Prefinal Learning 1module - Facilitating Learning

MISSION OUR LADY OF LOURDES FOUNDATION VISION
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excellent, and client-oriented services to Tel, Number 154-721-3254 competitive learning institution capable of
ensure relevant and quality higher producing highly competent, morally
education accessible to all. upright, and productive citizenry.
COLLEGE OF TEACHER EDUCATION
MODULE
https://medium.com/christian-perspectives-society-and-
life/how-often-do-you-think-about-thinking-4aa6639f40e8
Facilitating Learner Centered Teaching
Prepared by:
Cathrine Mae A. Ocampo, LPT.

CTE Faculty member
Page 1 of 18
Page
Introduction 3-18
Objectives 3-18
Review of Prerequisites 4-18
Concept Map 5-18
Piaget’s Cognitive Development Theory 6-18
How Learning Occurs 6-18
Stages of Cognitive Development 7-18
Teaching Implications of Piaget’s Cognitive 10-18

Development Theory
Vygotsky’s Sociocultural Theory of Cognitive 12-18

Development
The Role of Social Interaction 12-18
The Role of Language 12-18
Stages of Speech Development 13-18
Zone of Proximal Development 13-18
Teaching Implications of Vygotsky’s Theory 14-18
Summary 15-18
Answers to Review of Prerequisites 16-18
Answer to Self-Assessment Questions 16-18
Concept Inventory 16-18
Study Questions 18-18
References 18-18
Page 2 of 18
INTRODUCTION
The term cognitive learning derives its meaning from the word cognition, defined by an
electronic dictionary, as “the mental action or process of acquiring knowledge and
understanding through thought, experience, and the senses.” Thus, learners are viewed to learn
by using their brains. In the process, they are actively engaged in mental activities involving
perception, thinking, and relying on their memory as they process new experiences. Through
the connections of these old and new experiences, the acquisition of knowledge and
understanding results exist.
SAQ 1-1 As a future teacher in the elementary or secondary schools, how will you apply your knowledge
of the process of equilibration and Piaget’s stages of development in your classroom? How does
this knowledge influence your selection of what to teach and how to teach it?
OBJECTIVES
At the end of this section, you should be able to:
• explain terms and concepts associated with Piaget’s cognitive theory;

• discuss the stages of cognitive development;
• identify teaching strategies that are supported of Piaget’s theory;
• explain the sociocultural theory of cognitive development;
• discuss the major terms and concepts related to the theory; and
• cite classroom implications of the theory.
Page 3 of 18
REVIEW OF
PREREQUISITES
This unit demands some prerequisite knowledge.

Please do as directed.
A. Identify the mental abilities the learners possess based on the descriptions
provided.
1. John claims that 5+3 and 3+5 are both equal to 8.

__________________________________________________________
__________________________________________________________
2. Susan peeped under the cabinet where her ball rolled in.
__________________________________________________________
__________________________________________________________
3. Kenneth reads the days of the week in the calendar from left to right.
__________________________________________________________
__________________________________________________________
4. Rocky argues that the 4Ps program has more disadvantages than advantages.
__________________________________________________________
__________________________________________________________
5. Mary insists that her rules must be followed.
__________________________________________________________
__________________________________________________________
6. Enzo does not envy his younger brother who received five one-peso coins while he has
one five-peso coin.
__________________________________________________________
__________________________________________________________
7. Josie grabs the milk bottle of the baby next beside her.
__________________________________________________________
__________________________________________________________
8. Renzo explains that the cold water comes from the block of ice that melted.
__________________________________________________________
__________________________________________________________
9. Teresa groups tamarind, santol, kamias, and pomelo together.
__________________________________________________________
__________________________________________________________
10. Three-year-old Kenjie names the picture of a bird correctly.
__________________________________________________________
__________________________________________________________
Page 4 of 18
CONCEPT MAP
Retrieved from https://www.pinterest.ph/pin/191614159131333290/
Page 5 of 18
PIAGET’S COGNITIVE DEVELOPMENT

