Application to Your Classroom

Piaget’s theory of cognitive development has already been used to enhance classrooms and the learning
that takes place. For example, the notion of “discovery learning” stemmed from Piaget’s theory wherein
children learn best through learning that allows active exploration. The following sections summarize
how Piaget’s theory of cognitive development can be applied to your classroom while fully taking into
consideration the limitations discussed in other sections of this blog.

Piaget’s Theory

Piaget’s theory focuses on development of a child’s cognition through different stages. The idea that a
child develops in stages has implications for education. Piaget argues that every kid must pass through
each stage in the same order and cannot skip a stage. In terms of learning, this can be applied to the
speed at which things are taught. If a student cannot grasp the “building blocks” of a concept, such as if
they are having difficulty grasping abstract ideas which can only be done in formal operation, concepts
that are based upon these building blocks should not be taught until ready. Related to the notion of
development being in stages, lesson plans should be focused around the level of cognitive development.
For example, if the students are in the concrete operational stage, they need “manipulatives” to help
them understand more abstract ideas. Thus, the lesson plan should involve hands on activities that has
concrete objects to aid understanding and enhance learning.

The notion of “discovery learning” stems particularly from the idea that children are “active scientists”
due to schema which drives a child to learn. As a student interacts with their environment, they will
come across things that cause a disruption in the equilibrium of their schema. This in turn forces the kid
to assimilate or accommodate information which adds or modifies information in their schema. It is this
process which allows for learning to take place. Thus, the actual process of learning is emphasized when
following Piaget’s theory. In addition, “discovery learning” delegates the teacher to aid the child as
opposed to spoon-feeding the information to the child.

Egocentrism and Conservation

There were common observations seen in the three grades observed (kindergarten, first, second) that
only differed with extremity. Some of these common observations included egocentrism and
conservation. If a child demonstrates egocentrism, it means they are unable to see things from the
perspective of others. The implications this has for education is that greater aid may be needed when
teaching concepts that require understanding another perspective. For example, when teaching
anything related to spatial awareness. In addition, hands on activities that allow the child to physically
visualize the space will aid the egocentric tendencies and add to discovery learning. If the egocentrism
involved revolves around children speaking and not realizing that others are speaking also, simple cues
to get them to listen to each other and speak one at a time will teach them to be aware of their
surroundings.

Evaluative Points

The evaluative points made in the discussion of the findings focused on a few things: Piaget’s age
limitations in his stages, the lack of addressing of the impact of social factors, and the advanced
language used in the conservation task. In regards to the age limitations set on the different stages, it
was evident in the experiment conducted and by other psychologists that these age restrictions may not
be accurate. In relation to education, this sets challenges for teachers as they then have to
accommodate for the different levels of cognitive development in their classrooms. A good way to gauge
the range of development could be to test the students on a topic prior to teaching it. This test does not
have to be a traditional paper test; instead, different activities that address aspects of the topic can be
conducted and observations can be done on the children to see what they struggle with and excel in.
This will allow the teacher to plan their lessons accordingly.

Piaget fails to address social factors in his stage theory. In regards to teaching, this has implications in
the differences in the child’s home life and upbringing. Every child is different, and though Piaget
classifies his theory as “universal”, social factors do impact a child’s development. To allow leeway for
these differences, a similar “pre-test” as the one described above can be done before every topic to
ensure that what is being taught is appropriate for all levels of development. In addition, the class can
be split into groups by cognitive development level in order to specialize the learning to their particular
stage in the cognitive development process. For example, if some students in the class demonstrate the
need for “manipulatives” they can be grouped together, and the teaching can be through the use of
hands-on activities that allow for a more visual take on the topic.

As criticized in the conservation task, the language used may be too advanced for the children and they
are unable to understand the question as opposed to understand the task at hand. In regards to
teaching, teachers can take extra caution in the vocabulary used to explain a certain topic. This can be
aided by a word bank given to the class before the topic begins in order to ensure that they understand
what the teacher is saying in their lessons.

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How to Apply Piaget's Theory in the Classroom

Sally Murphy

Sally Murphy - Updated June 25, 2018

Jean Piaget was an influential psychologist of the 20th century. Piaget was especially interested in
developmental psychology and studied the different ways humans acquire, retain and develop
knowledge. Today many teachers still use Piaget's theories to enhance students' educations. Piaget
studied knowledge development in people of all ages, including young children, and his theories are
relevant for K-12 classrooms. Applying Piaget's theories to your curriculum is simple, effective and
beneficial for students and teachers alike.

Research Piaget's developmental theory. Piaget believed that children reach distinct stages in cognitive
development. Between ages 2 and 7, children are egocentric and have trouble understanding different
viewpoints or empathizing with others. They classify objects by a single characteristic, such as color or
shape, without acknowledging other qualities. From ages 7 to 11, children are capable of logical thought
about objects or events. They classify objects by several different characteristics. Young people over the
age of 11 are able to think abstractly and hypothetically. They feel more concern for ideological and
moral issues, not just concrete reality.

Guide the students. Piaget recommended that teachers take an active, mentoring role toward students.
Instead of pushing information at students while they sit and listen passively, share the learning
experience and encourage students to be active and engaged. Take your students seriously and respect
their ideas, suggestions and opinions. Supplement traditional lectures with relevant, hands-on
classroom activities that let students experience the content for themselves.

