Give examples of how cognitive-social approaches to learning have modified or could modify curricula or teaching methods in schools.
Let's take closer look at examples to consider.
1. I need to give examples of how cognitive-social approaches to learning have modified or could modify curricula in schools?
Piaget's constructivism impacted curricula is more aimed at providing situations where the child can learn and develop, and input from peers helps certain aspects, such as becoming less egocentric. The teacher needs to provide the age appropriate problems and stimulus for the child to develop cognitively. Thus, Piaget's theory also has practical implications for the role of teachers in the classroom and how teachers might structure their lessons if following Piaget's theory of how children think and learn. For example:
* Teachers should carefully assess the current stage of a child's cognitive development and only set tasks that the child is "ready" for. The child can then be set tasks that are tailored to its needs and are therefore likely to be motivating.
* Teachers must provide children with learning opportunities that enable them to advance to each developmental step. This is achieved by creating disequilibrium. Teachers should maintain a proper balance between actively guiding the child and allowing opportunities for them to explore things by themselves and learn by discovery.
* Teachers should be concerned with the process of learning rather than the end ...
Provides examples of how cognitive-social approaches to learning have modified or could modify curricula or teaching methods in schools. References are provided.