Cognitive development among learners
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COLLAPSE
Cognitive development among learners is marked by decision making (Schneider & Stern, 2010). Learners react differently to issues that face them daily. Thus, if the learners feel that they need their opinion heard by the faculty, they tend to express their views. In most cases, change does not always result in a positive reaction. It can cause discomfort. Therefore, most of the learners can express themselves. Cognitive development among learners is mainly characterized by decision making and rapid response to all forms of discomfort.
Moreover, many learners do not like sharing their personal experiences as they fear judgment from the rest of the members. Also, they are aware of their own space and will always fight to have freedom for choice. In cases where they are asked about personal opinions, they think that the faculty is interrupting their freedom. Cognitive development among learners is also affected by technological advancement (Darling-Hammond et al., 2019). Most of the learners have technical skills and would like to put them into practice. Hence, they want to carry most of the activities online rather than in a physical location like a classroom.
The faculty needs to consider the needs of the learners. It needs to incorporate the opinions of the learners before deciding on the various changes for the institution. Incorporating the views of the learners ensure that the learning approach applied matches the needs of the learners. For instance, the faculty can include online classes where students will be taking their courses via the internet. Besides, the institution can consider adopting tutorial teachings that are administered by teaching assistants. In this way, the learners will have quite a good time while studying, and they have a better understanding. The faculty will reduce the level of discomfort among the learners.
References
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2019). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97-140. https://doi.org/10.1080/10888691.2018.1537791
Schneider, M., & Stern, E. (2010). The cognitive perspective on learning. Educational Research And Innovation, 69-90. https://doi.org/10.1787/9789264086487-5-en
here instruction
Read a selection of your colleagues’ postings. As you read their responses, note those to which you would like to respond with advice, questions, comments, and/or encouragement.
Respond to two or more of your colleagues’ postings in any of the following ways:
Provide feedback on the explanation of the students discomfort according to the cognitive development theory provided in your colleagues post.
Propose an alternative viewpoint on the cognitive development theory used to describe the discomfort of this group of students.
Ask a question.
Share an insight additional recommendations of how you think faculty could help to alleviate the groups discomfort.
Note a similarity or difference to the recommendations for faculty to help alleviate the groups discomfort that you shared in your posting.
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Cognitive Development
The Developmental Instruction Model could help examine why the students felt discomfort with the new instructional strategies. There are four variables of challenge and support that describe this model: structure, diversity, experimental learning, and personalism. According to this model, students in the early stages value structure as a support whereas students who have advanced further may consider a more open-ended approach that gives them latitude (Patton et al., 2016). The students in this scenario feel discomfort because they are still in the early stages of cognitive development. Students in the early stages need to practice diversity, experimental learning, and personalism, which may be lacking in the traditional classroom. These stages require encouraging students to consider alternatives and perspectives and helping them make connections to the subject matter.
A classroom structure may be an abstract experience, but it is also a concrete one (Kolb & Kolb, 2009). With a large classroom of 150 students, students were not used to concreteness, directness, and involvement contained in learning activities. Now that they are in smaller sections, they are adapting to a more complex classroom structure as they are still used to limited interactions (Patton et al., 2016). Students prefer to interact with their peers online as opposed to in the classroom because they have not achieved personalism as it plays a significant role in the early stages of cognitive development. Faculty can move students past their discomfort to a new level of understanding by creating learning activities and environments that connect with and support students cognitive processes. Faculty can create a safe environment that encourages risk-taking while also practicing enthusiasm for the material, availability, and providing comprehensive feedback (2016).
References
Kolb, A. Y. & Kolb, D.A. (2009). Meta-cognitive aspects of experimental learning. Retrieved from: http://sag.sagepub.com.ezp.waldenlibrary.org/content/40/3/297.full.pdf+html.
Patton, L.D., Renn, K.A., Guido, F.M., & Quaye, S.J. (2016). Psychosocial identity development. In John Wiley & Sons, Inc (Eds.), Student Development in College: Theory, Research, and Practice. San Francisco.
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Instructors have made participation with other students in the class a significant portion of students grade. It has forced discussion among students who have opinions about everything and students who would rather listen and observe. For example, when I enrolled in this course, I saw that there would be group discussions that I had to participate in for a grade. I am an observer, not a communicator. I thought to myself what if my learning community didnt think my responses to questions made no since. What if my answers and dead wrong. Ive always been that student who thought it was safer to stay silent, and leave the floor open to the classmates who were eager to collaborate.
It can be assumed there are a few non-traditional students in this scenario. Their experience in the workplace may account for their ability to see faculty as co-learners and accept multiple truths (Laureate Education, Inc., 2010). The faculty in the scenario, like many, are challenged with nurturing a learning environment within their classroom. The instructors must take their findings and use them for the advancement of their students. For example, the students are given the same textbook(s). Online discussions prove that students develop differentiating ideas when given the same information. Introduction to Social Psychology is filled with research methods, theories, and statistics that promote competitive thinking in how it relates to todays society. Discussion among students is a great step towards multiplicity, quasi-reflective thinking and transitional knowing.
Understanding other perspectives is enhanced when done so through direct interaction with those who have a different perspective as long as the environment is safe and the purpose well-crafted. The students presented in the scenario are uncomfortable in sharing their personal opinions or collaborating with one another.
Instructors are expected to have the answers to students questions regarding the subject matter. The facultys job is to help students acknowledge and accept varied perspectives from peers, instructors, and themselves. The facultys decision to have their teaching assistants lead tutorial sessions may have been driven by the idea. Teaching assistants are typically upperclassmen who have taken the course with the same instructor. They are not exactly authority, but their teachings may be valued due to their recent experience in the course and ability to deliver content in a relatable way that all students understand.
References
Laureate Education, Inc. (Executive Producer). (2010). Understanding students: Learning, development, and diversity: Learning to reason. Baltimore, MD: Author.
Skipper, T. L. (2005). Student development in the first college year: A primer for college educators. Columbia, SC: University of South Carolina, National Resource Center for the First-Year Experience and Students in Transition.
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