Better with visual stimulation: to see to learn

Building from prior knowledge connecting them bit by bit to construct new ideas.

Taking and making notes and reading them to remember.

Through research and building models, like making of Great Sphinx.

Learn from a more knowledgeable peer

During my Primary school days, I remembered I was asked to copy down notes to learn Hanyu Pinyin, there were no YouTube videos or audios to teach the pronunciation and teacher uses flash cards to teach. When we had mastered the skills of Hanyu pinyin, the Chinese teacher got us to start looking for words in a hard copy dictionary. This is similar to Piaget’s theory, linking to the prior knowledge of our Hanyu pinyin.  

For English, teacher will do big book reading with us. First, she reads the book to the class, next she will get the whole class to read together and next, she will get selected pupils to read. All the time, a mixture of students with different abilities will be chosen to read. Pupils who cannot read well or stumbled upon words will get help from a more knowledgeable other (MKO), most of the time another peer will help. This is just like Vygotsky’s Theory on the Zone of Proximal Development (ZPD) where a child can be successful with when collaborated with a MKO. The lower ability child learns to read and is able to read fluently after some guidance from a MKO.

Science lessons were interesting when teacher planned for hands on activities. I remembered that we brought in green beans, onions, potatoes, ginger, etc when we were taught the topic on plant parts and their reproduction methods. This is similar to Vygotsky’s Theory on Scaffolding (using additional resources) & Piaget’s Theory that learning should be a direct experience during development (Concrete Operational).

During Secondary school, History means a lot of note taking and memorising. My History teacher uses mind map to help us. She modelled the use of mind map before she assigned us into groups to discuss and create our own mind map. This is a combination of Vygotsky’s Theory on Social Interaction and Piaget’s Theory on learning in the classroom should be student-centred and accomplished through active discovering learning. We discussed as a group (language is involved and we learn from each other) and it also enables us to be independent learner, we can do our own mind map for other topics or subjects. 

Looking back, I think most of my teachers used a combination of Piaget’s and Vygotsky’s theories which helped in my learning since I learnt best with experience, activities, scaffolding and when my teacher puts me in my Zone of Proximal Development (ZPD). I guess there is no one best theory for cognitive development, each theory has their own effectiveness and strengths.

 

However, for a long time most teachers would deliver lessons in the traditional manner of “I teach, you listen” and drill and practice. It would have been lovely if my teachers addressed the lack of understanding and ensured learners complete manageable tasks during lessons. It would have been beneficial if they incorporated more scaffolding according to ability during lesson with subjects I struggled with. Learning could have been made more achievable if additional steps or guidance were given before piling on more content. Guided notes or the application of reciprocal teaching would have made learning new content more achievable. 

During certain lessons, I recall my teachers calling the student who has difficulty in a particular topic/concept and go through with him/her individually. We were also seated in groups where there were a mixture of abilities and my group mates and I helped out each other out. I remember my Primary 5 teacher calling me out when I had quite a number of mistakes in my Maths workbook under Decimals. She went through with me the concept of Decimals again and guided me through the work. Thereafter, I was able to grasp the concept and do the other pages on my own which were more complex. 

This is very much in line with Vygotsky’s theory for Cognitive Development where Zone of Proximal Development is an essential part of a child’s learning. It encourages scaffolding which builds a child’s confidence and guides them to be independent learners. The right level of support is given to each child in order for him/her to reach independence level. 

Later after she has explained the examples, there will be a worksheet indicated at the top right-hand corner “Level 1” through “Level 4”. My teacher lets us do the worksheet for “level1” where it forms the basic concepts we have learned in class and goes through the answers. As for level 2, we usually do the worksheet together with our peers sitting beside us and the teacher takes indicates on the board who has answered certain questions wrongly. She went through the questions that most students have answered wrongly after going through the entire worksheet. She will also let the class know the misconceptions we have made pertaining to the topic. The progress of each level also indicates the difficulty and challenging sums on the given topic for ratio. 

Hence moving forward with the “level 3” worksheet she gets my peers to work out their solutions and present them on the board. She picked out some of my classmates to share their worked solutions with the class. She then goes through the answers with the class. In order for us to have a greater depth of knowledge and sense of understanding, we were assigned homework to re-emphasize the concepts taught in class. (level 4 worksheet)

The zone of proximal development (ZPD) refers to the difference between a student’s “actual developmental level as determined by independent problem solving” and the student’s “potential development as determined through problem-solving under adult guidance or in collaboration with more capable peers”.

