By Erin Pecora
EDI 17 Psychology & Development of Adolescent Students
School of Education
Long Island University, C. W. Post
February 10, 2010
Long Island University, C. W. Post
February 10, 2010
I really enjoyed the video's we viewed on youtube.com demonstrating the different stages of cognitive development. It was interesting to see them illustrated before me and see how true those stages really are--as I now know the reasons behind the definitions. I do better in classes where I have some form of visual example to show what's being taught because I can relate the material to real life situations--so that's why I especially enjoyed the video's.
I can relate to Vygotsky's stages of cognitive development. As a prospective teacher of adolescents I think it's important to understand how their social interactions affect their learning process. When instructing students to participate in a group activity I'm still unsure which tactic I would utilize to ensure the best learning--assigned group work or let the students pick their own group. There are pro's and con's to each of these scenario's. If I assign the groups then their may be too many different personalities involved and that could possibly prevent a positive and productive meeting of the minds.
I wouldn't want to give any student's anxiety over group work either. I remember when I was in middle and high school and I was assigned to be in a group with individuals with whom I didn't get along with or who I was intimidated by it crippled my ability to effectively learn and participate because I was automatically discouraged by seeing who my partners were. On the other hand it may be a good thing to assign group work because it encourages the students to broaden their social networks and learn from others whom they may never get the chance to speak with outside the classroom and realize that they can work well on schoolwork together.
Letting the students pick their own groups can have its advantages and disadvantages as well. If they are allowed to pick their partners then it may lead to more socializing than social-learning interactions and the schoolwork will not be taken seriously as little time or effort will be put into it. However letting the students have the freedom to pick a partner shows them that you trust them to make a mature and educated decision. I remember when I was in high school and I was given the chance to chose a group for an activity. I would pick people who I was somewhat friendly with as opposed to the people who I was close friends with if I knew they weren't going to take the work seriously and I would end up doing the bulk of the work.
As teachers we think that the students will work with their close friends for sure and nothing will be accomplished effectively but that is not always the case. The worst case scenario is the students do chose to work with their close friends and no learning is really accomplished due to too much social interacting.
Observing and experimenting with the way adolescents social interactions affects their learning will be just one of the many things I will face as a new teacher. As much as there is so much uncertainty involved I'm so excited for it all.
I can relate to Vygotsky's stages of cognitive development. As a prospective teacher of adolescents I think it's important to understand how their social interactions affect their learning process. When instructing students to participate in a group activity I'm still unsure which tactic I would utilize to ensure the best learning--assigned group work or let the students pick their own group. There are pro's and con's to each of these scenario's. If I assign the groups then their may be too many different personalities involved and that could possibly prevent a positive and productive meeting of the minds.
I wouldn't want to give any student's anxiety over group work either. I remember when I was in middle and high school and I was assigned to be in a group with individuals with whom I didn't get along with or who I was intimidated by it crippled my ability to effectively learn and participate because I was automatically discouraged by seeing who my partners were. On the other hand it may be a good thing to assign group work because it encourages the students to broaden their social networks and learn from others whom they may never get the chance to speak with outside the classroom and realize that they can work well on schoolwork together.
Letting the students pick their own groups can have its advantages and disadvantages as well. If they are allowed to pick their partners then it may lead to more socializing than social-learning interactions and the schoolwork will not be taken seriously as little time or effort will be put into it. However letting the students have the freedom to pick a partner shows them that you trust them to make a mature and educated decision. I remember when I was in high school and I was given the chance to chose a group for an activity. I would pick people who I was somewhat friendly with as opposed to the people who I was close friends with if I knew they weren't going to take the work seriously and I would end up doing the bulk of the work.
As teachers we think that the students will work with their close friends for sure and nothing will be accomplished effectively but that is not always the case. The worst case scenario is the students do chose to work with their close friends and no learning is really accomplished due to too much social interacting.
Observing and experimenting with the way adolescents social interactions affects their learning will be just one of the many things I will face as a new teacher. As much as there is so much uncertainty involved I'm so excited for it all.
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