IMPLICATION OF PIAGET’S THEORY TO TEACHING AND LEARNING PROCESS

Teaching pre operational children ( 2 – 7 years old )

i. Use concrete teaching aids and visul aids whenever possible.

Example: Children use concrete objects like stones, marbles, ice cream sticks to learn about addition and subtraction.

ii. Instructions should be short, using actions and words, followed with examples.

Example: Instructions for lining-up outside the classroom or how to do certain activities should be given in short and how to do certain activities should be given in the and clear sentences. Teachers can demonstrate the desired action as well.

iii. Children at this stage find it difficult to understand the world from someone else;s point of view.

Example: Explanation of values or advice should be given in that are easilt understood by the children.

Teaching concrete operational children ( 7 – 11 years old )

i. Provide opportunities for children to manipulate the objects.

Example: Set up a simple Science experiment to test the need of sunlight in photosynthesis.

ii. Make sure presentations and readings are brief and well organized.

Example: Begin the reading with short stories and gradually move to longer and more complex stories. Divide the presentations into short easy steps.

iii. Use familiar examples that are related to children’s experience when teaching complex ideas.

Example: Compare their lives with those of the characters in the stories.

Teaching formal operational children ( 11 years old and above )

i. Continue to use concrete-operational teaching strategies and materials.

Example: Use 3D objects, charts, diagrams, children’s own experience to teach complex ideas.

ii. Provide opportunity for children to explore alternative answers ans develop hypothesis.

iii. Give opportunities to children to solve problems and provide reasons scientifically.

IMPLICATIONS OF VYGOTSKY THEORY TO THE TEACHING AND LEARNING

PROCESSES

Begin language development with concrete experiences.

E.g: (a) Make the children describe what they have done during the activities beforehand. (b) Emphasis on unfamiliar and difficult words. Give them explanation using simpler words.

Use Zone of Proximal Development in teaching.

- Give support and motivation for the children

Assessment should be focused on the Zone of Proximal Development.

- give exercises or tasks of varying difficulties to determine the level of which

to begin instruction.

Encourage help from skilled peers.

- get the support and help from peers who have already understood the skills.

Monitor and encourage children’s use of private speech.

- apply ideas in self-talking to the appropriate situation that needs a

solution.

Give meaningful instructions.

relate lessons to daily experiencesreduce memorizing

Provide students with opportunities to actively use language.

E.g: (a) Make a fruitful discussion between children in group work. (b) Focus more on student-centered learning.

Use instructional strategies that accommodate diversity.

E.g: (a) Pair the less proficient child with their bilingual peer. (b) Story telling, simulation, brainstorming, and cooperative learning.

IMPLICATION OF LANGUAGE

DEVELOPMENT IN TEACHING AND

LEARNING PROCESS