· Describe at least one question, confusion, or something you’re wondering. (When commenting this week, LOOK for others’ comments and address them.
Module 7 I think explains Vygotsky’s theory well. It makes sense to me. However, I am still a bit confused on Piaget’s stages. From our blog prompt last week that went along with the video, I said that the girl was in her concrete operational stage. However, I got responses asking, how do I know that she isn’t in her formal operational stage. And I really don’t know. I feel like the lines between those two are particularly fuzzy. As are the lines between the others. I don’t really see how you can exactly pinpoint which stage someone is in and maybe some clarification on the stages would be helpful!
How would Vygotsky recommend that you teach students? (explain specifics) Does grouping matter? Does age matter? What kind of strategies should you use as a teacher? Why?
Vygotsky would recommend methods that would use his ZPD model. Intersubjectivity fuels potential development according to his theory. So working in groups would definitely be a way to include Vygotsky’s theory in the curriculum. Any way to bring a higher grade in to work with a lower grade in schools would also really work. This way the older kids can bring their knowledge and help the younger kids. This really does work. I remember in elementary school having the older kids come in to work with us and I always thought it was really neat because they were the big kids and they were cool and I listened to everything they said! Grouping and age does matter though, sometimes for younger kids, they might feel shyer working with the opposite sex or someone much older than them. Someone closer in age but still a bit older can have positive effects too. But for the most part, it is a great development tool as long as it is within a childs ZPD. As a teacher I would promote active learning. This seems like a great method of teaching. It has a lot of benefits, like scaffolding and knowledge increases. And also, I feel like information is much better remembered this way, because it can be connected to something else.
I agree completely with your confusion! I'm still getting used to the whole "categorizing real kids and their varied ways of learning into certain groupings" idea...ie it's hard for me to label everything...(maybe that's not your problem at all!) I do think that these labels and groupings are a great way to simplify things so that future educators, such as ourselves, can at least have some way to gauge our students and our progress with them. That's the only purpose they serve, though...not every child will fit into a certain category.
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