THEORY
THINK In his theory of cognitive development, Jean Piaget argued that children’s cognitive
development is influenced by biological maturation and their interaction with the environment.
Children undergo a similar order or stages of development. Owing to varied circumstances the
children are exposed to, the rate at which children go through the stages differ. Some children
may even miss the later stages of cognitive development.
How Learning Occurs
To explain how cognitive development happens, Piaget introduced the concepts of schema,
assimilation, and accommodation. He defined schemas as “a cohesive, repeatable action
sequence possessing component actions that are tightly interconnected and governed by a core
meaning” (Piaget, 1952). It is the person’s way of organizing knowledge. Viewed like the
central processing unit of a computer, schemata (plural form) are like individual file
representing an aspect of the world like objects, actions, and concepts. Schemata guide the
person’s way of responding to a new experience. Piaget used the term adaptation to refer to
the ability to adjust to a piece of information or experience, making it possible for the person
to cope with the change. If the person can adapt to every experience, learning happens.
Consider the story of Jayden, a boy who is no more than 2 years old, who formed the concept
of “dog” as he played very often with Starbucks, a Shih Tzu, the family dog. When introduced
to a poodle, he called the same as “dog.” One day, he saw the neighbor’s cat and shouted “dog”
to get the attention of his mother.
Jayden’s schema for dogs includes having a small furry body, with four legs, a waggling tail,
and barking ability. Calling the poodle “dog” is a case of assimilation, the process of taking
new information into the existing schema. When the mother explained the dogs bark but cats
meow, Jayden accommodated the new experience, thus, his schema for “cats” was created.
Accommodation involves changing or altering existing schemas owing to the new
information provided or learned. The balance between assimilation and accommodation is
achieved through a mechanism, which called equilibration.
This ability is believed to be a factor in children’s ability to move from one stage to another in
cognitive development. If the person is unable to take a balance of these two processes,
disequilibrium occurs (see Figure 4).
Page 6 of 18
Figure 4. Adaptive processes of schema development. Adapted from McLeod

(2018).
Stages of Cognitive Development
To Piaget, cognitive development among children has four phases (see Figure 5). Children
generally move through these different stages of mental development. Each stage describes
how children acquire knowledge and the nature of intelligence.
Page 7 of 18
Figure 5. Piaget’s stages of cognitive development.

