Practical Piaget in the Classroom

Author(s): Christy Hammer

Source: The English Journal, Vol. 70, No. 7 (Nov., 1981), pp. 56-58
Published by: National Council of Teachers of English
Stable URL: http://www.jstor.org/stable/817481
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 A New Contributor

Practical Piaget
in the Classroom

Christy Hammer

When we come upon a group of students in the

hall or at a social event, few of us are surprised
that they each react to us in a different way. Yet
in class when we give an assignment, we wonder
at the variety of responses:

I don't get it.

This is dumb; why do we have to do this?
Okay, let's get started. Where are the materials?
Could I do it this way instead?

Varying from total confusion about the assign-

ment itself to a desire for an alternative assign-
ment, these reactions are related to what Piaget
called developmental stages. He believed children
move from one developmental stage to another,
and they must complete one stage before progress-
ing to the next one. What students focus on, what
they pay attention to, and what they can or cannot
do are all affected by their current developmental
level.
Ten years ago, several of us at Mickle Junior
High became interested in how Piaget's ideas
could be put to use in our basic studies classes,
a two-hour block integrating English and social
studies. After taking classes in adolescent psychol-
ogy and working closely with Toni Santmire, we
decided to try grouping students, not by ability
but by conceptual level, a model based on rela-
tionships through which students move in devel-
opmental stages.
We used the Paragraph Completion Method
designed by Hunt, Harvey, and Schroeder to
determine students' stages, for the instrument
reports their views of authority, interpersonal
conflict, and ambiguity.'
We have become perceptive at observing stu-

56 English Journal

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dents and recognizing specific characteristics of
each level. We need to remember in placing stu-
dents that the conceptual level is not related to
intelligence.
Secondary students are usually at one of three
stages.
Stage A
Students in Stage A are generally concrete in
their thinking patterns; their reactions are often
physical, especially in response to name-calling
Their written expression is not as good as their
oral expression. Although they have an image
in mind, they often have difficulty putting this
image on paper. Choosing a main idea for writing
is difficult, but a teacher can help by showing
a picture and having students brainstorm. This
process helps students understand how to write
details to support a main idea, and from those
details a model paragraph can be developed by
the class before they attempt to write one on their
own.

from other students. Their self-control is low,

as is their frustration level. If they do not under-Stage B
stand what to do with an assignment and the As students move into Stage B, they are still at
teacher is not readily available, they claim the a concrete stage, but they are better able to work
assignment is "stupid," or they begin visiting in small groups and handle some choices. They
with a neighbor rather than working. They areare still teacher-oriented and want to be told what
easily confused, and when they want help, they to do. They will work their hearts out if they
want it immediately. know what is expected, because they are concerned
These students need structure. Because they about doing the right thing and following rules,
are not yet able to provide that for themselves, and they believe that anyone who breaks a rule
the teacher must provide it. The classroom and should be punished. Rules need to be consistent
materials should be well organized. Students need so students see a stable environment where every-
to know exactly what is expected of them. They one has an assigned role, and those rules, as well
appreciate having the day's plan on the black- as rules for proper behavior, must be clearly
board when they come into the room, and they defined. Because these students see everyone as
like to have it followed. They work best individ- being the same, they usually feel that being
ually or in large group discussions. Small groupdifferent is wrong. They do not want to be con-
work does not seem to work well at the beginningsidered different, even if it might be in a way
of the year, but eventually, if the work is struc- society views as positive. They see situations in
tured, they can function quite well for ten toblack and white; there are no greys. Everything
fifteen minutes. must fit into its proper compartment. Because
Content must be highly organized. They like these students have little faith in their opinions
study guides for reading (as long as they are and feel they may be wrong, teachers must create
not overburdened with questions), but questions an atmosphere where students can feel comfort-
should be specific, ones they can find answers for
able expressing themselves. Discussions focusing
in the reading. Tests should be short and objec- on values related to novels they are reading are
tive. In viewing a film and focusing on mainespecially applicable. They also need opportunity
ideas, they need to know what to watch for. Studyto express themselves in writing, especially self-
guides need to be discussed and/or corrected expression.
almost immediately, the same day if possible. Seventy to eighty percent of seventh graders are
Crossword puzzles, word searches, and scrambledin Stage B, a stage which may last through adult-
sentences give students a chance to work with hood. Much of society reinforces that there is a
content in an alternative way, yet these also serve right way with no in-betweens, and to be different
as reinforcers of characters' names, vocabulary is, in some contexts, considered bad. Based on her
words, or terms. Many like to work with their research, Toni Santmire believes approximately
hands. They enjoy taking a list of the events sixty-five percent of the adult population is in
from a chapter of a novel, cutting them apart, Stage B.2
moving them around until they get them in the
proper order, and then copying them on another Stage C
sheet of paper. They also like "hands on" projects Transition into Stage C is uncomfortable for
-dioramas, collages, models, and drawings. many students and their teachers. Because they are

