It is observed in application that children sometimes demonstrate unsuspected cognitive strengths or characteristics at lower stages of knowledge development.

What implications will this have in a classroom? Is it necessary to have an individualized plan for such students?

 


Comments

Irene
11/20/2012 4:18pm

For large classes, I don't think it's going to be possible to have individualized plans, but teachers can be flexible and try to become aware of student differences. It may be that a syllabus or curriculum needs to be updated or reworked to better suit students, whereas students are thought to need to conform to the pre-existing curriculum.

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Ping
11/21/2012 12:44am

Hi Irene, I agree with you that teachers should be flexible in classroom for students’ difference. A question is “How large should a class be appropriate?” I often doubt the function of a big class. In underdeveloped regions, a class size could be 50 plus. There’s impossible for the teacher to be flexible. Piaget emphasized “student-centered” learning. I think a flexible classroom should not only have flexible teacher, but also have flexible material (content & environment). That’s why we give so many “More info” links in this site. Over-capable students can dive into flexible resources much deeper than the others, while still conform the same lesson plan. As the result, their knowledge will be constructed more advanced during the same period of time.

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Bob Esliger
11/24/2012 9:29am

I also agree with the concept of the teacher needing to be "flexible" and I think this is possible through DI (differentiating instruction) where you teach the content and address children's varied needs at the same time. No additional paperwork of individualized plans should be required. It should all fit into the lesson planning.

I think we have gone too far with expecting teachers to write a solid lesson and then have to maintain 20 other individualized plans - that's not humanly possible.

I like your solution Ping, flexible teacher coupled with flexible learning environment (21C learning) then so much more could be possible.

Bob

Chenoa
11/24/2012 11:19pm

I just finished a two-day course on emergent curriculum. It is more focussed on the primary age group (pre-K to gr. 3), where learning is student led and the teacher takes on the role of facilitator. More commonly I have seen it called Project Based Learning, or Discovery Learning. Evidence of learning/acquiring knowledge is seen in documentation of the students' process through the discovery. In this way students will learn to their developmental ability meeting the "ages and stages" goal that Piaget outlines in his theory.

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