Module 1: Activity 10 Promoting Discussion

Promoting Discussion

The readings for this module focused on the value of discussion a strategy for promoting learning among our students. It points to the importance of Language in the cognitive development of our learners. Both Piaget and Vygotsky made reference to the value of language in this regard. Therefore, when my students engage in discussion, the experience provides them with the opportunity to articulate their thoughts, enabling them to think abstractly and thereby improving their thinking capability. Knowing the value of discussion as a teacher, I seek to engage my students in discussions as often as I possibly can whether formal or informal.

My thoughts on my experiences with the discussion activities

Coming out of the discussion, I was able to learn more about ways in which I can preserve the environment. Additionally, I have a greater appreciation for the way students portray their talents and the need for me to pay careful attention to the composition of group as this has implications for the success or failure of the group. I have concluded that I have to create greater avenues for students to express their talents and abilities.

Module 1 Activity 6: Vygotsky's Understanding of Cognitive Development

Module 1 Activity 6: Reflection on Vygotsky's Understanding of Cognitive Development

In applying Vgotsky’s theory in the classroom one must think of the socialization process, the significance of private speech, scaffolding and the zone of proximal development (ZPD). There is a correlation between the ZPD and scaffolding you cannot have one without the other. The ZPD requires of me to present my students with tasks which they are capable of accomplishing with my support and guidance. Scaffolding or support however, can be given by more knowledgeable other (MKO) in this case students and the teacher and resource persons external to the school. As we are well aware, learning takes place in a social context, as a result, groups of varying sizes are used to facilitate the socialization process and offer scaffolding by more knowledgeable peers. The composition of the groups is such that students of varying abilities are in each group and could make positive contributions to the group. 

Learners are scaffold through the use of explicit instruction, guidance, support and practice. As students move towards mastery of the skill the support and guidance from me is gradually reduced and removed completely when mastery would have been attained. At this stage the students are ready for tasks in their new ZPD. One can conclude that what children are able to do with guided assistance they will be able to do tomorrow on their own with some degree of competence.

Module 1 Activity 4: Behaviourism

Module 1 Activity 4: Reflection on Behaviorism

Any act that produces a satisfying effect will tend to be repeated in a similar situation. In activity 4 we would have looked at behaviorism. The readings suggest that the behaviour of children is operant in that they are strengthened or weakened by the immediacy of the consequence or the event that follows the behaviour. This is in keeping with Skinner who argues that learners’ actions are controlled by the consequence of that behaviour rather than the event preceding it. The implication for teaching is that we can strengthen or weaken our students’ behaviour by using positive or negative reinforcement. The teacher must know what type of reinforcement to use. The timing of the reinforcement is of utmost importance. The desired effect would be lost if an attempt is made to reinforce a behaviour long after the act itself.

As part of my classroom management there is a system of reward and punishment where desirable behaviour is rewarded and encouraged while the undesirable ones are discouraged. To be effective though, I have to be consistent.