{"content":{"sharePage":{"page":0,"digests":[{"id":"64747050","dateCreated":"1383689645","smartDate":"Nov 5, 2013","userCreated":{"username":"emayo13","url":"http:\/\/www.wikispaces.com\/user\/view\/emayo13","imageUrl":"http:\/\/c1.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"http:\/\/capitaledpsych.wikispaces.com\/share\/view\/64747050"},"dateDigested":1532724729,"startDate":null,"sharedType":"discussion","title":"Paiget ","description":"I want to teach children from 3rd to 8th grade. According to Piaget's theory, I would be teaching children in 2 different stages, the Concrete Operational Stage and the Formal Operational Stage.
\nChildren in the Concrete Operational Stage think logically and learn the best by using objects that represent what they are learning. I have personal experience with this from teaching young children how to sail. Showing children the parts of the sailboat by setting it up together and sitting on the dock showing them the way to steer and how the sail will move is a much more successful way to teach them to sail.
\nChildren in the Formal Operational Stage can think more abstractly and can think hypothetically and systematically.They don't need to have concrete objects to learn concepts.
\nI think these two stages can learn the same concept by doing hands on projects in the classroom. I think its a successful way for all children to learn, regardless of their age. I think they could also have the same worksheets with the option of using objects to use along with the worksheet.
\nI think a combination of powerpoints and group work during the class would help both stages learn. They can learn from each other when they work in groups. I think that would be the best way to combine the two stages of learners.","replyPages":[{"page":0,"digests":[{"id":"67149234","body":"Probably the vast majority of your kids will be in concrete operations, so planning mostly for that stage but being able to challenge students with abstract thinking skills would be a good idea. Hands on projects are great for many, many reasons.","dateCreated":"1384218690","smartDate":"Nov 11, 2013","userCreated":{"username":"COCapitalU","url":"http:\/\/www.wikispaces.com\/user\/view\/COCapitalU","imageUrl":"http:\/\/c1.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"61115776","dateCreated":"1355786752","smartDate":"Dec 17, 2012","userCreated":{"username":"mgreathousemarshall","url":"http:\/\/www.wikispaces.com\/user\/view\/mgreathousemarshall","imageUrl":"http:\/\/c1.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"http:\/\/capitaledpsych.wikispaces.com\/share\/view\/61115776"},"dateDigested":1532724729,"startDate":null,"sharedType":"discussion","title":"MGreathouse-Response","description":"Think about the age of student you might teach (Piaget's theory has implications for all ages...remember that when adolescents or adults are learning new things, they may or may not be in formal operations regarding the new things, so you'll have to adjust). There is a good chance that you will have students in two different stages for any age you would teach. What are some examples of things you would teach? What kinds of things would you need to do to accommodate more than one Piagetian stage? What materials would you use? How would you use class time so that learners in both stages could have their learning needs met?
\nI perfect example I have, since I am teaching science, is the shortest distance between 2 point is a straight line. In physics class we couldn\u2019t understand why 2 sheets of paper (both of the same weight and size) fell to the floor at different times. One was folded, the other was not. He explained to use that although they were the same size, because one was more compacted, it caused it to drop faster. The other piece of paper floated, causing it to take longer than usual. To most of the class it didn\u2019t make sense. So he had to unfold the paper so that we could see it was not weighted and was just a plan piece of paper.
\nAnother example is how someone may answer the question. Some people can arrive at the answer. Others have to go through the entire process (and sometimes add additional steps) in order to come to the answer. We as teachers need to recognize that the thought process is different for each student and be patient with the answer. Or discount a student because they didn\u2019t answer the question the way we wanted them to. We should help students understand that as long as they understand how they got the answer, they are fine. WE need to open our minds a little more and receive what we believe it not the norm. I tell people all the time that you can\u2019t change a person\u2019s perspective, just try to understand it.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"61020754","dateCreated":"1354747517","smartDate":"Dec 5, 2012","userCreated":{"username":"kleitschuh","url":"http:\/\/www.wikispaces.com\/user\/view\/kleitschuh","imageUrl":"http:\/\/c1.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"http:\/\/capitaledpsych.wikispaces.com\/share\/view\/61020754"},"dateDigested":1532724729,"startDate":null,"sharedType":"discussion","title":"Piaget","description":"Piaget
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\nThink about the age of student you might teach (Piaget's theory has implications for all ages...remember that when adolescents or adults are learning new things, they may or may not be in formal operations regarding the new things, so you'll have to adjust). There is a good chance that you will have students in two different stages for any age you would teach. What are some examples of things you would teach? What kinds of things would you need to do to accommodate more than one Piagetian stage? What materials would you use? How would you use class time so that learners in both stages could have their learning needs met?