Retrieved from
https://www.open.edu/openlearn/ocw/mod/oucontent/view.php?id=98285&se
ction=1.2.2
The milestones in terms of cognitive abilities children manifest in the different stages are
summarized as follows:
Stage Milestone
Sensorimotor Learns through reflexes, senses, and movement –
(0-2 years) actions on the environment. Begins to imitate
others and remember events; shifts to symbolic
thinking. Comes to understand that objects do not
cease to exist when they are out of sight – object
permanence. Moves from reflexive actions to
intentional activity.
Preoperational Begins about the time the child starts talking, to
(2-7 years) about seven years old. Develops language and
begins to use symbols to represent objects. Has
difficulty with past and future – thinks in the
present. Can think through operations logically in
one direction. Has problems understanding the
point of view of another person.
Concrete Operational Begins about first grade, to early adolescence,
(7-11 years) around 11 years old. Can think logically about
concrete (hands-on) problems. Understands
conservation and organizes things into categories
and in series. Can reverse thinking to mentally
“undo” actions. Understands the past, present, and
future.
Formal Operational Can think hypothetically and deductively. Thinking
(12 years and up) becomes more scientific. Solves abstract problems
logically. Can consider multiple perspectives and
develops concerns about social issues, personal
identity, and justice.
Adapted from Woolfolk (2016).
Page 8 of 18
Sensorimotor Stage. Children at this stage think through what they see, hear, move, touch,
and taste. Two major accomplishments happen at this stage. One is object permanence, the
belief that an object still exists even if not within the sight of the child. Even when the mother
leaves for work, the child is aware that the mother comes home in the afternoon. The other
major achievement children demonstrate in this stage is goal-directed actions. Initially,
children do not think about what they do as these actions are instinctive and involuntary (e.g.,
getting food and family attention). Later, Piaget believed that as children grow, they begin to
think about what they need to accomplish, how to do it, then act on it.
Preoperational Stage. At this stage, children have not yet mastered mental operations
because they use actions schemes connected to physical manipulations, not logical reasoning.
By operations, it means actions a person carries out by thinking them through instead of
performing them (Woolfolk, 2016). The case of kindergarten learners using sticks to count
illustrate this preoperational ability.
Another ability demonstrated at this stage is children’s ability to form and use symbols to
represents a physical action or reality; this is a semiotic function. A child’s ability to identify
from a book the picture of a bird illustrates this skill.
Concrete Operational Stage. Concrete operations are described by Piaget as the ability
to engage in “hands-on-thinking” characterized by organized and rational thinking. A major
ability at this stage is reversible thinking, thinking backward, from the end to the beginning
(Woolfolk, 2016). Reversibility involves conservation and decentration. Conservation is the
belief that, whatever the arrangement or appearance of the object, as long as there is nothing
added or decreased, the number or amount of the object would remain the same. A related skill
is decentration, the children’s ability to focus on more than one dimension of an object at a
time. Children at this stage would understand that the smaller but wider glass contains the
same amount of fruit juice with the content of the tall but narrower glass. These children not
only focus on the height of the glass but also considers its width. The width of the narrow glass
compensates the shortness of its height. Figure 6 shows sample conservation tasks.
https://www.pinterest.ph/
Figure 6. Sample Piagetian conservation tasks.
Page 9 of 18
Classification is another skill at this stage. It involves the ability to group similar objects in
terms of color, shape, use, etc. For example, children would group balls, wheels, marbles as
round objects; that 4, 12, 36 are numbers divisible by 4. A related skill is seriation, the ability
to arrange objects according to size, like small to smallest, far to farthest, etc. That is bull is big,
the carabao is bigger, and the elephant is the biggest best illustrates this ability.
Formal Operational Stage. At this stage, adolescents can engage in mental processes
involving abstract thinking and coordination of some variables (Woolfolk, 2016). All the earlier
mental abilities have been mastered. The adolescents can now think like a scientist, as they can
give hypotheses and conjectures about the problem, set up experiments to test them, and
control extraneous variables to arrive at a valid and reliable explanation. They are capable of
giving deductions as they systematically evaluate their observations as well as their answers.
This ability is called hypothetico-deductive reasoning.
Another feature at this stage is adolescent egocentrism, the assumption that although
others have different perceptions and beliefs, every individual share other’s thoughts, feelings,
and concerns. This is opposite to the egocentric characteristic in the earlier stages, wherein
children think that what they and others thinks are similar to theirs.
Teaching Implications of Piaget’s Cognitive Development Theory
The influence of Piaget on classroom instruction is summarized in his words, “What is desired
is that the teacher cease being a lecturer satisfied with transmitting ready-made solutions; his
role should rather be that of a mentor stimulating initiative and research. “It behooves the
teacher to be creative in imparting knowledge and skills to the students to engage them in a
more active learning environment so they can construct meaning and concepts. In addition to
instruction, the classroom environment, curriculum, and instructional materials should
complement each other.
Berk (2013) provided a summary of teaching implications derived from Piaget’s theory of
cognitive development. These considerations include the following:
1. A focus on the process of children’s thinking, not just its products. Instead of simply
checking for a correct answer, teachers should emphasize the students’ understanding and
the process they used to get the answer.
2. Recognition of the crucial role of children’s self-initiative, active involvement in learning
activities. In a Piagetian classroom, children are encourage to discover themselves through
spontaneous interaction with the environment, rather than the presentation of ready-made
knowledge.
3. A de-emphasis on practices aimed at making children adult-like in their thinking. It refers
to what Piaget referred to as the “American question,” which is “How can we speed up
development?” He believes what trying to speed up and accelerate children’s process
through the stages could be worse than no teaching at all.
4. Acceptance of individual differences in developmental progress. Piaget’s theory asserts that
children go through all the same development stages. However, they do so at different
rates. Because of this variation, teachers must exert a special effort to arrange classroom
activities for individuals and groups of children rather than for the whole class.
In addition, Webb (1980) recommended some considerations for teachers to ponder upon in
their teaching practices. These include the following:
Page 10 of 18
• Consider the stage characteristics of the student’s though processes in planning