Encourage students to learn from their peers. This is especially relevant for children in the 2 to 7 age
range but applies to students of all ages. Learning to listen thoughtfully and sensitively to their peers and
respect a variety of different viewpoints will provide lifelong benefits for your students. Since different
students excel at different areas of knowledge, learning from peers also provides a thorough education.

Allow students to learn from their mistakes. Piaget believed that children develop knowledge about the
world through trial and error. Mistakes can be frustrating for the students as well as the teacher, but try
to model patience and guide the student toward a different conclusion. Mistakes show that the student
is actively interacting with the world around her and trying out new ideas for herself.
Focus on the process as well as the result. Instead of focusing on having one right answer, pay attention
to the many different steps it takes to reach a finished product. For instance, during an art lesson ask the
students to notice the different ways they create a painting. Some may start at the bottom edge of the
easel while others begin at the middle.

Respect each student's individual interests, abilities and limits. Different children reach developmental
stages at different times. Rather than pressuring every child to adapt to one learning style, pay attention
to each child's developmental stages and adapt the lessons accordingly. Piaget encouraged
independent, hands-on learning and opportunities for discovery. Plan a variety of classroom activities
that accommodate different learning styles, such as visual or auditory.

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How to Use Observational Learning in the Classroom

Maddie Maloy

Maddie Maloy - Updated December 30, 2021

Albert Bandura developed the Observational Learning Theory based on the idea that people can learn
through observation rather than direct experience. Infants modeling the behavior of adults is one of the
most basic examples of the observational theory.

Within the classroom, educators can act as a model for their students. The observational theory can be
particularly valuable in a classroom setting because it can help educators reach many students and
convey a central message.
Here's a step-by-step guide on how teachers can apply observational learning techniques to improve
student learning outcomes, produce desired behaviors and enhance student motivation and self-
perception.

Environmental factors can affect the outcome of modeling techniques. Minimize the effects of other
sensory stimuli that are under your control. You may want to close classroom doors to lessen auditory
interference, for example.

For modeling to be effective, students must first pay close attention to the model. Models who are
relatable, seem competent, and prestigious will receive greater attention than those who do not exhibit
these qualities. In addition, students pay more attention to models who exhibit their own personal
characteristics. Because of this tendency, you may want to provide a variety of models (teachers,
students, males, females, etc.) to ensure students can identify with one or more of the models.

By explaining the behaviors and the consequences, you reinforce the ideas presented by the model.
Telling your students what has happened and why will help them to retain the lesson. Through verbal
explanation, you aid their ability to code the information and increase the likelihood that they will be
able to reproduce the targeted behavior.

Your students probably will not be able to reproduce a symphony after watching a master musician.
However, observational learning should help them perform better while learning the basics. Once your
students have a solid basic skill set, they can master more complex skills in the same manner.

Reward your students for reaching the goals you have established. Through positive reinforcement of
the behaviors you want them to develop, you increase the likelihood that students will perform those
actions again. Reward good behavior with praise or recognition. When you have created a cycle of
success for students, they will likely repeat the behaviors on their own without prompting.

Once you have allowed your students to reach attainable goals and receive genuine praise for them,
they see themselves as more competent. This confidence leads them to more successful behavior in the
future. As a result of this positive cycle, your students learn to self-regulate their behavior.
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Teaching Ideas for Slow Learners

Sreela Datta

Sreela Datta - Updated May 17, 2019

Slow learners, or at-risk students, are not the learning disabled and do not have mental disorders; they
are simply students in a typical class who take a longer time to grasp any subject material. Most slow
learners don't qualify for special education services, but targeted approaches and interventions in the
classroom can help maximize their potential.

Drill

One commonsense strategy for teaching slow learners is repetition: drill, drill, drill until they get it. Make
sure lessons are reviewed frequently. Repeat instructions for activities, and have students repeat them
back. Vary the repetition by doing it verbally sometimes and in writing sometimes. Slow learners are apt
to focus on the details of a lesson and miss the main points. Make sure you list the main takeaway
points in any lesson and reiterate them multiple times while you teach.

Multimodal Approach

Use different modes of instruction to convey the same lesson. Show pictures and videos, conduct games
and group activities and provide hands-on tools that can reinforce learning. Have students build models,
paint pictures or act out scenes that explain an idea. Give students mnemonics that will help them
memorize the names of the planets or trigonometric ratios. Use tools such as charts, posters and word
lists on classroom walls, word markers to guide reading and graph paper to help keep place values in
line for math.
Personalization

Many slow learners suffer from low self-esteem and lack confidence. You can address this not only by
praising small achievements but also by personalizing lessons. Introduce topics that are of special
interest to the student in question, make up math problems about the student and his friends and make
sure you provide some activities the student can be successful at every day in the classroom. Find out
which mode of instruction best suits a particular student -- verbal, visual or kinesthetic -- and try to
provide reinforcers in that mode.

Mediated Learning

While intelligence is generally considered to be static, many educators believe higher order thinking
skills -- automatically used by more intelligent students -- can be taught explicitly to slow learners. This is
made possible through mediated learning. The average student placed in a stimulating environment
naturally picks up information and ideas. A slow learner needs a mediator who can interpret the
environment and each learning step for the student. Critical skills, such as making connections between
lessons taught in different areas, can be explicitly taught through the process of mediation.

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