November 1981 57

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beginning to see themselves as different from other ing in small groups and large groups exchanging
students (although they may still see the rest of the ideas. Although listening to others is difficult for
students as the "other"), they are unsure of them- many of them because they want to express their
selves. These students focus on their needs and views, they need to realize there are other people
ideas and often do not consider other students' in the classroom whose views count.
points of view. They want to be different, and When
they students are grouped by conceptual level,
want to be recognized as being different. They and developing activities for them is
planning
may wait for the teacher to say somethingeasier,
so theyonce teachers become aware of what to do
will have the opportunity to say, "Yeah, butand how
... "to do it. However, even when students
Although they often do not like an assignment as
are so grouped, they are different in other ways,
it is given and they want to be different, and
theyother
are elements of learning styles are evident.
usually unable to suggest an alternative assign-
Teachers who prefer to work with a specific level
ment. At times they become so uncomfortable may be happier with that group for at least part
that they return to Stage B. Teachers can help of a year.
them during this difficult time to realize it is Teachers who cannot set up classes by these
acceptable to challenge anyone or anything, but levels can still apply this theory in their hetero-
these students can be frustrating for teachers. No geneous classrooms. Students can work in small
matter how many alternatives teachers offer, stu- groups, grouped by conceptual level or hetero-
dents want something different, but they want the geneously, to compile data, to share facts, to
teacher to come up with that option. It may be sequence events. Then, in a large group discus-
best to leave two or three options off a list of sion, students can draw inferences and evolve
suggested projects to be able to offer one when hypotheses.
Stage C students want something special. Working with students grouped by conceptual
Students in Stage C are becoming more aware level is no panacea. It does offer one way of
of themselves. They are beginning to define them- looking at students and recognizing what can be
selves. They are questioning themselves. Novels done to provide them with a stimulating environ-
which deal with justice, prejudice, and relation- ment for learning.
ships between people facing problems are espe-
cially valuable. Writing activities which permit Notes
them to write out their feelings and their reactions
may help them sort through their own feelings. 1. David E. Hunt, "Learning Style and Student
Needs: An Introduction to Conceptual Level," Student
These students like to work individually and Learning Styles, Diagnosing and Prescribing Programs
stand alone. They need opportunities to structure (Reston, Virginia: National Association of School
their time and meet long-range goals, deadlines, Principals, 1979), p. 30.
and activities, to look at various sources and 2. Toni Santmire, "Adult Learning and Develop-
ment," presentation taped at Lincoln Public Schools,
points of view, and to analyze materials at more
abstract levels. More inquiring and self-asserting Nebraska, September 17, 1980.
Lincoln,
than students in earlier stages, Stage C students
do not rely on a teacher's directions. Given the
objectives, they are able to generate their own
alternatives. As they become more secure, they
stand up for their convictions. Christy Hammer teaches at Robin
Mickle Junior High School,
Though these students usually prefer to work
Lincoln, Nebraska.
individually, most need to spend some time work-

58 English Journal

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