had an understanding of both theories of learning, however I did not completely grasp them or totally understand how learning occurred.
Ultimately, I believe that Piaget’s theory encouraged me to continue to work with students when they reach what would appear to be a stopping point. I must possess the ability to not become frustrated to stop working with them, but press on knowing that assimilation of the learning of new skills is just around the corner. Vygotsky’s theory encourages me to push for group and social learning opportunities for the students. I believe I already had a concept or understanding of this but this chapter reinforced the mere concepts I possessed.
3. Ultimately within my classroom, I desire a place that is conducive to student learning within a social setting but also ensures that students are not simply being social. For students to learn socially, students must first be comfortable with each other student within the classroom. Students will not be open to discussion if they are not comfortable with the classmates. As the instructor I will provide the students with freedom, but also not be afraid of exhibiting power over rowdy student groups. I will also seek to create an environment that encourages students to be “stuck” on certain assignments. I believe that in these moments the most growth can occur.
4. Finally, I am left with the question: what does social learning within an art classroom look like?
As an art instructor I will strive to achieve this social learning, but I will be leery of creating an environment that is too lax or focused upon student communication.
1. The ideas presented in this chapter that will benefit me the most as a future teacher are the ideas that have to do with development. Children have different stages of development, and as a teacher I will need to adhere to their present state. Another aspect is the nature versus nurture topic. I will have to take into account their home situation, how they are brought up, and what genetic abilities or disabilities they have. My teaching needs to conform to the students.
ReplyDelete2. The content that affected my views of teaching had to do with development as well. It is important to take into account the fact that people develop at different rates, development is relatively orderly, and development takes place gradually. Not all students will be at the same level mentally, emotionally, physically. Also, for example, strong development physically does not mean the person is developed fully mentally or emotionally.
3. Some ideas for my classroom design based off this chapter could be about making it a comforting atmosphere. Students develop at every age, and it would be helping them feel comfortable at whatever level their presently in. I could put up encouraging posters, and other positive looking pictures. I want my students to be happy while they are learning. I would hope my classroom design could be a catalyst to that goal.
4. A question I have is how can there be a “magic middle” in the classroom? Since this chapter made it evident that students will be developing at different rates, is it possible to keep every student neither bored nor frustrated?
1. The ideas in this chapter that will be most useful or valuable to me in a future teaching situation are the strategies for scaffolding complex learning. All students need support for learning and problem solving. Teachers should perform modeling such as leading math students through a written response of how a problem was solved. During the modeling part of instruction the teacher should discuss potential student errors. Also, the teacher must begin with simple problems, then provide students with practice of the skills introduced and gradually increase the complexity of the task. The teacher could provide students with half-done problems for them to finish. With teacher support, students should be allowed to lead discussions and ask their own questions. Another important idea is to provide students with rubrics and checklists to clarify expectations of the final product.
ReplyDelete2. The content of this chapter has changed my view of teaching and learning because as a future teacher, I must understand the concrete operational stage and the formal operational stage of thinking. The logic of this stage of development from age 7-11 is based on concrete situations that can be organized, classified, or manipulated. High school students and adults still use concrete operational thinking in new or unfamiliar areas. Teachers play an important role in helping students move from the concrete operational stage to the formal operational stage where students acquire the ability to solve abstract problems in a logical fashion and become more scientific in their thinking.
3. In the design of my future classroom, I will use the guidelines for teaching the concrete-operational child which include the use of concrete props and visual aids. Students will be allowed to manipulate and test objects. My teaching presentations will be well-organized with a chance for students to practice each step before introducing the next step. I will use familiar examples to explain complex ideas and give students opportunities to classify and group objects and ideas on increasingly complex levels. I will also present problems that require logical, analytical thinking.
4. A question this chapter has evoked: The Chinese education system puts more emphasis on math and science in the early grades, and therefore, Chinese students are ahead of American students in these areas. Should we rethink the American education system, or are young children being pushed too quickly through certain stages of cognitive development?
1. The ideas in the chapter that I think will be most useful from this chapter are Piaget’s theory of cognitive development. It allowed me to look at and understand the different stages that children go through as they develop. It made me realize that at different stages of development, different techniques need to be used to ensure that the children understand and comprehend what they are being taught as they go through their life. I also learned that different styles of learning are more prominent at different stages of development. At the younger ages, children are more visual and kinesthetic learners, but as they become older they become more able to comprehend things and able to learn audibly.
ReplyDelete2. The content of this chapter has changed my view of how I have to approach teaching to different ages. When teaching to younger ages I now understand that they need more visual activities and things that require them to be active and involved, so they can comprehend things. I think with something like math, it is much easier for students to comprehend the numbers when adding things if they can actually have something in their hands that they can manipulate.
3. Using this idea of different ages for different stages of development the way that I would design my classroom around this is to provide equipment and areas that will help provide opportunities for all types of learners. Those who learn best kinesthetically will have ample opportunities to do things that allow them to best utilize their learning skills. Visual and auditory learners are the easiest to accommodate because they are able to learn by reading, listening or watching videos that can be used to accompany what is being taught by the teacher.
4. One of the questions that this has raised to me is what is the best way to combine activities so that the whole group will benefit from each lesson that is taught rather than only a couple in the group actually understanding and learning from each class period.
1. Vygotsky and Piaget's theories on development will be very helpful as a teacher. I will know around what stage a child is in by their age and knowledge. This will help me teach better as I would know how to teach the children. Also, I think that knowing that children need both a teacher, or someone who has mastered what they are learning, as well as use of peer groups will help children learn better.
ReplyDelete2. This chapter has changed in that I didn't really know the different ways that children could be at different levels of cognitive levels and that I would need to teach to reach the children at all levels. As a future teacher, it is important to know what how the children are growing and maturing in both physical and cognitive manners and how to help out with it.
3. I think that I would need to use both theories to help teach. I would need to implement scaffolding to help the children go from an area of something they don't really know to gaining a mastery of the subject. I also believe that using Piaget's theory about disequillibrium, accomodation, and assimilation will with teaching students new information.
4. One question I have after reading this chapter is how to effeciently use scaffolding in a classroom and help all the children, both the ones that get it and take off and the ones that have a hard time grasping the new information.
1. The ideas in chapter two that will be most useful in the future as a teacher would be the idea the insights into the nature of children. The fact is that children think differently than we do and that is often overlooked. In addition as they develop the way they think changes. Also, that early experiences are important. That means what happens in my classroom in the future will help to shape my students into who they are.
ReplyDelete2. The content of this chapter has changed my view on teaching and learning by showing me that physical development has more to do with cognitive development than I thought it did. It is easy to ignore the physical development of children in the classroom because that is not the main point of why you are there teaching them. I think the most effective teachers understand how their students are developing in every way though. Physical and emotional development can impact cognitive development more than I ever though.
3. Using the chapter I might design my classroom to be a place where students can feel comfortable because it is open and a place where I encourage them to come to me with questions or concerns about their work and even things that do not have to do with their work. This chapter showed that I might have children that are at different stages of development and I want even the children that are ahead and the children that are behind in development to feel comfortable. I will help my students understand that just because someone is bigger or "smarter" than they are it does not mean they are better. I will design my classroom to be encouraging because it is important for children be be excited about learning. If they are not they will be less likely to enjoy it as they get older.
4. This chapter evoked these questions:
How can teachers find a middle ground between the teaching using the theories of Piaget or Vygotsky? (Most of us form a favorite although both are important.)