Jean Piaget's Theory Of Contemporary Learning: The Contemporary View Of Learning

The contemporary view of learning is that humans construct their own knowledge by reflecting on their personal experiences and by relating the new knowledge with what they already know and believe (Jean Piaget’s theory of cognitive constructivism). Humans create their own ‘schemas’ to make sense of the world and accommodate new knowledge by adjusting their ‘schemas’ (Cambridge-community.org.uk, 2016). For example, for a student to learn multiplication, he/she needs to have a good idea of addition and grouping objects. Here, the new knowledge of multiplication would be constructed from/on the existing knowledge of repeated addition. Learning occurs in a cultural context and involves social interactions (Vygotsky). With reference to the above

Meta-cognitive skills enables the learners to think, monitor and direct their own thinking. It helps them to focus on self-assessment and reflect on their learning. Emotional intelligence helps them to recognize and manage their emotions thereby aiding them to think, perform and process new knowledge. In short, learning is a process whereby the learners bring together their cognitive, emotional and environmental influences and experiences to make changes in their own knowledge. The Procure(new knowledge) –Apply(practice) –Consider(evaluate) –Transform(modify) learning cycle is relevant to all types of learning. Active learning provide students with opportunities to get them active from the start through activities that build teamwork and get them thinking immediately. Depending on the individual differences and multiple intelligences (Howard Gardner) that a student possess, the effect of a particular strategy on each student varies. I feel that having teaching strategies that accommodate every individual in the class is very

It provides the learners with emotional and intellectual support that helps them to move forward (Silberman, n.d.). I think playing games is an effective method to reinforce knowledge. It can be used to spark energy and involvement. For eg., in ‘Snake and Ladder’, players roll a dice and perform basic mathematical operations on those numbers to get a new number. I feel rotation questioning is another effective technique where the last student speaking calls on the next student to be the speaker. It helps to promote student interaction. Mind Maps help learners to map their knowledge and structure the concepts. KWL (Know-Want to Know-Learned) grids are useful for revising and consolidating what has been learned. Think, Pair, Share is a widely accepted learning strategy wherein the teacher gives a particular task and asks the students to find a solution on their own, discuss it with their partner and then share the results with the rest of the class. I believe teaching with real life models and examples have a great effect on the students. For eg., teacher can use pizzas to explain fractions. Teaching should be done in an interesting manner so as to generate curiosity among students. In active student learning, the role of the teacher changes from leader and presenter to coach and facilitator. Students are taking a greater responsibility for their own work and learning. Active learning