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How the ideas of Piaget and Vygotsky influence current educational research and practice
Essays about the theory of piaget and vygotsky teaching
Negative impact of peer pressure on learning
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Recommended: How the ideas of Piaget and Vygotsky influence current educational research and practice
“Please don’t make me work in a group!” is the first thing that enters my mind when an instructor announces a project. More often than not, I am distracted and irritated by my group members. Harsh, I know, but my experience has always been that one person, usually me, ends up doing most of the work. I like to be in control, but I do not like picking up others’ slack. I am also an introvert, and I think more clearly and purposefully when I understand the task but am permitted to sort things out on my own. There are plenty of times, though, when interaction with a more informed individual or talking out a problem with peers sheds some light on some things that may have not been clear. The theories of Jean Piaget and Lev Vygotsky provide ideas …show more content…
I have students who are polite to a fault; they are taught that questioning an authority figure is disrespectful. These students rarely ask questions in class. This effect could be detrimental to their learning. I am sure because of some influence from my own childhood, I resist working in groups. Even when I am looking forward to working in a group, it is important for me to think about something before interacting with others, although collaboration and social interaction pertaining to the topic enhances my learning and furthers my understanding by giving me multiple points of view (Powell & Kalina, 2009). For example, I was hired to write curriculum for an immigration unit. I knew nothing more than the basics about historical immigration, so I read some literature and viewed some documentaries related to the subject prior to the first day the committee met. My confidence was high because I knew I brought more to the table and would be able to immediately begin discussing the lessons once we had a plan in place. If I was confused by the topic or still uncertain about some things, I had the chance to develop questions. When the committee met, my own constructed learning was enhanced as I and become enlightened by other committee …show more content…
Lisa, for example, has a higher IQ than most students and is an intrapersonal learner (Fogarty, 1999). She is sometimes picked on by her peers and dreads group work. Even though most of my students will be working in groups, I will allow Lisa to sit at my desk and begin the assignment on her own. Eventually, I will interact with her and ask questions or provide a different point of view. In order to ensure she is getting the benefit of social interaction with peers, I will have one or two kind, responsible students share their group experiences and newfound knowledge with her. But it is usually she who will enlighten the others; becoming “the teacher” happens more quickly for her and deepens her understanding, but also helps the other students since their internalization of the information may have happened at a slower rate (Powell & Kalina,
I have worked with groups ALOT, I am an Avid student so every Tuesday and Thursday we break into to small groups and to tutorials. On Friday we do team building and get together with the other class and play games talk about certain things. I work in groups every day in almost all of my classes. I can work with anyone even if we aren't the closest of
Normally in a group, the work will be divided into the number of members in the group and may be arranged to each of the members to receive the part where they are more confident and have more knowledge of it. In addition, if a member is confused with their work, he can receive assistance from his teammates rather than just being alone and figure it himself independently. However, I believe sometimes been in a group can have its cons. A common pitfall associated with working as a group is disagreement about the way something is being done, a particular issue, or an opinion. Sometimes one member might have his own beliefs and want to perform a task in their way and conflict can arise from this. Once conflict arises, the members can discuss their own opinions and might arrive to a solution, but this can cause a member to not show their full potential because something was not done the way they wanted. I believe this is very common but if you are open minded, it can be overcome for the sake of the team to be
For me, these are some of the hardest questions to answer, because in my opinion you can’t control someone’s social or emotional behavior in the attempt to facilitate an open learning environment. However, you can provide alternative avenues within the classroom for students to achieve academic success. I refer back to the current Conscious Discipline by Becky Bailey in that for a student to learn they must be open to information or positioned in their “frontal lobe”. When a student is in the defensive/fight flight mode, learning is practically, if not, impossible. With that said, you must keep an open mind that social behavior becomes a “status” pro-quo in that a student is always trying to position themselves in the classroom hierarchy and
In the previous example, I noted how my teacher taught us that all opinions were equal. This, beyond encouraging some students to talk, also eliminated the statuses of the class. Statuses extend far beyond the roles of teacher and student, especially in high school. Students will, depending on how they see themselves in the hierarchy of the class, speak out more or less to fit those roles. For example, if a student sees him or herself as a bookworm, it is likely that student will answer more questions than if he or she was seen as an athlete. In school, I was dubbed “the smart kid.” As such, I was expected to earn the highest test grades, take the best notes, and speak out more in class. We have all had that moment in a class when the teacher asks a question and then waits for an answer. Unless there is a quick reply, an awkward silence usually ensues. I can distinctly remember a few of these times when people would turn to look at me, hoping I could provide some relief from the uncomfortable state of the room. They did this because it was my “job.” My status dictated that I have the answer to most every question in order to avoid that silence. If, instead, my status was class clown, just to name an example, I would have been expected to crack a joke every so often. It is easy to see, through these examples, that
Students have said how they will not talk or ask questions in some teachers’ classrooms because the teacher does not respect their talk or questions. In those classrooms, the students sit silently as the teacher does all the talking and the students only listen. These teachers are missing a great teaching tool, talking. A classroom should be filled with appropriate talking by everyone.
