If a teacher was going to present information very new to her students, which aspects of the cognitive learning theories could she consider when designing her lesson plan?
This question is labeled as a 4, which is an analysis question. I agree that this question reflects analysis of how the information presented in the Kruse article can be used to help guide a teacher in planning her lesson. If a teacher was to present new information to her students, it would be important for her to understand that students come into her classroom with different pre-existing frameworks (Constructivist Learning Theory) and these will shape how they interpret the information. It would be important for her to assess her students by asking questions to see which students are having trouble understanding the material and whether they are cognitively able to grasp the subject matter (Developmental Learning Theory). Finally, the teacher would want to be sure to include social interactions between students in the class so that they can share the information they've learned, thus allowing for greater development of the zone of proximal development and allowing for more understanding.
Jimmy grew up in the Bronx, where he only saw black squirrels. When he moved to Connecticut at the age of 18, it didn't even draw his attention that there were red and gray squirrels. How might Jimmy's reaction have been different if he were in the concrete stage of cognitive development?
This question was labeled as a 5, a synthesis question. However, I believe it is more of a level 4 analysis question to analyze his interpretations rather than synthesizing an interpretation of why Jimmy formed this thought process. If Jimmy were in his concrete stage of cognitive development, he would have probably realized that different types of squirrels exist and that they don't fit into his current framework. This would spark Jimmy to form a new framework for different colored squirrels through accommodation which is an abstract concept that other types of squirrels exist, instead of assimilating them together.
Conclude why it may be important to understand Piaget's Theory of Cognitive Development when working with children?
This question was labeled a 6, I feel that it is more of a level 4 question which doesn't require deep critical thinking but instead asks to analyze the situation. If they had asked to compare and contrast Piaget with another theorist then it would be more of an evaluation question. When working with children it is important to understand their preexisting frameworks so that you can judge where you should begin the lesson plan. It is important to understand whether children can grasp abstract ideas or if they need to begin with more concrete examples of the lesson. This will not only allow for students to understand the material, but will also allow the teacher to be more effective in his/her practice because they are able to accommodate to students different frameworks which they bring to the class.
Matt,
ReplyDeleteSuperb responses here, including your evaluation of the Bloom's Tax levels. Spot on. You wrote:
"...allowing for greater development of the zone of proximal development and allowing for more understanding."
What does greater development of the ZPD mean and how would that allow for more understanding?
Keep pressing!
GNA
Great development of the ZPD means that you are encouraging students to think right at the next level of their cognition. In a sense, you are almost pulling them to that greater understanding, both of school and life. If you only teach a student material which comes easy, or you only ask questions which require a low level of thinking, then you are only encouraging low level thinking. It is important that you ask questions which require students to do a great deal of reflection and self-exploration, so that they can develop answers which have required them to integrate information and life and the result is pushing the limits of the ZPD until students gain that deeper understanding.
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