learning activities.
• Use a wide variety of experiences rather that drill on specific tasks to maximize
cognitive development.
• Do not assume that reaching adolescence or adulthood guarantees the ability to
perform formal operations.
• Remember that each person structures each learning situation in terms of his
schemata; therefore, no two persons will derive the same meaning or benefit from a
given experience.
• Individualize learning experiences so that each student is working at a level that is high
enough to be challenging and realistic enough to prevent excessive frustration.
• Provide experience necessary for the development of concepts before the use of these
concepts in language.
• Consider learning an active restructuring of thought rather than an increase in content.
• Make full use of wrong answers by helping the student analyze his or her thinking to
retain the correct elements and revise the miscomprehensions.
• Evaluate each student in terms of improving his or her performance.
• Avoid overuse of materials that are so highly structures that creative though is
discourage.
• Use social interaction in learning experiences to promote increase in both interest and
comprehension.
Experience
Experiments using Piagetian concepts and tasks in the classroom have proven their soundness
in explaining cognitive development among learners. Campbell and Ramey (1990) reported
that low-SES children who had early educational intervention developed the ability to conserve
earlier than those without intervention. Moreover, the proportion of no conservers in the low-
SES intervention group did not differ significantly from that of their more advantaged peers in
the first and third years in early elementary schools. A study among high school students tasked
to perform formal operational tasks indicated that, at certain grade levels and subject areas,
public school science students who demonstrated formal operational logic tend to receive
higher grades than nonformal operational students (Sayre & Ball, 1975).
More than testing the applicability of the Piagetian tasks, Webb (1980) argued that rather than
concentrating on the learning of specific Piagetian tasks and operations, the classroom milieu
should be structured to encourage constant thinking on the part of students. She pointed out
that verbal rule, cognitive conflict, and task analysis may be used in a wide variety of settings
to increase the incidence of transfer. To her, better comprehension at a given stage may be a
more appropriate goal that forced acceleration to the next cognitive level.
Why does a teacher prefer the use of more concrete instructional methods in teaching to
SAQ 1-1
encourage students to think more formally?
Page 11 of 18
VYGOTSKY’S SOCIOCULTURAL THEORY OF

COGNITIVE DEVELOPMENT
Sociocultural Theory
The sociocultural theory of cognitive development was formulated by Lev Semenov ich
Vygotsky, a Russian psychologist. Its major argument is that social interaction, meditated
through language, is a key factor in the child’s development. From the child’s interaction with
others, concepts and social behavior are formed (social level), and he or she later thinks
internally (see Figure 7). The theory underscores his belief that children’s thinking is affected
by their knowledge of the social community, which Vygotsky considered as learned from either
technical or psychological cultural tools (Vygotsky, 1978). By cultural tools, it meant real tools
(like measuring instruments, calculators, etc.) and symbol systems (like numbers, language,
etc.) that allow people to communicate, thinks, solve problems, and create knowledge
(Woolfolk, 2016).
Figure 7. Key components of sociocultural learning.
The Role of Social Interaction
Vygotsky emphasized the significance of social interaction in one’s thinking. Children learn
from the more knowledgeable others (MKOs), which include parents, teachers, adults, and
more advanced peers. An MKO is anyone who has a higher skill level than the learner in terms
of the specific task to perform. For instance, a child who is guided by verbal clues by the mother
learns how to tear off the plastic covering of the cookies. In another case, children playing
“Chinese garter” abide by the rules that they agree with. This is called a co-constructed process
as the children negotiated to create an acceptable rule on how to play the game.
The Role of Language
Vygotsky’s theory emphasizes that language plays a central role in the theory of human
cognitive development. Language plays multiple roles, including culturally shaping the overt
behavior of individuals as well as influencing their covert behavior, such as thinking
(Burkholder & Palaez, 2000). Through language, human cognitive development and higher
mental functions are initiated from social communications. As people engage in social
activities, they are involved in mental and communicative functions (Vygotsky, 1986).
Page 12 of 18
The three stages of speech development (see Figure 8) were identified by Vygotsky (Johnson,
2014). These are as follows.
Figure 8. Stages of speech development.
1. Social or external speech. At this stage (birth to approximately age 3, thinking is not
related to speech at all. Instead, thinking is primarily in the form of images, emotions, and
impressions. Speech only occurs on the external or social level to express a desire or to
convey simple emotions such as shouting or crying. For instance, a child would tell “Dede”
or milk if hungry. At this stage, speech is merely a tool to make things happen in the
external world.
2. Egocentric speech. At this stage (approximately ages 3-7), children think out loud or
talk to themselves as they are doing something. For instance, as Paul says with his toy car
and it does not run, he tells himself “Sira na” or “It’s destroyed.” Called egocentric speech,
it is used to guide behavior and help to solve problems. It is an important part of the
transition to inner speech and more sophisticated thinking.
3. Inner speech. Inner speech is soundless speech or thought. Here, speech becomes
internalized and is used to guide thinking and behavior. It eventually leads to higher levels
and more complex types of thinking.
Zone of Proximal Development

