Creating disequilibrium to motivate students to learn
By Laura Powell
EDI 15A Psychological Perspective: Teaching & Learning
School of Education
Long Island University, C. W. Post
February 2, 2010
After doing the activity we learned a couple new facts about the difference between disequilibrium, and equilibrium and its impact in the classroom. At first I was confused the Professor Boyanton was telling us to use slight embarrassment, but then I understood how it would help for teaching. Slight embarrassment could be used in case a student feels like they don’t want to do something that others are because they don’t like it or feel like they know how to already. The teacher could say “well Kelly, Teresa and Bobby are doing this, don’t you want to try like everyone else is.” At first the student might feel embarrassed that they’re not doing what everyone else is and then they’ll feel like they want to show off and do the project or assignment. We then found out that if a student feels like they know how to solve the problems, or are at equilibrium, they won’t want to learn about it.
If we are able to create disequilibrium, or the inability to solve the problem, by giving constructive feedback, new problems and competition, the students will want to learn more about the subject and hopefully retain more information. This process is a cycle, and by creating disequilibrium, students will want to learn, and they will feel at equilibrium.
After learning this we started a new activity, and tried to remember as many words as possible from a list. I thought this was very interesting as well as fun, and the different methods of memorization were unique to each person and their learning abilities. For my technique I found it easiest to make a story, in my story I grouped together some of the words. The story began like this…The hungry grandma and her sister were cold, they wanted an apple, grape, banana, orange, and other fruit. They tried to as their husband to bring them a bowl and plate….This was a very effective way of remembering for me, I remembered 22 words. I found this activity very helpful because I learned that each student studies and remembers material differently. Although this lesson was overwhelming because there was a lot to retain and understand, it was extremely helpful and I learned a lot about the classroom and teaching.
Long Island University, C. W. Post
February 2, 2010
Today’s class was a little overwhelming, we learned a lot of new concepts and vocabulary. We started off the class going over what we had learned last Thursday. It was somewhat difficult to remember the stages that go together, and what ages a child experiences them. I will definitely have to go over the psychological stages as well as the cognitive ones we learned today, in order for me to be sure that I remember everything, and have an understanding of it.
After doing the activity we learned a couple new facts about the difference between disequilibrium, and equilibrium and its impact in the classroom. At first I was confused the Professor Boyanton was telling us to use slight embarrassment, but then I understood how it would help for teaching. Slight embarrassment could be used in case a student feels like they don’t want to do something that others are because they don’t like it or feel like they know how to already. The teacher could say “well Kelly, Teresa and Bobby are doing this, don’t you want to try like everyone else is.” At first the student might feel embarrassed that they’re not doing what everyone else is and then they’ll feel like they want to show off and do the project or assignment. We then found out that if a student feels like they know how to solve the problems, or are at equilibrium, they won’t want to learn about it.
If we are able to create disequilibrium, or the inability to solve the problem, by giving constructive feedback, new problems and competition, the students will want to learn more about the subject and hopefully retain more information. This process is a cycle, and by creating disequilibrium, students will want to learn, and they will feel at equilibrium.
After learning this we started a new activity, and tried to remember as many words as possible from a list. I thought this was very interesting as well as fun, and the different methods of memorization were unique to each person and their learning abilities. For my technique I found it easiest to make a story, in my story I grouped together some of the words. The story began like this…The hungry grandma and her sister were cold, they wanted an apple, grape, banana, orange, and other fruit. They tried to as their husband to bring them a bowl and plate….This was a very effective way of remembering for me, I remembered 22 words. I found this activity very helpful because I learned that each student studies and remembers material differently. Although this lesson was overwhelming because there was a lot to retain and understand, it was extremely helpful and I learned a lot about the classroom and teaching.
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