Goal setting and personal responsibility training for LD adolescents. Psychology in the Schools, 21, 224-233. Zimmerman, B.J., &Kitsantas, A. (2009). Attaining Self-Regulation: A Social Cognitive Perspective.Handbook of Self-regulation.
The Venn diagram is comparing the similarities and differences of two theories Piaget’s and Vygotsky Theories on Cognitive development. Piaget’s difference to Vygotsky is children collaborating with peers of the classroom, having stages of development that impact child development over birth to adulthood and how inherited characteristics of being a confident or quiet child. Vygotsky Theory is about Zone of Proximal development, scaffolding of adults helping children in understanding and gaining knowledge and sociocultural development (Duchesne, McMaugh, Bochner & Krause (2013). Both theories have similarities of children having order in developing and how they act, think at certain ages of life. Social interactions through both see children need to either interact with adults or class peers and thought with language even though the theories have different opinion both see thought and language as child development in either thought before language or language before thought.
It is important to note that the use of technology in the classroom can foster learning and improve student’s critical and reflective thinking skills. Teachers and administrators should select materials and technology that are developmentally appropriate and designed to engage the interest in learning. An effective leader has a vision of learning and allows students to set individual goals and plans to reach these goals; the use of technology can increase students’ success. Since the educational reform of No Child Left Behind, educators have struggled to meet the learning standards set by their state and federal government. High academic standards in all core curriculum areas and accountability through assessment are an important aspect in the educational arena.
Assessment is essential in the classroom to create a positive learning environment for children. The way in which assessment is used can create a positive or negative effect. When used effectively, assessment can underpin what the children need to be successful. Assessment shows where to take children with their learning (Black et al, 1998, p.216). This benefits the teacher, providing them with the children’s understanding, enabling them to plan future lessons, so that they can meet the needs of the range of learners in the class.
Linking instruction and assessment is critical to effective learning. Educators should provide students with various options for learning that include: different ways to learning (style and time), di... ... middle of paper ... ...re provided with ample opportunities to demonstrate their abilities. MI theory is used as formal and informal assessment in the classroom to allow students to be grasp and understand concepts. The use of multiple types of assessments in the classroom yield richer and more qualitative information about a child's achievement. If the ultimate goal is student learning, then there is a place for both standardized testing and authentic assessment using the MI theory in today's classroom.
Teacher responses play a critical part in this environment by asking questions to stimulate thinking, and children become adept at generating their own questions and seeking answers. Peers also learn to make enabling responses in a literate community. Children need and deserve these responses; as well as, they need to hear the ideas o... ... middle of paper ... ...ncourages children to be able to use their learning skills of various disciplines and put to use these skills acquired. Also, it helps children in solving and resolving age appropriate challenges. In doing this, one hopes to instill confidence and foster the child?s ability to see how all aspects of education build up the learner equipping him/her with the necessary knowledge to more forth in education as well as life.
I will allow children to become responsible members of our classroom community by using strategies such as class meetings, positive discipline, and democratic principles. In showing children how to become responsible for themselves as well as their own learning, I am giving them the tools to become successful in life, to believe in themselves, and to love themselves. When the teacher's role is to guide, providing access to information rather than acting as the primary source of information, the students' search for knowledge is met as they learn to find answers to their questions.
The Department for Education and Science (1988:7) states ‘Promoting Children’s learning is a principal aim of schools. Assessment lies at the heart of this process. It can provide a framework in which educational objectives may be set and pupils’ progress charted and expressed. It can yield a basis for planning the next steps in response to children’s needs… It should be an integral part of the educational process, continually providing both feedback and feed forward’. To be able to have an understanding of how to assess children within the classroom firstly we must have a significant understanding of differen... ... middle of paper ... ...g: a synthesis of meta-analyses.
This social interaction permits students to learn from both the teacher and their peers through collaborative activities. Teachers that encourage discussion will lead students to think critically and this will assist in providing meaning to new information. (Powell & Kalina, 2009 p245) Language has a significant impact on cognitive development as according to Vygotsky language precedes thinking. (Powell, Katherine C, Kalina, Cody J p241) A common language is necessary for people to interact socially. Language is... ... middle of paper ... ...nstructivism.
Why is this so? Young children in the early childhood environment need to be active learners; they should be able to learn through methods of discovery; as well as, the teacher should be a facilitator of children’s learning. Active learning is generally defined as any instructional method that engages children in the learning process. In short, active learning requires students to do meaningful, learning activities which will allow them to think critically about what they are doing. Research in learning and motivation advises teachers to incorporate more active learning into their classrooms in order to improve understanding and long-term preservation of what is learned (Bransford, Brown, & Cocking, 2000: Greeno, Collins & Resnick, 1996).