Module 3.

4
Guide Questions:
1. Differentiate assimilation from accommodation. Give examples to clarify the distinctions.
Assimilation is the incorporation of information into existing knowledge structures, without
the necessity of making changes to old onesi.e., merely adding. Accommodation, on the
other hand, is the construction of new knowledge that requires a restructuring (adjustment,
slight alteration) of old concepts so that new ones fit in.
For example, assimilation is when a 2 year old child sees a man who is bald on top of his
head and has long frizzy hair on the sides. To his fathers horror, the toddler shouts Clown,
clown because to the boy a schema of clown is one with long frizzy hair on the sides.
Accommodation is, in the clown incident, when the boys father explained to his son that
the man was not a clown and that even though his hair was like a clowns, he wasnt
wearing a funny costume and wasnt doing silly things to make people laugh. With this new
knowledge, the boy was able to change his schema of clown and make this idea fit better
to a standard concept of clown. (Siegler et al., 2003).
2. When/ How is equilibrium attained? How does disequilibrium contribute to learning?
Equilibrium occurs when our schemas can deal with most new information through
assimilation. However, an unpleasant state of disequilibrium occurs when new information
cannot be fitted into existing schemas. When this happens, we struggle with it all until this
information starts to make sense to us which is either because we have come to know more
about it or probably we have come to embrace a whole new framework into which this new
thing fits. In either case, we experience learning. Thus, learning becomes more than just
absorbing new data because it fits into our schema. Learning is better achieved when some
idea does not seem to fit into our view of things and we wrestle with these new things until
we have made some shift so the new things fit in and finally come to a new equilibrium.
Guide Questions:
1. What characteristics exemplify each stage of cognitive development?
During all development stages, a child experiences his or her environment using whatever
knowledge structure he or she has constructed. If the experience is one that a child has had
already or something that he or she has prior knowledge about, it fits easily but if the
experience is different or new, the child loses equilibrium, and alters his or her cognitive
structure to accommodate the new conditions in which a child build a more cognitive
structure.
2. How does understanding the age-determined limits of knowledge construction help teachers
plan for more effective learning experiences?
By understanding each stage of cognitive development and the age-determined limits of
knowledge construction, a teacher can determine appropriate learning activities that will
best suit students capacity to absorb, comprehend and digest in their mind for a more
effective learning experience.
3. Identify and describe the processes that enable developmental transition from one cognitive
stage to another. (Refer to Jean Piaget's Stages of Cognitive Development and Piaget's
Theory of Cognitive Development)
The Sensorimotor Stage is the stage when infants only focus on what they see and acquire
knowledge through sensory experiences and manipulating objects. The Preoperational
Stage is the stage when kids can think symbolically and learn through pretend play but still
struggle with logic and taking the point of view of other people. The Concrete Operational
Stage is the stage when kids demonstrate concrete reasoning and at this point of
development they begin to think more logically. The Formal Operational Stage is the final
stage of Piaget's theory which involves an increase in logic, the ability to use deductive
reasoning, and an understanding of abstract ideas and so people become capable of
seeing multiple potential solutions to problems and think more scientifically about the world
around them.

4. Use Piagets ideas to explain why young learners tend to be inconsistent (or stubbornly
illogical) with their reasoning. According to the constructivist viewpoint, how should teachers
approach such scenarios? In other words: How do conceptions change? How are
(mis)conceptions formed? How can teachers facilitate conceptual change and prevent
misconceptions from taking shape?
Learners tend to be inconsistent with their reasoning because they have difficulty struggling to
fit in the new information they receive with the stock knowledge they already have in their mind.
At times, they tend to discredit the new information they receive and it is only when they are
convinced that the new information is valid and that their initial ideas and reasoning are
inconsistent with the new ones that the probability for change and logical reasoning transpire.
Misconceptions are formed when students generally are unaware that the knowledge they have
is wrong and so they tend to interpret their new experiences wrongly which makes them unable
to correctly grasp new information and eventually hinders learning. Thus, teachers must have a
complete understanding of misconceptions and be able to recognize why students tend to be
very resistant to instruction. Through understanding misconception, teachers must be able to
create activities and develop instructional strategies where learning entails replacing or radically
reorganizing students knowledge. Through these instructional strategies and activities, they
must be able to help their students leave their misconceptions behind and learn correct
concepts or theories.
Open Thread Discussions
The forum is open for any related discussion and must not be limited to the following
suggestion/s.
1. On Vygotskys theory
a) Following Vygotskian (ZPD, scaffolding, etc) principles what are some common teaching
practices would be considered inappropriate and how can these be modified?
Each of the principles has their own advantages so I think a combination of the principles will
be effective. With appropriate help from a more knowledge others and sufficient expose to
social interactions, children can perform tasks that they are incapable of completing on their
own. But teachers must bear in mind that they must continually adjusts the level of their help in
response to the childs level of performance to instil the skills necessary for independent
problem solving.
b) How can we improve teaching by taking into account various psychological tools (language,
counting systems, symbol systems, art, writings, maps, etc., excluding technology)?
Teaching can be improved when various psychological tools are properly utilized. These tools
can help teachers not only attract and maintain students attention but also effectively convey
knowledge. Through these tools, students can have better picture of what they need to learn
and can be appropriately guided as to how they can complete tasks.
2. Contrasts. Cite specific strategies/ approaches/ activities to show the differences among
constructivist teaching, behaviorist approach and direct instruction (typical of information
processing)
In constructivist teaching, teachers concentrate on making students connect facts and
promote the growth of new understanding. For example, teachers rely heavily on openended questions and promote extensive dialogue among students. Through students
responses, teachers design their teaching strategies and encourage students to analyze,
interpret, and predict information.
The behaviourist approach relies only on observable behavior which can treat human
disorders including autism, anxiety disorders and antisocial behavior. Behaviorism is often
used by teachers who reward or punish student behaviors.
http://www.webmd.com/children/piaget-stages-of-development