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Delivery guides are designed to represent a body of knowledge about teaching a particular topic and contain:
- Content: A clear outline of the content covered by the delivery guide;
- Thinking Conceptually: Expert guidance on the key concepts involved, common difficulties students may have, approaches to teaching that can help students understand these concepts and how this topic links conceptually to other areas of the subject;
- Thinking Contextually: A range of suggested teaching activities using a variety of themes so that different activities can be selected which best suit particular classes, learning styles or teaching approaches.
Application - The changing role of education
- How Piaget’s ideas have been applied to education through the use of key stages, readiness, active learning and the concept of intelligence.
- How learning theories apply to the development of education and intelligence through growth mindsets and teaching through meaning not learning styles.
This sub topic draws upon learners’ knowledge of how the theories they have learnt about can be applied to education and therefore there is a significant emphasis on learners being aware of how research has made use of in real-life settings.
Learners will probably be able to come up with some of their own ideas of how the Developmental content lends itself well to applications in education by simply considering their own and others educational experience. Simple observations in the learners own families of younger children or even observations in primary schools (if permitted) should be encouraged to provide a more well-rounded understanding of the requirements for this sub topic.
Common misconceptions or difficulties learners may have:
Piaget’s ideas within education can be observed more easily than the learning theories. Simply looking at a scheme of work for primary school children should be able to highlight how his ideas are utilised within educational establishments. How learning theories apply to the development of education and intelligence through growth mindsets and teaching through meaning may be more challenging for learners to understand.
Conceptual links to other areas of the specification – useful ways to approach this topic to set learners up for topics later in the course:
As mentioned previously there are links throughout this whole section of the specification to research methods. Learners should also be able to make conceptual links to how this area applies to the key debates within psychology such as the nature vs. nurture debate. They could even consider cross cultural research and investigate how different cultures teach children differently to see if one culture adapts Piagetian or learning theories more than another.
Day care research task – in small groups learners could be asked to research different educational establishments such as a nursery, pre-school, primary school, etc… Learners should gather information on how each establishment has applied Piagetian ideas to education through the use of key stages, readiness, active learning and the concept of intelligence.
Following on from this task, learners could extend their research to look at different cultures educational establishments and see if there are any patterns in how Piagetian concepts are applied to education cross culturally.
Role play – alternatively, learners could imagine they are primary school teachers and their task is to prepare a lesson plan that matches the stage of development they have been allocated. It should also incorporate an active learning activity. They could then present this to the rest of the class.
Research task - using a map of the world identify one country for each learner in the class. Their task is to research how Piaget’s ideas have been applied to each country's education system. Findings could be presented to the class and pinned next to each country on the map.
Learners could keep notes of phrases different subjects they take have used which promote a growth mindset. Then compare which subjects use these the most.
Confidentiality would be important here if you choose to do this task and no names of any teachers should be recorded.
Silent debate. Learners work in pairs/small groups. Each group to be given a piece of flipchart paper with the statement ‘learners do not have a preferred learning style, the focus of teaching methods should be on the importance of meaning’.
As part of the silent debate each learner has to make a point (linked to a psychological theory/piece of evidence in relation to education) to refute or support this claim.
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