1. Unit EDLT116 Learners and Teaching
Yvonne Masters
Assignment 1 – Group Reading Response Task
Semester 2, 2010
Due Date: Monday 25th October 2010, 5pm
Assignment completed by:
Julie Papps
Georgia Peard
Sharon Phillips
Yolande Phillips
Donelle Phipps
Adelle Pilon
Krystal Pomplun
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2. Module 3
Q1. How can the use of discussions help you to teach in ways that are consistent
with Piaget’s Theory of cognitive development?
Piaget believed that an important aspect of children’s cognitive development was their
internal mental structures and that these structures were modified through experience
and interactions within their world (Vialle et al: 2005: p26). Piaget accepted that the
most effective method of helping students to develop their ideas was through interaction
with their peers. These interactions prompt a change in the student’s existing thoughts
through the processes of accommodation and assimilation. Discussion and Cooperative
learning can also allow students to see that differences in their backgrounds, abilities and
experiences can be accommodated in activities and this can enhance achievement and
motivation. (American Psychological Association, 1997, cited in Killen: p216).
Piaget's constructivism is based on his view of the psychological development of
children. He believed to understand is to discover, or reconstruct by rediscovery, and
such conditions would create individuals who are capable of production and not merely
repetition. Piaget believed that children go through stages in which they accept ideas
that they may later discard as being wrong. His theory then is based on the idea that
understanding is built up step by step through active participation and involvement, an
example of this is classroom discussion. (Thanasoulas: Online 2010)
Classroom discussion encourages students to learn from each other in ways that extend
beyond the social and academic. Students who participate in discussion in their
classroom will learn to express their ideas and listen to their classmates’ ideas as well.
This participation will enrich their learning experiences through the exchange.
Discussions are consistent with Piaget’s theory because they provide a bridge between
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3. direct instruction and student-centered instruction (Killen 2009:p149), which is an
approach based on Piaget’s theory that children are active constructors of meaning
(Vialle et al: 2005: p25).
Discussions serve as an avenue for students to express criticism without being offensive
and assist students to accept criticism without being offended (National University of
Singapore: Online 2004). When students are able to discuss their lessons with their peers
they can understand and apply what they have learned. We, as students, participate in
online discussion through our university course and this enables us and gives us the
chance to participate in a ‘less threatening’ environment where we take an active role in
our learning. Discussion in the classroom can also provide feedback to the teacher, as
the teacher can gauge whether the students have understood the lesson, how the students
have done so and make corrections as necessary (National University of Singapore:
Online 2004).
Gardner’s multiple intelligences theory states that some students need to be able to talk
about their learning, for it is through talk that we make sense of what we are doing. This
is known as Linguistic Intelligence, and is described as being the ability to think in
words and/or use words to understand and express complex meanings (Groundwater-
Smith et al. 2003).
Classroom discussion of what has been learned allows the teacher to work with students
to make their education more enjoyable and students will feel that they are contributing.
(National University of Singapore: Online 2004). Improved teaching in the classroom
will occur when discussion that is consistent with Piaget’s Theory of Cognitive
Development is implemented.
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4. REFERENCE LIST
CDTL Brief, National University of Singapore, ‘Class Discussions – Its
Benefits’, February 2004, Vol 7 No 2. Retrieved online on 11October, 2010 from
http://www.cdtl.nus.edu.sg/brief/v7n2/sec3.asp
Groundwater-Smith, S., Ewing, R., & LeCornu, R, ‘Understanding
Learning Diversity’, in Teaching: Challenges and Dilemmas, 2nd Edition, Southbank Vic,
Thompson Learning, 2003. Chap 3, pp53-73
Killen, Roy., ‘Effective Teaching Strategies’, 5th Edition 2009, Cengage
Learning Australia, South Melbourne Vic. pp 149, 216
Thanasoulas, D., Teaching Learning, ‘Constructivist Learning’ , Retrieved
online 10 October, 2010 from
http://www.seasite.niu.edu/Tagalog/Teachers_Page/Language_Learning_Articles/constr
uctivist_learning.htm
Vialle, W., Lysaght, P., & Verenikina, I., ‘Psychology for Educators’, 2005.
