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Click here to read an introduction to Piaget's Theory of Cognitive
Development.
Click
here to read about Piaget's stages of cognitive development
What are the educational implications
of Piaget’s theory of cognitive development?
Piaget’s theory of cognitive development
is a valuable and helpful guide to teachers. It helps teachers,
firstly, to assess the current level of thinking of each learner
in a class, and secondly, to construct learning experiences
for each learner which is suitable and appropriate to their
level of thinking. By taking each individual learner into
account, and thinking about how we can create the best learning
experience to suit them, we are offering each of our learners
quality learning experiences.
Here are some key points in how
to apply Piaget’s theory in our classrooms:
- There needs to be a match between the
demands of a learning task and the current cognitive capacity
(ability) of the learners. We need to assess where our learners
are in terms of their levels of thinking, and then match
our teaching methods, tasks, and the language we use to
suit where our learners are. This goes hand-in-hand with
one of outcomes-based education principles – Learning is characterised
by what is appropriate (suitable) for each learner’s
needs, interest and developmental levels. Piaget’s
theory of stages can prepare us for the types of thinking
we may expect at various ages and levels of schooling, but
we need to add to this by carefully observing our learners
and reflecting on each lesson we teach.
What do we mean
by reflecting on each lesson we teach?
We need to think about each lesson
we teach and ask ourselves the questions: "did
the lesson work?" Was the method of teaching I
used and the language I used suitable for my learners?
What bits of the lesson did not work? Why did they not
work? What can I do differently to make them work? Reflecting
on our teaching practices will make us better teachers. |
- We must not assume that all learners
in a given class will be at the same stage of cognitive
development. (Remember that learners progress at their own
pace and at their own rate of learning and development.)
There needs to be a variety of learning experiences appropriate
(suitable) for children at different levels of cognitive
development. This is in keeping with principles which
state that individual learners’ needs must be catered
for through multiple teaching and learning strategies and
assessment tools, and that learners must be allowed to demonstrate
their learning achievements and competence in whatever manner
most appropriate (suitable) to their abilities.
- Focus on what children at each stage
can do and avoid what they cannot meaningfully understand.
- Discovery learning is a powerful tool
for teachers who are concerned with their learners’
cognitive development. It may seem more efficient when we
simply ‘tell’ learners what to learn. However,
learners need plenty of varied experience over time for
the structural changes to their schemas to take place. In
other words, they need to discover for themselves.
- Learning through activity and direct
experience is essential. Provide plenty of materials and
opportunities for learners to learn on their own.
- Because intellectual growth occurs when
learners attempt to eliminate a disequilibrium, by assimilating
and accommodating new information or experiences, instructional
lessons and material that introduce new concepts should
capture learners interest and curiosity. We need to put
learners into suitable situations where they are actively
engaged in tasks which moderately challenge their current
way of understanding the world. This will not be achieved
if we regard teaching simply as the job of getting learners
to remember endless sets of factual information.
- Since learners’ schemas are expanded
and built on with time, point out to learners how new ideas
and concepts relate to old ones, and allow learners a better
understanding of already acquired concepts. Memorisation
of information for its own sake should be avoided.
- Begin lessons with concrete objects
or ideas and gradually shift explanations to a more abstract
and general level (especially with younger learners).
- Structure learning situations which
allow for social interaction, so that learners can learn
from one another. The placement of a few advanced thinkers
with less mature thinkers (mixed ability groups) is more
likely to facilitate this process than putting learners
in ability groups (homogeneous grouping).
- To become aware of the type of thinking
used by learners, ask them to explain how they arrived at
solutions to problems.
- Keep in mind that some high school learners
may be more interested in possibilities than realities.
- Allow for the possibility that
younger adolescents may go through a period of egocentrism
that will cause them to act as if they are always on stage,
and to be extremely concerned about the reaction of peers.
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