One major feature of Vygotsky’s theory is the zone of proximal development (ZPD) as
illustrated by Wheeler (2013) in Figure 9. He argued that at any time, children find difficulties
in performing tasks or problems posed to them as they are not yet matured enough to handle
them. With the guidance of the MKOs, like their parents or elder siblings, they could perform
the task. Scaffolding, the provisions of cues, clues, modeling, and demonstrations of the MKO,
can assist the children in successfully performing the task. The goal of the ZPD is to help the
child move from the level of current independent performance (the competence demonstrated
to do a task alone) to the level of potential performance (the competence achieved with the
guidance of others).
Page 13 of 18
Figure 9. Scaffolding as intervention to reach the zone of proximal development.

Source: Wheeler (2013)
For instance, a difficult word is used in a sentence. Asked about its meaning, the children could
not provide the meaning on their own. When the teacher reminds them that the context or the
neighboring words or phrases could reveal the meaning, they begin giving synonyms or related
words to the difficult word. The teachers remind scaffolded the children to arrive at the correct
answer.
Teaching Implications of Vygotsky’s Theory

The theory of sociocultural learning has greatly influenced practices in facilitating learning.
Vygotsky’s theory promotes learning contexts in which students play an active role in learning.
His theory requires that the teacher and student are collaborators in the earning process, with
the teacher as facilitator or guide in learner’s construction of knowledge and development of
skills. The process makes learning a reciprocal experience for both the teacher and learners.
Citing research findings (e.g., John-Steiner & Mann, 2003; Webb, 2008; Slavin, 2014), Slavin
(2018) proposed the following teaching practices for considerations by the facilitator of
learning. In the use of ZPD, teachers can organize classroom activities in the following ways.
1. Instructions can be planned to provide practice within the ZPD for individual children or
groups of children. For example, hints and prompts that helped children during a
preassessment could form the basis of instructional activities.
2. Scaffolding provides hints and prompts at different levels. In scaffolding, the adult does
not simplify the task, but the role of the learner is simplified “through the graduated
intervention of the teacher.”
3. Cooperative learning activities can be planned with groups of children at different levels
who can help each other to learn.
Moreover, Karpov and Haywood (1998) recognized that for the curriculum to be
developmentally appropriate, the teacher must plan activities that encompass not only what
children are capable of doing on their own but what they can lean with the help of teachers.
Page 14 of 18
Experience
The concepts and principles of Vygotsky’s sociocultural learning theory found credence in
many experiments. Tutoring as a form of scaffolding is an effective instructional intervention.
In the study of Wood et al. (1976) for instance, 3- 4-, and 5-yr-olds were tutored in the task of
constructing a pyramid from complex, interlocking constituent blocks. The results indicate that
some of the properties of an interactive system of exchange in which the tutor operates with an
implicit theory of the learner’s acts to recruit his attention, reduces degrees of freedom in the
task to manageable limits, maintains “direction” in the problem solving, marks critical features,
controls frustrations, and demonstrates solutions when the learner can recognize them.
Meanwhile, the role of the advance Iranian English as a Foreign Language (EFL) learners’
private speech production characterized as being the externalization of the process of reasoning
during carrying out reasoning-gap tasks was tested (Mirzaee & Maftoon, 2016). While
performing the reasoning-gap tasks, the EFL learners produced four types of private speech –
repetition, translation, filler, and question – in both their L1 and L2, which enhanced learners’