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\nI would love to teach in an early childhood special needs classroom. Some examples of things that I could do as a teacher would be basic math skills or early literacy. Some early literacy examples that I could use as accommodations in my classroom would be using different levels of difficulty accommodating to each individual student. There could be a group of books that accommodate each child would help the child individually as well as helping students begin relationships by having story partners or groups where the child can read to each other. I would have different stations going with the multiple teachers that are usually in a special needs classroom all rotating discussing together how students worked with others as well as working by themselves.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"60988310","dateCreated":"1354479684","smartDate":"Dec 2, 2012","userCreated":{"username":"ChristineAngi","url":"http:\/\/www.wikispaces.com\/user\/view\/ChristineAngi","imageUrl":"http:\/\/c1.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"http:\/\/capitaledpsych.wikispaces.com\/share\/view\/60988310"},"dateDigested":1532724729,"startDate":null,"sharedType":"discussion","title":"Response","description":"Think about the age of student you might teach (Piaget's theory has implications for all ages...remember that when adolescents or adults are learning new things, they may or may not be in formal operations regarding the new things, so you'll have to adjust). There is a good chance that you will have students in two different stages for any age you would teach. What are some examples of things you would teach? What kinds of things would you need to do to accommodate more than one Piagetian stage? What materials would you use? How would you use class time so that learners in both stages could have their learning needs met?
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\nI would love to teach in a third grade special needs classroom. Examples of things I could be teaching are basic math skills or story comprehension. With reading comprehension examples of what could be accommodated is using different levels of difficulty in both the story and the follow up questions. You could start with more fact based questions and scaffold your way into more critical thinking based questions as the students gain higher comprehension of the topic. This would just include using different stories and potentially using story partners or groups before having students read on their own. I would have different stations going with the multiple teachers that are usually in a special needs classroom all rotating discussing together how students have approached answering different types of comprehension questions then have a extension activity for groups of students struggling in the different subject areas.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"60818586","dateCreated":"1352780989","smartDate":"Nov 12, 2012","userCreated":{"username":"cbpries","url":"http:\/\/www.wikispaces.com\/user\/view\/cbpries","imageUrl":"http:\/\/c1.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"http:\/\/capitaledpsych.wikispaces.com\/share\/view\/60818586"},"dateDigested":1532724729,"startDate":null,"sharedType":"discussion","title":"Carly Pries - Response","description":"Think about the age of student you might teach (Piaget's theory has implications for all ages...remember that when adolescents or adults are learning new things, they may or may not be in formal operations regarding the new things, so you'll have to adjust). There is a good chance that you will have students in two different stages for any age you would teach. What are some examples of things you would teach? What kinds of things would you need to do to accommodate more than one Piagetian stage? What materials would you use? How would you use class time so that learners in both stages could have their learning needs met?
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\nI am hoping to teach high school age students with mental and physical disabilities. Despite their age they may not be in the stage that correlates with their age. I will definitely have students in all different stages which to accommodate for this there are generally multiple teachers in a special education classroom in order to attend to students individually. Materials would have to be hands on materials as the students will all different schemas and a hands on approach is a good way to help these students adapt their schemas in their own way of understanding. Class time would need to be very individualized so that all of the students can have their learning needs met which is why it is very good that there are multiple teachers and aids in a special education classroom.","replyPages":[{"page":0,"digests":[{"id":"58781714","body":"The good thing about intervention specialists is that they know that each student will be in a different place. I wish more teachers understood that and were prepared to meet individual needs.","dateCreated":"1354392842","smartDate":"Dec 1, 2012","userCreated":{"username":"COCapitalU","url":"http:\/\/www.wikispaces.com\/user\/view\/COCapitalU","imageUrl":"http:\/\/c1.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"60512038","dateCreated":"1350271196","smartDate":"Oct 14, 2012","userCreated":{"username":"karibradley","url":"http:\/\/www.wikispaces.com\/user\/view\/karibradley","imageUrl":"http:\/\/c1.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"http:\/\/capitaledpsych.wikispaces.com\/share\/view\/60512038"},"dateDigested":1532724729,"startDate":null,"sharedType":"discussion","title":"Kari Bradley- Piaget Response","description":"What are some examples of things you would teach?
