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Edlt116 group response assignment 1 part b


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Edlt116 group response assignment 1 part b

  1. 1. Unit EDLT116 Learners and Teaching Yvonne MastersAssignment 1 – Group Reading Response Task Semester 2, 2010 Due Date: Monday 25th October 2010, 5pm Assignment completed by: Julie Papps Georgia Peard Sharon Phillips Yolande Phillips Donelle Phipps Adelle Pilon Krystal Pomplun 1
  2. 2. Module 3Q1. How can the use of discussions help you to teach in ways that are consistentwith Piaget’s Theory of cognitive development?Piaget believed that an important aspect of children’s cognitive development was theirinternal mental structures and that these structures were modified through experienceand interactions within their world (Vialle et al: 2005: p26). Piaget accepted that themost effective method of helping students to develop their ideas was through interactionwith their peers. These interactions prompt a change in the student’s existing thoughtsthrough the processes of accommodation and assimilation. Discussion and Cooperativelearning can also allow students to see that differences in their backgrounds, abilities andexperiences can be accommodated in activities and this can enhance achievement andmotivation. (American Psychological Association, 1997, cited in Killen: p216).Piagets constructivism is based on his view of the psychological development ofchildren. He believed to understand is to discover, or reconstruct by rediscovery, andsuch conditions would create individuals who are capable of production and not merelyrepetition. Piaget believed that children go through stages in which they accept ideasthat they may later discard as being wrong. His theory then is based on the idea thatunderstanding is built up step by step through active participation and involvement, anexample of this is classroom discussion. (Thanasoulas: Online 2010)Classroom discussion encourages students to learn from each other in ways that extendbeyond the social and academic. Students who participate in discussion in theirclassroom will learn to express their ideas and listen to their classmates’ ideas as well.This participation will enrich their learning experiences through the exchange.Discussions are consistent with Piaget’s theory because they provide a bridge between 2
  3. 3. direct instruction and student-centered instruction (Killen 2009:p149), which is anapproach based on Piaget’s theory that children are active constructors of meaning(Vialle et al: 2005: p25).Discussions serve as an avenue for students to express criticism without being offensiveand assist students to accept criticism without being offended (National University ofSingapore: Online 2004). When students are able to discuss their lessons with their peersthey can understand and apply what they have learned. We, as students, participate inonline discussion through our university course and this enables us and gives us thechance to participate in a ‘less threatening’ environment where we take an active role inour learning. Discussion in the classroom can also provide feedback to the teacher, asthe teacher can gauge whether the students have understood the lesson, how the studentshave done so and make corrections as necessary (National University of Singapore:Online 2004).Gardner’s multiple intelligences theory states that some students need to be able to talkabout their learning, for it is through talk that we make sense of what we are doing. Thisis known as Linguistic Intelligence, and is described as being the ability to think inwords and/or use words to understand and express complex meanings (Groundwater-Smith et al. 2003).Classroom discussion of what has been learned allows the teacher to work with studentsto make their education more enjoyable and students will feel that they are contributing.(National University of Singapore: Online 2004). Improved teaching in the classroomwill occur when discussion that is consistent with Piaget’s Theory of CognitiveDevelopment is implemented. 3
  4. 4. REFERENCE LISTCDTL Brief, National University of Singapore, ‘Class Discussions – ItsBenefits’, February 2004, Vol 7 No 2. Retrieved online on 11October, 2010 from, S., Ewing, R., & LeCornu, R, ‘UnderstandingLearning Diversity’, in Teaching: Challenges and Dilemmas, 2nd Edition, Southbank Vic, Thompson Learning, 2003. Chap 3, pp53-73Killen, Roy., ‘Effective Teaching Strategies’, 5th Edition 2009, CengageLearning Australia, South Melbourne Vic. pp 149, 216Thanasoulas, D., Teaching Learning, ‘Constructivist Learning’ , Retrievedonline 10 October, 2010 from uctivist_learning.htmVialle, W., Lysaght, P., & Verenikina, I., ‘Psychology for Educators’, 2005.Social Science Press South Melbourne Vic. pp 25-26 4
