Lesson 2 - Grand Round Assignment 2

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Presentation of Theoretical Application

Reading: Chapter None
  
 

Lecture Information:

Last week the Grand Round Assignment asked you to basically outline the student that you are going to be analyzing for the rest of this course.  That was really the creative part of the course.  Hope you enjoyed it!  Ha, Ha.  This week, we will begin analyzing the student from a theoretical standpoint.  I am asking you to start to think like a psychologist, therefore I am expecting somewhat of a clinical tone to your writing, minimizing slang, and conversational English.

Part 1:
The first part of this week's assignment is to fit Piaget's learning model, the assimilation or accommodation model from lesson 1, to your student.  If you would refer back to the diagram in Lesson 1, what you really do is simply fit the model to your student's life.  Outline what your student has as his schemata, his existing knowledge, and then have him encounter a new situation of some kind.  This is preferably something that you have observed or have some insight with.  According to Piaget's learning model, the student will feel either equilibration or disequilibration.  Then they will have to either assimilate or accommodate.  In other words, tell me the story of his experience with a new situation using Piaget's model as your framework.

Part 2:
The second part of this assignment is to then place the student in the appropriate cognitive stage from Piaget's Stages of Cognitive Development.  You do not need to summarize or go over all of the previous stages.  You simply and declaratively place the student in one of the four stages and then make your case that this is the appropriate stage for this student by outlining behaviors that fit the characteristics or cognitive challenges at that stage.  ;For example, if your student is in concrete operations, I would expect you to discuss your student's capabilities for at least one of the styles of conservation reasoning.  Also, you would discuss how they are doing with the characteristics of concrete thinking in classifying and categorizing their collections of baseball cards, dolls, or rocks.

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