Applications of developmental research. (Piaget Readiness ( Sensori-motor…
Applications of developmental research.
The idea that children are not ready to learn in certain ways until they have reached the relevant developmental stage.
For instance, a child in concrete operational stage won't be able to work out a math calculation in their head as they haven't reached the stage to use abstract thinking.
Teachers need to ask questions that mirrors the students' developmental stage.
Sensori-motor- children should be given simple toys to explore i.e rattles. Learn to grasp and shake to make sounds.
Pre-operational- Children develop their symbolic play.
Concrete- Children learn to conserve. Using measurements and pouring ingredients into different containers for cooking
Formal- Children are given hypothetical situations to develop their hypothetical thinking.
Piaget Active Learning
Children need to be like little scientists. Children's progress shouldn't just be assessed by what is measurable.
For example, teachers could measure how well they make mud cakes. They will learn about the texture of the mud, and will have an understanding of how much water is required.
Children are learning how to solve problems and think creatively which are immeasurable yet important.
Piaget's concept of intelligence
that it developed naturally as children interact with their environment and pass through the four stages of cognitive development. by assimilating and accomodating information into their schemas.
Teachers should understand which stage of cognitive development the child is in, and base their lessons around their abilities.
Piaget believed that intelligence was innate
Dweck: Growth mindsets in education
Teachers should focus on setting small but doable tasks for students to make them feel like they're making progress. This would encourage them to have a growth mindset.
Teachers must ensure that students are given the strategies and tools to succeed- simply asking them to work hard won't create a growth mindset.
Teachers should praise students for effort and not intelligence.
Willingham Learning for Meaning
Teachers should no longer differentiate their lessons to suit different learning styles as they're ineffective.
Willingham suggests teachers focus on supporting students to think about the meaning of information and create links as it's more effective in students' progress