reasoning. The finding supported the earlier assertion that private speech plays a mediational
role in problem-solving and self-regulatory processes.
Tell whether the statements depict practices supported of cognitive development according to
SAQ 1-10 the sociocultural theory of Vygotsky. Write S (supportive) if the stated action supports cognitive
development, NS if not supportive. Write your answer on the space provided before each
number.
____1. Father models to his sone how to saw wood.
____2. Mrs. Reyes permits the learners to use trial and effort to solve a difficult task.
____3. Mr. Cruz requests Jose’s parents to tutor their son.
____4. Kenneth seeks the help of his friend, Mario, the Math wizard, to teach him to divide.
____5. Ann asks why Mom has to peel the carrot; her mom has no time to explain.
____6. After one example of adding binomial, Mr. Andres gives board exercises.
____7. Instead of confiscating sell phones, Mr. Cruz uses them to test spelling among learners.
____8. Expensive toys bought by the Mother are just for display, not for her child’s play.
____9. Miss Melad groups the class by two’s, with members critiquing each other’s work.
____1o. Mr. Rivad relies on peer tutors in enhancing poor learners’ achievement.
SUMMARY
The theory of cognitive development proposed by Jean Piaget gives a lot of guidance in
facilitating learning in each of the four stages of cognitive development. Taking note of the
milestone per stage and aligning them with the teaching strategies in the classroom can make
learning productive as the needs of the learners are addressed. To be successful, the teachers’
focus must be on how the learners think and how they arrive at the answers. The challenge to
every teacher is how to structure lessons that guide learners to process their experience toward
Page 15 of 18
the understanding of the concepts taught. A creative teacher can benefit much from the
concepts and principles provided by the theory.
The theory of sociocultural learning provides insights useful to the teacher. Expected as the
individual who is more knowledgeable in the classroom, the teacher can do much to help
learners achieve in school. The goal is for the learners to reach the ZPD through the various
scaffolds provided to them, especially for tough lessons. In the process, teachers should
communicate with the learners in an understandable manner as language guides their thinking.
ANSWER TO REVIEW OF
PREREQUISITES
The students are obliged to submit original work for assessment. All paper works are to be
authentic written outputs of students. Committing plagiarism will be subjected to disciplinary
actions which are duly stated in the student manual.
ANSWER TO SELF-
ASSESSMENT QUESTIONS
The students are obliged to submit original work for assessment. All paper works are to be
authentic written outputs of students. Committing plagiarism will be subjected to disciplinary
actions which are duly stated in the student manual.
CONCEPT INVENTORY
General Instructions
This inventory is designed to find out how well you understand the concepts presented in this
module. Each item consists of one or two-word concepts that are parts of this module.
This inventory is not a test. There are no right or wrong answers.
Make sure that you understand all the directions before you begin.
Read each item carefully. Indicate on the answer sheet how well you think you understand each
concept by using the numerical system below.
________________________________________________________________
________________________________________________________________
On the answer sheet, write:
5 – If you think you understand the concept well enough to explain it clearly to someone else.
Page 16 of 18
4 – if you think you understand the concept but not well enough to explain it to someone else.
3 – if you think you have a fair but not good understanding of the concept.
2 – if you are not sure what the concept means.
1 – if you feel that you do not understand the concept at all.
________________________________________________________________
________________________________________________________________
UNIT 1. CONCEPT
INVENTORY
Name of Student: ______________________________________________

