Mary Kempen

EDUP 515
Midterm Exam
5/22/14

1. Jean Piagets Theory of Cognitive Development describes the processes we undergo that result
in learning and development, and Lev Vygotskys theory of the Zone of Proximal Development
proposes how we can better facilitate the processes Piaget describes. According to Piaget, we
humans inherit a natural tendency to organize thoughts into systems and a tendency to adapt to our
environment. As we encounter information, we form schemes in our minds that allow us to
think about it. We then continually compare new experiences and information to our existing
schemes. If we successfully fit the new information into an existing scheme of what we already
know, we assimilate the new information. If we decide our existing schemes do not fit the new
information, we change our schemes to accommodate the information. When we notice that our
schemes are not working to help us understand a new situation, we experience disequilibrium, and
we act through assimilation and accommodation to restore equilibrium. We will only do so,
however, if the new situation is sufficiently different from what we already know as to require
change in our thinking and if the situation is not so different from our existing knowledge as to be
beyond our understanding with the schemes we have and are currently able to modify.
Vygotskys Zone of Proximal Development describes the area in which Piagets
disequilibrium can occur. It is the area between what the student already knows and what the
student can learn through adult guidance or in collaboration with more capable peers (Woolfolk
59, quoting Vygotsky 1978, 86). According to Vygotsky, teachers can assist students in their
Zones of Proximal Development, the areas just beyond what the students know, with clues,
reminders, examples, etc. These structural supports or scaffolds enable the students to work
through more quickly than if they worked on their own the processes of organization and
adaptation that Piaget would claim they are undergoing.
Piagets and Vygotskys theories are considered basic to the teaching/learning process
because they help teachers understand where instruction may be most effective. If we observe
what problems the students are able to solve and what the students are doing as they solve them,
we can identify teaching methods that better fit to help the students advance to their next levels of
understanding.

2. As students enter adolescence, they begin to struggle with the question of Who am I? in
regard to their gender roles and their religions, among other areas of their identities. They may
question the religious beliefs of their parents, explore religions other than those of their
upbringings, or delve more deeply into the religious traditions they already know. They may
decide to pursue activities more associated with a male or female gender such as sports fandom or
using make-up. A student may also decide to resist gender stereotypes and struggle with social
pressures to conform to expectations for his or her sex; for example, a male might decide to wear
clothing considered appropriate for women. If we take self-concept to be a synonym for
identity, the role of the teacher in fostering a positive self-concept is to provide students support
as well as knowledge they can use to make decisions that will satisfy them. Teachers can make
available information about different careers that students can explore before settling upon one.
Teachers can provide models of persons of different genders who have pursued those careers so
students may better navigate the formation of their gender identities. Classes could incorporate
study of different religious traditions. If a student seeks guidance with an issue of gender or
religious identity, the teacher could share examples of others who have had similar struggles (not
other students but rather people who are willing to share their stories) so the student does not feel
like he or she is alone, or the teacher could make referrals to counselors with greater competence in
the area of the issue. To offer further support, a teacher could tolerate experimental adolescent
behaviors that are not harmful and do not interfere with learning. For instance, the teacher would
not express annoyance when girls begin to use upspeak, an upward intonation of every sentence
as if it were a question.
To foster positive self-esteem, teachers should provide students opportunities to
experience competence and feel successful. Teachers may focus more on making participation
available for all students and encouraging cooperation rather than competition in the classroom so
all students may have a chance at being and feeling successful instead of just the one best winner.
Feedback on student work may compare the students current work to the students previous work
rather than to the work of other students. Teachers may honestly praise authentic improvements
in the students work. Finally, when students make mistakes, teachers could provide support for
correction or second chances.

4. A classroom in which students are open-minded, tolerant, and empathetic to differences has as
its foundation a shared respect for all people regardless of difference. To instill that respect, I
would begin with a set of rules that stress we will show respect at all times, we will cooperate and
share with and include one another in our activities, and we will otherwise treat people well. I
would link these rules to the academic objective of learning Spanish so students have an additional
reason to comply; language learning takes place through interaction with others. We learn to
speak a language from speaking and listening to each other. You really cannot learn a language
well unless you are willing to reach out to others and risk making errors publicly, so we must all be
supportive of each other or all of us will have fewer opportunities to learn. Next, throughout the
course we would explore cultural differences. I would craft assignments that would ask students
to analyze or describe aspects of the cultures of the Spanish-speaking people we study in texts or
videos. As part of the assignments, students must withhold judgement or expressions of their
opinions or feelings toward the culture. Students could then link what they learned to their own
cultures and identify differences or similarities. After they have learned to acquire knowledge
about and tolerate cultural differences at a distance, we could discuss empathy for and tolerance
of differences among the people with whom the students personally interact.
In the event that students failed to respect a peers difference, I would correct the situation
with a reference to the rules, a review of lessons on empathy, or a role-play scenario to encourage
the students to put themselves in the place of the peer. I would also attempt to find ways to
encourage more positive interactions among different students such as creating new workgroups
and new projects that would require the contributions of each group member for successful
completion. Beyond the classroom, I would expect the students to maintain respect for others. If
I witnessed a lapse, I might call the students attention to the problem behavior. If the behavior
takes place during an extra-curricular activity, I might make the students continued participation
in the activity contingent on a show of respect.