Social Science Press South Melbourne Vic. pp 25-26
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5. Module 4
Q: In what ways might you experience diversity in a classroom? What strategies
might you use to help provide equal learning outcomes for all?
Students and teachers bring unique personalities, backgrounds and experiences to the
classroom to create a very diverse learning environment (Groundwater-Smith, S., Le
Cornu, R. & Ewing, R. 2003: 54). The different types of diversity that may be
experienced in the classroom include ethnicity, culture, language, gender, ability,
poverty and special needs. Diversity of learners in any particular classroom is a teacher’s
most important consideration and greatest challenge.
Aboriginals, Torres Straight Islanders, migrants and non-English speaking students face
several learning barriers. These include: inability to understand rules of society, not
knowing acceptable behaviour, loss of close family ties, difficulty making cross-cultural
friends and failure to communicate emotional needs (McInerney & McInerney 2006:
352). Simpson and Clancy (2001:3) suggest for learners to become proficient in school
literacy they must first understand the classroom discourse. There are many strategies
teachers can implement including developing curricula and structures that give access to
western knowledge while preserving the individuals’ culture, values and traditions
(McInerney & McInerney, 2006: 361); creating school handouts in several languages
and providing English language classes for parents and students.
Gender can often impact the way teachers react to students, as well as influence the
students’ views and expectations of themselves. Teachers should avoid stereotyping
philosophies like ‘boys will be boys’, as this allows boys behavioural flexibility. There
are also generalisations that girls are better readers and boys better at maths, which can
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6. lead to differing expectations (Groundwater-Smith, S., Le Cornu, r. & Ewing, R
2003:63). It is important that teachers treat students according to their individual needs
and talents; not gender (Groundwater-Smith, S., Le Cornu, R. & Ewing, R 2003:63).
Students may be socio-economically disadvantaged and teachers must remember that
poverty is in no way a deficit; merely that they may not have the same level of resources
or exposure to educational experiences as more affluent students (Groundwater-Smith,
S., Le Cornu, R. & Ewing, R 2003:63). Providing emotional support, a welcoming safe
environment, as well as aware programming, will minimise further difficulty.
Finally, there are special needs students, including the gifted and at-risk. The gifted
often become under-achievers to fit in with others (Groundwater-Smith, S., Le Cornu, R.
& Ewing, R 2003:65). This can be overcome by altering the curriculum to maintain
motivation without counter-productive segregation. Children with disabilities are often
taught via the ‘medical’ mode (Cooper & Henderson 1995), which, focuses on
improving deficits; while the preferred approach ‘Inclusive Schooling’, focuses on
students strengths (Groundwater-Smith, S., Le Cornu, R. & Ewing, R 2003:65). At-risk
students must be treated with compassion and humanity and can also be assisted with
qualified help such as therapists or councillors.
In summary, teachers should be focussed on developing life chances as well as passing
on information and skills to students (McInerney, D & McInerney, V 2006: 363). For
learning to be successful, teachers need to be responsive to the educational and social
needs of all students (Groundwater-Smith, S., Le Cornu, R. & Ewing, R 2003:65).
Teachers must plan for diversity and approach students without judgement but with a
desire to teach to the individual needs of students in order to give them the skills
required to be successful.
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7. REFERENCE LIST
Groundwater-Smith, S., Le Cornu, R. & Ewing, R. 2003 ‘Understanding Learner
Diversity’, in Teaching: Challenges and Dilemmas, eds S. Groundwater-Smith,
R.Ewing & R. Le Cornu. 2nd ed. Southbank, VIC, Thomson Learning, chapter 3,
pp.53-73
McInerney, D. M. & McInerney, V. 2006 ‘Managing Effective Learning’, in
Educational Psychology: Constructing Learning, eds D. McInerney & V.
McInerney. 4th ed. French Forest, NSW. Pearson Education, pp. 350–357, 360–
365, 368-369
Simpson, L. & Clancy, S. 2001, ‘Developing Classroom Discourse with Young
Aboriginal Literacy Learners’, Australian Journal of Teacher Education, vol. 26,
no. 1, pp. 1-10. Retrieved 25 September 2010 from Australian Journal of Teacher
Education
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