Name of School: _______________________________________________
Address: ____________________________________________________
_____ 1. Schema
_____ 2. Assimilation
_____ 3. Accommodation
_____ 4. Equilibration
_____ 5. Sensorimotor Stage
_____ 6. Preoperational Stage
_____ 7. Concrete Operational Stage
_____ 8. Formal Operational
_____ 9. Cognitive Learning Theories
_____ 10. Teaching Implications of Piaget’s Cognitive Development Theory
_____ 11. Piaget’s Conservation Tasks
_____ 12. Sociocultural Theory
_____ 13. The Role of Social Interaction
_____ 14. The Role of Language
_____ 15. Social or external speech
_____ 16. Egocentric speech
_____ 17. Inner speech
_____ 18. Zone of Proximal Development
_____ 19. Teaching Implications of Vygotsky’s Theory
_____ 20. Key components of sociocultural learning
STUDY QUESTIONS
* Use short sized-bond paper for your answer.
1. Observe children at play for an hour. Monitor how they interact and co-construct
knowledge. Make a brief report on how your observations relate to the major concepts of
Vygotsky’s theory of sociocultural learning.
Page 17 of 18
2. Recall one difficult lesson you were taught in the past. If you were the teacher then, what
scaffolds should you have used to facilitate learning?
REFERENCES
Berk, L. (2013). Development through the Lifespan (6th Ed.). Upper Saddle River, NJ: Pearson
Anderson, J.R. (2005). Cognitive Psychology and Its Implications (6th Ed.). New York: Worth.
Boden, M. (1992). The Creative Mind: Myths and Mechanisms. Weidenfeld & Nicolson. edition,
Cardinal, 1990/1992.
Bransford, J.D., & Johnson, M.K. (1972). Contextual prerequisites for understanding: Some
investigations of comprehension and recall. Journal of Verbal Learning & Verbal Behavior, 11
(6), 717-726.
Burkholder, E.O., & Palaez, M. (2000). A behavioral interpretation of Vygotsky’s theory of
thought, language, and culture. Behavioral Development Bulletin, 9(1), 7-9.
Every time we teach children something, we keep them from inventing it themselves.
On the other hand, that which we allow them to discover for themselves will remain with
them visible for the rest of their lives.
- Jean Piaget
Page 18 of 18

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MISSION OUR LADY OF LOURDES FOUNDATION VISION

Facilitating Learner Centered Teaching

Cathrine Mae A. Ocampo, LPT.

Review of Prerequisites 4-18

Concept Map 5-18

Piaget’s Cognitive Development Theory 6-18

How Learning Occurs 6-18

Stages of Cognitive Development 7-18

Teaching Implications of Piaget’s Cognitive 10-18

Vygotsky’s Sociocultural Theory of Cognitive 12-18

The Role of Social Interaction 12-18

The Role of Language 12-18

Stages of Speech Development 13-18

Zone of Proximal Development 13-18

Teaching Implications of Vygotsky’s Theory 14-18

Answers to Review of Prerequisites 16-18

Answer to Self-Assessment Questions 16-18

Concept Inventory 16-18

Study Questions 18-18

At the end of this section, you should be able to:

• explain terms and concepts associated with Piaget’s cognitive theory;

This unit demands some prerequisite knowledge.

1. John claims that 5+3 and 3+5 are both equal to 8.

Retrieved from https://www.pinterest.ph/pin/191614159131333290/

PIAGET’S COGNITIVE DEVELOPMENT

How Learning Occurs

Figure 4. Adaptive processes of schema development. Adapted from McLeod

Stages of Cognitive Development

Figure 5. Piaget’s stages of cognitive development.

Adapted from Woolfolk (2016).

Figure 6. Sample Piagetian conservation tasks.

Teaching Implications of Piaget’s Cognitive Development Theory

• Consider the stage characteristics of the student’s though processes in planning

VYGOTSKY’S SOCIOCULTURAL THEORY OF

Figure 7. Key components of sociocultural learning.

The Role of Social Interaction

The Role of Language

Figure 8. Stages of speech development.

Zone of Proximal Development

Figure 9. Scaffolding as intervention to reach the zone of proximal development.

Teaching Implications of Vygotsky’s Theory

____1. Father models to his sone how to saw wood.

____3. Mr. Cruz requests Jose’s parents to tutor their son.

This inventory is not a test. There are no right or wrong answers.

On the answer sheet, write:

2 – if you are not sure what the concept means.

1 – if you feel that you do not understand the concept at all.

Name of Student: ______________________________________________

* Use short sized-bond paper for your answer.

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