\nI don't have any serious plans of ever teaching. However, for this assignment, I'll pretend like I plan on doing early childhood, maybe 2nd graders, where most students would be 7 or 8. According to Piaget's theory, these children would be in either the preoperational stage, or the concrete operational stage. I would help students in the preoperational stage with their egocentrism, trying to teach them to see things from someone else's perspective. I'd also try to help them with conservation if they hadn't grasped that concept yet. I would work with students in the concrete operational stage with their seriation and classification.
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\nWhat kinds of things would you need to do to accommodate more than one Piagetian stage? What materials would you use? How would you use class time so that learners in both stages could have their learning needs met?
\nIn order to work with these students together that are in different stages, I would give different activities to the different groups. For example, I'd give the pre-operational students activities about conservation, and concrete operational students activities regarding seriation, like a variety of blocks of different weights that they would have to put in order. I think it could also be beneficial to students to work with other students that are not in their stage. I think this could help them understand some concepts better. I think using a lot of hands on activities would be very helpful to these students.","replyPages":[{"page":0,"digests":[{"id":"57534194","body":"Yes, hands on works. In fact it is one of those processes that works well at all developmental levels, mostly because it's a lot harder to get bored with hands on activities!","dateCreated":"1350861735","smartDate":"Oct 21, 2012","userCreated":{"username":"COCapitalU","url":"http:\/\/www.wikispaces.com\/user\/view\/COCapitalU","imageUrl":"http:\/\/c1.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"60245098","dateCreated":"1347833166","smartDate":"Sep 16, 2012","userCreated":{"username":"arutsky","url":"http:\/\/www.wikispaces.com\/user\/view\/arutsky","imageUrl":"http:\/\/c1.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"http:\/\/capitaledpsych.wikispaces.com\/share\/view\/60245098"},"dateDigested":1532724729,"startDate":null,"sharedType":"discussion","title":"Andrew Rutsky Response","description":"Think about the age of student you might teach (Piaget's theory has implications for all ages...remember that when adolescents or adults are learning new things, they may or may not be in formal operations regarding the new things, so you'll have to adjust). There is a good chance that you will have students in two different stages for any age you would teach. What are some examples of things you would teach? What kinds of things would you need to do to accommodate more than one Piagetian stage? What materials would you use? How would you use class time so that learners in both stages could have their learning needs met?
\n\u2022 I plan on teaching grades k-3 in the future, which means that I will be dealing with children mostly in the preoperational stage or the concrete operational stage. For the students in the preoperational stage I would incorporate egocentrism into the lessons. I would be sure to cover how different people have different perspectives and that empathy is essential to coexisting with others. Also, I would help them move on from centration. To do this I would need them to think deeper and look at the different aspects of situations or problems. By creating multi faceted questions, I could encourage this. For the students in the Concrete operational stage I would present them with certain challenges. I would incorporate seriation and classification into m lessons, challenging student\u2019s order and group objects according to different characteristics. To accommodate both of these stages I would need to make sure that my lessons have accommodations for each stage that are both appropriate and challenging. The materials that I would need would include multi faceted objects to challenge those exhibiting centration, and objects for students to group and classify. To make sure both stages of learners in class reach their full potential I could split my students into groups and give them different activities. But I think that it would better to keep them together and add accommodations to each lesson to help struggling students or challenge-advanced students.","replyPages":[{"page":0,"digests":[{"id":"56559430","body":"There is actually some evidence for what you are suggesting, focusing on helping kids move beyond centration. With practice, kids can learn these things. Piaget thought that it was a matter of the brain actually maturing and to a degree, it is. But some things can also be taught, perhaps a little more than what Piaget thought.","dateCreated":"1347899007","smartDate":"Sep 17, 2012","userCreated":{"username":"COCapitalU","url":"http:\/\/www.wikispaces.com\/user\/view\/COCapitalU","imageUrl":"http:\/\/c1.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]}],"more":false},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}