It all began when I was in a group of four in my AP U.S. History class. My peers and I would get a lot of work from our teacher and eventually we all figured out that if we were going to keep up with our college classes and our high school classes then we were going to have to work in teams. So, we all decided to split up our work in order to stay on top of our work. The thing was that we could only sit in groups of four and my main friends were already in a group of four, meaning I was going to find another group to sit with. What I didn’t know was that it was going to be a lot easier to just do my work alone.
...ity to Michael. He seems like a very social person and his identity revolved around his relationships with his friends. His friends were one of the positive influences in his life since they were a source of motivation to do well in school. When asked if his friends deter him from being academically successful, he revealed that they actually keep him on track in school. Their doing well made him want to do well and he said that his friends always made him “feel good about himself.” I believe that constructing lessons where he can problem solve in groups with his friends would benefit a student like Michael the most since working together with friends keeps his motivation up, makes the material more fun to him, and working with friends gives him that investment he may need to achieve academically.
...cle was involved with her class. It makes the learning process fun and exciting for the students. The teachers make all the difference in the world. A student can learn memorize anything that a teacher lectures on. But the information is only stored temporally. If you make it fun and exciting the student not only learns but the memory lasts a life time.
For example, I can finally understand why my grandfather used to be very strict with his children. He instilled military discipline within the family e.g. no smoking, segregation of chores among household members, etc. Being a soldier during World War 2, the hardship that he endured had molded him to being a highly disciplined and conformed person. His sternness bore fruit when his children became successful people in the future. Being more understanding now, I can finally infer the different approach of an individual over an issue with respect to the generations that they were born
I work well in group situations. I always try to encourage all members to participate and contribute. It is interesting to note that in most situations, I tend to be one of the group leaders. I do have a strong personality. Yet I try not to come across as controlling or bossy.
The theories of Jean Piaget and Erik Erikson discuss how individuals develop throughout their lifetime; however, both differ on whether the developing conscious mind or intra/interpersonal communication is most important for an individual’s development. Jean Piaget’s theory states that individuals undergo 4 distinct cognitive development stages that begin from when we are first born till adulthood (Santrock, 2018, p.19). As individuals progress through each stage, they will acquire increased cognition regarding the world around them; beginning with interpreting the world via their sensorimotor process (i.e., vision and hearing) and ending with the ability to think for one self and create independent, abstract thoughts (Santrock, 2018, p.19). Erik Erikson’s theory, states that our development is formed by psychosocial conflicts that begin the day we are born and end on the day we die (Santrock, 2018, p.19). In Erikson’s 8 staged theory, an individual must undergo/overcome a
Working in groups is challenging at times. Other times it is very rewarding. We are so focused on life that we do not take time to reflect on things as much as we should. Being in a Groups class has opened my eyes to a whole new world. I have begun to question, explore, and even understand how things work. I even get how they work sometimes. Not only is there a process involved in making individual decisions, process is involved in group decisions as well. This paper attempts give insight into my reflection of my group decision process.
Working together with other people for an assignment can be a challenging task in some cases but luckily, I worked well with my group members. The decisions we made were anonymous although we paced ourselves individually when it came to completing our separate parts of the essay. As a group I believe that we connected well on an interpersonal level as all four of us were able to make alterations to any problem together . Furthermore, we did not give each other a chance to get angry at one another as we knew that this would only cause conflict that would disrupt our flow as a group. There was an equal divide in the amount of work that we all did; our contributions were fair and no one was lacking behind. In addition, my group members were great at keeping each other informed if one of us were not able to attend a group meeting; emails were sent out informing us what we missed and ideas that were formulated. Everyone in my group worked according to deadlines and in synchronization with each other; we did not have to nag anyone to complete work or wait on a member to complete their task.
Educators must have the understanding of the single student and his or her behaviors, so that when they are in pairs for assignments a positive, active learning environment will be created.
Teachers see pupils exhibit a high rate of undesirable social skills, manners, and respect for others and themselves. Instructors have seen an escalation