Theories of Development - Classroom Examples

Research Base:

Research in math education has shown that children learn math concepts better when their concrete-operational needs are taken into consideration. Consider the use of manipulatives such as base-ten blocks and algebra tiles. Researchers are also studying the effectiveness of socio-cultural methods such as class discussion, group problem-solving and invented strategies in math education. BYU professor Dr. Stephanie Smith is currently involved in a six-year longitudinal study with a group of elementary students at Canyon Crest elementary to study the effects of using these methods.

Examples:

Midway through the year, the 2nd grade teachers at Lincoln Elementary decided that some of their students weren't being challenged enough in mathematics. A retired teacher was hired to teach an accelerated math class to about 24 students. Within a week, some children who had been excelling in their regular classrooms began to flounder. 7-year-old Kevin was one of those children. Kevin didn't seem to understand the concept of carrying and he missed most of his worksheet problems. He began to act out in class. On his next grade report, Kevin received a C- in math. The new teacher, who had never worked with manipulatives, had taught the children the algorithm for carrying, but had not presented the concept in a way that made sense to Kevin and some of the other children. Once his regular classroom teacher demonstrated the concept using manipulatives, Kevin quickly caught on and caught up to his classmates.

Discussion:

What are the problems associated with using manipulatives and socio-cultural methods of learning in a math classroom? Are the problems worth the outcome?

Research Base:

Research has shown the learners of all ages benefit from a learning technique called "cognitive apprenticeship" in which the learner is asked to think and act as experts in the field think and act using the real tools that experts would use.

Example:

The children in a fourth-grade classroom were studying earthquakes. They read through a series of worksheets designed to teach the concepts of plate tectonics and to help students identify the various types of faults. In a neighboring classroom, the children were also studying earthquakes. The teacher was able to obtain a seismograph for the classroom and to invite a seismographer to come in and demonstrate its use. He invited the children to participate with him in monitoring tremors in Yellowstone National Park (via the internet), which had been showing a lot of activity recently. He also talked about the earthquake dangers in their immediate area. The children wanted to know why Yellowstone was experiencing so much activity, so the teacher helped them research plate tectonics and the characteristics of Yellowstone that made it so unstable. They also wanted to know if they were in any danger, so the teacher helped them to research local quake activity. They studied quaternary maps and liquefaction maps of their area and researched which type of fault they were living near. They decided to set up an seismography center in their classroom to keep tabs on local earthquake activity throughout the year.

Discussion: How does the idea of a "cognitive apprenticeship" relate to Piaget's and Vygotsky's theories of development? Discuss the possible learning outcomes of these two different approaches to learning about earthquakes.

Research Base:

Film sometimes offers a richer sensorial and emotional experience for learners than a teacher could provide by herself. Research shows that children often give more credence to film as an authority than they do to other sources. This can be good and bad. A teacher can use video clips to illustrate concepts or events in a powerful way, but she needs to be careful that she is teaching the concepts she intends to teach.

Example:

Mrs. Lane's fifth-grade class was studying early European exploration of the American continent. Her class spent a great deal of time discussing the human characteristics of the explorer Christopher Columbus. For their final essay, the students were asked to evaluate Columbus as man, to point out some of his good and bad characteristics, using examples from readings, discussions and a film that they had seen. The majority of the students drew their examples from the film and made their cases based on a few powerful and disturbing scenes which suggested Columbus had perpetrated violence on the Taino Indians.

Discussion:

How does the use of film relate to the developmental theories of Piaget and Vygotsky? How can film be used responsibly in the classroom? When might it not be appropriate. (Would you want to show Disney's Pocohantas during a unit on Jamestown?)