  5. 5. Module 4Q: In what ways might you experience diversity in a classroom? What strategiesmight you use to help provide equal learning outcomes for all?Students and teachers bring unique personalities, backgrounds and experiences to theclassroom to create a very diverse learning environment (Groundwater-Smith, S., LeCornu, R. & Ewing, R. 2003: 54). The different types of diversity that may beexperienced in the classroom include ethnicity, culture, language, gender, ability,poverty and special needs. Diversity of learners in any particular classroom is a teacher’smost important consideration and greatest challenge.Aboriginals, Torres Straight Islanders, migrants and non-English speaking students faceseveral learning barriers. These include: inability to understand rules of society, notknowing acceptable behaviour, loss of close family ties, difficulty making cross-culturalfriends and failure to communicate emotional needs (McInerney & McInerney 2006:352). Simpson and Clancy (2001:3) suggest for learners to become proficient in schoolliteracy they must first understand the classroom discourse. There are many strategiesteachers can implement including developing curricula and structures that give access towestern knowledge while preserving the individuals’ culture, values and traditions(McInerney & McInerney, 2006: 361); creating school handouts in several languagesand providing English language classes for parents and students.Gender can often impact the way teachers react to students, as well as influence thestudents’ views and expectations of themselves. Teachers should avoid stereotypingphilosophies like ‘boys will be boys’, as this allows boys behavioural flexibility. Thereare also generalisations that girls are better readers and boys better at maths, which can 5
  6. 6. lead to differing expectations (Groundwater-Smith, S., Le Cornu, r. & Ewing, R2003:63). It is important that teachers treat students according to their individual needsand talents; not gender (Groundwater-Smith, S., Le Cornu, R. & Ewing, R 2003:63).Students may be socio-economically disadvantaged and teachers must remember thatpoverty is in no way a deficit; merely that they may not have the same level of resourcesor exposure to educational experiences as more affluent students (Groundwater-Smith,S., Le Cornu, R. & Ewing, R 2003:63). Providing emotional support, a welcoming safeenvironment, as well as aware programming, will minimise further difficulty.Finally, there are special needs students, including the gifted and at-risk. The giftedoften become under-achievers to fit in with others (Groundwater-Smith, S., Le Cornu, R.& Ewing, R 2003:65). This can be overcome by altering the curriculum to maintainmotivation without counter-productive segregation. Children with disabilities are oftentaught via the ‘medical’ mode (Cooper & Henderson 1995), which, focuses onimproving deficits; while the preferred approach ‘Inclusive Schooling’, focuses onstudents strengths (Groundwater-Smith, S., Le Cornu, R. & Ewing, R 2003:65). At-riskstudents must be treated with compassion and humanity and can also be assisted withqualified help such as therapists or councillors.In summary, teachers should be focussed on developing life chances as well as passingon information and skills to students (McInerney, D & McInerney, V 2006: 363). Forlearning to be successful, teachers need to be responsive to the educational and socialneeds of all students (Groundwater-Smith, S., Le Cornu, R. & Ewing, R 2003:65).Teachers must plan for diversity and approach students without judgement but with adesire to teach to the individual needs of students in order to give them the skillsrequired to be successful. 6
  7. 7. REFERENCE LISTGroundwater-Smith, S., Le Cornu, R. & Ewing, R. 2003 ‘Understanding Learner Diversity’, in Teaching: Challenges and Dilemmas, eds S. Groundwater-Smith, R.Ewing & R. Le Cornu. 2nd ed. Southbank, VIC, Thomson Learning, chapter 3, pp.53-73McInerney, D. M. & McInerney, V. 2006 ‘Managing Effective Learning’, in Educational Psychology: Constructing Learning, eds D. McInerney & V. McInerney. 4th ed. French Forest, NSW. Pearson Education, pp. 350–357, 360– 365, 368-369Simpson, L. & Clancy, S. 2001, ‘Developing Classroom Discourse with Young Aboriginal Literacy Learners’, Australian Journal of Teacher Education, vol. 26, no. 1, pp. 1-10. Retrieved 25 September 2010 from Australian Journal of Teacher Education 7