Module 4 reflection
Prompt: What are some similarities and/or differences* between these two theories of development: Piaget (Module 3) and information processing (Module 4)? Explain how this student work sample shows characteristics of information processing and/or Piaget’s learning theory EM_Work_Sample_1.pdf. (I invite you to download this student work sample and then upload it to your reflection as an attachment or image for reference as you write your reflection.)
I am deciding to post this reflection under the HOPE principal, E1 – Exemplify professionally-informed, growth-centered practice. I think it is very worthwhile to be aware of theories of development when crafting my lessons. By being informed and having learned about Piaget’s Stage theory and Information Processing theory, I will be able to utilize both in planning my lessons with the intention of maximizing student growth. The work sample is attached below.
Information Processing. Information Processing is a theory of development that treats human learning in a similar fashion to the way in which a computer will learn. Information Processing is built around short and long term memory, and the interactions that will occur between the two. In this work sample, the worksheet is acting as a summative assessment for lesson/s that were taught on fractions. The student has shown that they are able to access their long term memory that holds the knowledge of how to complete fractions gained through the lessons. In solving the fraction problems, the student is simultaneously utilizing their short term memory to count each individual shapes total parts and shaded parts. Their long term memory has enabled them to know how to solve the problem and their short-term memory allows them to solve them.
Piaget. Piaget created a stage theory of development. Children will move through the following Piagetian stages as they grow; sensorimotor, preoperational, concrete operational, and formal operational. The student who has completed this worksheet, is most likely operating in the concrete operational stage. Pressley and McCormick (2007), mention that “children view sets of objects, some of which are subsets of each other, and they answer questions about the subset relationships” (p. 64). In this example, the shaded region is a subset of the whole figure. The student has been able to assimilate the information that has been taught in a lesson on fractions, and apply it to the worksheet because it is familiar or similar in nature as the lesson material.
Pressley, M. & McCormick, C. B. (2007). Child and adolescent development for educators. New
York, NY: Guilford Press.