 In reference to ZPD, I feel my teacher taught the topic on ratio and scaffolded stage by stage, she also increased the level of difficulty and also made verbal thinking possible through interactions with classmates. When we were able to discuss and work with our classmates, learning was visibly seen. Interactions with classmates assisted performance from my teacher helped hand in hand with independent learning which was seen through the homework given to us. 

In conclusion, Vygotsky's theory believes that social interactions are important. There is an emphasis on the concept of instructional scaffolding that allows the learner to build connections based on social interactions. I believe that I also learned through Vygotsky’s Theory when I was a student and this is why I am able to learn/ remember and understand the concepts. 

 

He would then let us do similar difficulty questions ourselves first to model after his example and build our confidence. When we’re facing difficulty getting through the first stage, he would encourage peer to peer assistance first. It was easier for me to approach my peers as we were both learning on the same level. 

When he eventually did one to one teaching he would do guided prompts to lead me to the answers. Which reflects a lot on what Vygotsky emphasised on his sociocultural theories of cognitive development, whereby we develop more through social interaction with the peers around us and guided learning with an expert would expand what I know towards what I am able to learn with guidance from a teacher.

 

For Maths, teachers will provide multiple examples on step by step to problem solving which I use as reference in my problem sums.

For English and Mother Tougue, teachers will provide scaffolding by giving guided questions for composition writing and vocabulary word list to help us in our writing.

 

Arrange physical and concrete experiences :-

 

I enjoy all my learning journeys to the zoo, bird park, Changi Airport, Science Centre, etc. The LJs enhanced my learning and application of the new knowledge acquired.

Therefore, my learning journey as a student is more related to Vygotsky's theory for cognitive development.

 

When I was young, I learnt better when teacher can break things down into simpler form for me to grasp step by step (e.g., learning Math concept). Visuals also makes things easier to remember and follow. When teacher asked question on the lesson, I can remember the concept and idea better when my peers answered the question. At that age, I am too sky to answer teacher’s question. However, I enjoyed talking to my peers and teachers when I am older. I learn new things from them during the interaction. I am more engaged when the lesson is interesting and fun. I also enjoyed learning journey where learning becomes authentic for me. 

For some skills or knowledge such as science experiment, hands on activities makes my learning easier as I can think, do and remember at the same time. 

Scaffolding indeed makes learning easier and not so intimidating when encountering with question or task that I am not sure of. If I don’t understand a concept or idea, I can also approach the teacher or friends. That’s why I agree with Vygotsky’s theory of sociocultural development. Talking to someone who knows more or better and learn from them. I find meaning in learning this way. Interaction makes me remember things faster and longer. 

On other hand, I also agree with Piaget’s cognitive theory. Ride on prior knowledge also makes my learning easier. I have some form of knowledge or background and I can learn and add on to my prior knowledge to learn new things or concept. I feel that mindset is also important. Must learn with an open mindset.

In conclusion, both theories serve different learning style and leaning needs at different situation or environment. I learn well all these years with the combination of both theories. 

 

For the subjects that I struggled in, I was usually paired up with a student that fared well in the subject.

Q2. Yes, some strategies adopted by my teachers resonated with what I learned.

 

Piaget’s Cognitive Theory:

In secondary school, the teachers expect us to have a solid foundation of English, Math, and Science. This acts as our pre-existing schemas. The teachers then introduce us to intermediary concepts that build upon our pre-existing schemas. The students then adapt and adjust their mindsets to take in new information. (assimilation and accommodation)

 

We would be given tests to measure our understanding of the intermediary concepts taught. The teachers can then mark the papers and have a good sensing as to whether the students successfully understood the concepts. The students that fared well experienced the state of equilibrium. The students that did not fare as well experienced that state of disequilibrium.

The teachers would go through the test with the entire class to correct any misunderstandings. (allow the class to reach the state of equilibrium)

 

Vygotsky:

Since I fared poorly in most of my tests, my teachers decided to pair me up with a more knowledgeable student. They encouraged me to develop better cognitively by getting me to socialize and collaborate with a more advanced peer.