Chapter 2 Learning Log

What?

Cognitive and Linguistic Development - This chapter discusses the main theories of human cognitive development as theorized by Piaget and Vygotsky. Both are very different views about how we develop as human beings. Piaget talks about how students develop through external inputs. Vygotsky however believes that learning and cognitive development is an internal process and students develop through things like self-discovery.
The idea of linguistic development is another key element discussed at the end of the chapter. It is a more practical look at how we can involve our students in activities that will lead to better communication skills, specifically through language. This includes verbalization and socialization as well as reading and writing skills used in vocabulary and grammar development.

So What?

This chapter dealt with abstract theories about our students more than practical strategies for teaching (excluding linguistic development that is). The theories we hold on to by piaget and vygotsky really just try to understand what our students/children are going through. I definitely see the relevance of such theories and how we need to keep them in mind during our teaching.

Both theories ring true to me. I feel that we learn both by external aids and inputs as well as our own self discovery. I have loved watching our first child (who is now 8 months old) as he devel0ps so quickly. It is interesting to try and apply how these theories affect him.

Now What?

The most important theory to me was that of the zone of proximal development and scaffolding. I need to make sure that my lessons and learning activities are not too hard for my students, but still stretch them. It is so important to stay in this ZPD because otherwise our students won't be engaged in learning, and they will simply become a liability in the classroom.
I also like the theory because it involves scaffolding, which is something that we as teachers will definitely take part in. Not that we are the only tool used in scaffolding, but we need to structure our lesson plans so the students have access to the knowledge that is currently beyond them.