Social & Moral Development Learning Log

What?
In this chapter, we read about the social and moral development that everyone goes through. Also, in class we discussed the emotional development as well. Kohlberg and Erikson's stages explain, in portion, our developmental processes. In Erikson's stages, he walks through the different stages of our psychosocial development. The handy memorization technique that we learned in class was helpful in remembering the names of the stages. In Kohlberg's moral levels, we can see how our moral development came to be, and also how it can change between the different levels. The chapter also discussed the adolescents' unique social scene and their different outlooks as they are developing. We discussed in class the differences between a clique and a gang and how they can be a support for adolescents. We also learned about the "imaginary audience" that causes adolescents to be self-conscious. In summary, adolescents' moral beliefs, their friends, and their social development all play a role in who they become and how they act in school.

So What?
It is extremely important to understand where our students are in the different moral and social stages so that we can better assist and understand them in their developmental process. If we have students who are in the "identity vs. role confusion" stage, we can support them by helping to define individuality and how to discover your own identity. We can help students understand rules and why we have them and how they help create a positive learning environment.

Now What?
I think it would be really interesting to learn some techniques that would help determine which stage our students were in. This would help in curriculum planning and building groups for group work. You would be able to assist your students through your teaching. Sense of self is extremely vital for students to understand and I would like to be able to learn some teaching strategies that would help them discover their sense of self.

Cognitive Development Learning Log

What?

In Chapter 2 it reviewed how learning takes place in our brains through the neurons and synapses. This was helpful in reminding me how the brain functions in the learning process. Chapter 2 also went over Piaget and Vygotsky's theories of cognitive development. Piaget believes that everyone goes through four stages of cognitive development. Each stage has an age group in which humans pass through the development of the specified stage. Piaget focused on the individual constructing their own development, recognized the role of environment, and took into account interaction with peers. Vygotsky's theory was based on social constructivism, the role of culture on development, and the interaction with adult figures during ones development. Both theorists based their findings from observations.

We also discussed Piaget's Process of Equilibration. When we learn something new, we are sent into disequilibrium where we have to decide what we are going to do with the information. We will either assimilate it with something familiar, or we will make an accommodation and use prior knowledge to come up with a new meaning. After we have accomplished either assimilation or accommodation, then we will be brought back to equilibrium. We discussed how disequilibrium can assist learning. We want our students to be slightly uncomfortable or off balance so they will be able to make new connections and learn new things.

So What?

In our classrooms, we are going to experience students who are in all different stages of their learning development. Because different students may be learning at different stages, it is important for me to be aware of the differences between them. I will have to make sure to provide different kinds of assignments that stretch my students' minds but that aren't out of their cognitive reach.  I need to cause some disequilibrium so they will be able to find and make new connections that are relative to their cognitive stage.

Now What?

I think that Piaget's and Vygotsky's theories are very interesting and they can be helpful in trying to figure out how to differentiate for students that may not be cognitively where their peers are at. I would be interested in learning more about both theorists and seeing some examples of other teachers who have modified assignments and lesson plans to correlate with the different cognitive stages.