An analysis of the cohesiveness of Piaget's functional invariants in approaching the instruction task in the classroom.
Written in 2009; 1,320 words; 7 sources; APA; $ 44.95
Paper Summary:
This paper discusses how multicultural backgrounds give rise to varying perceptions and cognitive perspectives on an individual basis from student to student and how the comprehensive management and orientation plan today must address not only the diversity of students, but the goal of systemization of the learning process and experience. In particular, the paper looks at how the use of Piaget's function invariants becomes extremely helpful because it provides a cohesive sense of developing a systemized learning plan, a plan that addresses the commonality of human cognition and de-emphasizes proactive and cognitive disparities that arise from multicultural backgrounds.
Outline:
The Cohesiveness of Piaget's Functional Invariants in Approaching the Instruction Task
The Staged Approach to Cognition
Managing Interpersonal Relationships in the Classroom
Covenant Management Integration
Content Management Integration
From the Paper:
"Piaget applied a staged approach to learning, where he defined functional invariants as intellectual functions "unchanged through development," consisting of the three stages of organization, adaptation and equilibriation (Miller, 1993). Thought is the integration or organization of cognitive systems. The second stage is concerned with how organisms interact with the environment. Equilibriation is the balance of interaction between these two cognitive processes, and reminds me that I am constantly balancing different cognitive dynamics that need to be identified according to an ongoing and systemized basis. The balancing process of cognition struck me as the key aspect in an increasingly efficient standardized approach to organizing and staging the learning process of the instructor. "
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