How Do You Ensure Pupils Understand Explanations ?

Piaget theory of cognitive development assumes that children are active and motivated learners, constructing their own knowledge through experience and interactions with the surrounding environment. Cognitive development occurs, as children process new information (assimilation), and alter pre-existing patterns of thought and behaviours to accommodate this new information, enabling them to adapt to the demands of the environment.

Jean Piaget’s stages of cognitive development state that ‘thinking occurred as a result of exploration or constructing your own knowledge(Page #7 Book). As the infant finished building the tower, he thought about the action he needed to do in order to start building another tower, one task needed to be accomplished in order to move on. When I handed him the crayon he scribbled the wall instead of the paper, because of the personality he has. He is an infant who likes coming across new ideas and situations. Doing this is a way an infant begins to discover new things on their

For example to access students’ efferent listening skills, I can create an anticipation guide (Head & Readence, 1986, citied in Tompkins, 2005) on the big book “Life of a Butterfly”. Prior to that, teacher can activate the students’ knowledge about the story or any misconceptions they have about butterfly and write a few statements based on concepts on the whiteboard in the form of a chart. Next,

Education is not the teacher but rather what the teacher does to encourage the transfer of knowledge. Students learn by an innate nature. It is this innate nature that drives humans to be curious and inquisitive enriching the learning process. Jean Piaget’s Developmental Stage Theory deals with the nature of knowledge itself and how humans come gradually to acquire, construct, and use it. According to

Whilst the skill of looking up a definition of a word is a relatively simple activity for high level learners with positive learning attitude, this mixed ability classroom is primarily a low to average ability class, whose instinct would be to complete learning quickly rather than correctly. Using Direct Instruction the teacher is able to control outcomes to ensure the success of all students foreseeing problems and difficulties that may arise during the activity and explain in clear ways how students may overcome these difficulties so that nothing is left to interpretation. (Killen, 2013, p.

Wiliams, explains “when I follow up by asking what the teachers expects the students to learn as a result of the activity, I am often met with a blank stare, as if the question is meaningless or trivial (p.61). This explains why it was more proactive for the math teacher in the video to revisit her lesson, after having issues. Then, Wiliams asking her a few clarifying questions, she was able to readjust her instruction to make sure students were understanding what she was teaching. By doing this it made a big impact in her classroom behavior and students staying engaged during the lesson. When incorporating the important of the learning intentions for the students it builds the foundation of an effective leaning

Cognitive Development is the development of children’s ways of perceiving and mentally representing the world, but how much of the world do they really understand. Piaget's stated throughout pages 144-148 his six substages of sensorimotor. He believes in stage one which he calls the Simple stage which is ages first month of life the child automatically develops sucking reflexes to anything placed by the child's mouth. Stage two which is first habits and primary circular reactions from ages one to four months this is when the child begins to coordinate what were separate actions into single. Stage three from ages four to eight months which is the secondary circular reactions during this period, infants take major strides in shifting their cognitive

How can you ensure that you are giving learners the best chance to understand a text? Provide a (listening or reading) text and show how you would teach a lesson with this in mind, justifying each of the stage of the lesson.

Piaget’s cognitive developmental theory described four periods that are the thinking foundation for different ages. The first period of cognitive development is from birth to two of age called sensorimotor intelligence which is the period when infants use reflexes more than logical thinking: such as, when a baby feels something against their lip without any teaching they start to suck. Period two of preoperational thinking occurs in between the ages of two and seven. This is the time period where they are curious about the world, but logic is not fully established yet; for example, if a teacher show a child of the age of five two beakers that reach same the level obviously showing that they have

Piaget suggests that a child cannot be taught unless they are ready to be and that children go through a series of stages of development intellectually. His research suggests there are four stages; the sensorimotor stage between 0-2years, the preoperational thought stage between 2-7years, the concrete operational thought stage between 7-11years and the formal operational thought stage from 12years and above.

Piaget believed that children think differently than adults and stated they go through 4 universal stages of cognitive development.  Development is therefore biologically based and changes as the child matures.  Cognition therefore develops in all children in the same sequence of stages.

Piaget is known for the cognitive developmental theory that sees the knowledge, and cognitive development, as taking place in different stages. If you use his theory, it includes the belief that the child passes through four unique stages of development;

And I couldn’t possibly grasp everything because truth is there are a lot of factors inside the classroom that aren’t observable. No matter how structured the observation course may be but there are just intangible things that can’t be measured by your mind but only through your heart.

Before beginning this course I had a firm belief that children’s learning was simply intrinsic, and whilst I do still agree that

• Once the teacher has an idea about the problems a learner faces, s/he can better find solutions and effective