Cognitivism and Constructivism2.docx Cognitivism and Constructivism Western Governors University Congress Heights Elementary School is located in an urban neighborhood, in an underprivileged community. Congress Heig
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Cognitivism and Constructivism2.docx Cognitivism and Constructivism Western Governors University Congress Heights Elementary School is located in an urban neighborhood, in an underprivileged community. Congress Heights is tailored to serve underprivileged families. For instance, lunch is free, often they offer food or clothing drives, and many other programs are put in place to assist the families with daily needs. I serve a classroom of 22 kindergarteners, seven girls and fifteen boys. All of my students identify as African Americans. Growing up in an underprivileged neighborhood can make learning hard. Sometimes, my students are struggling with a lot of things much bigger than their kindergarten brains can understand, so often they act out or throw tantrums to express themselves. My students have endured many unthinkable tragedies such as death, constant violence, poverty, hunger, and many other social injustices. Dealing with such tragedies and unpredictable events, its important that my classroom have structure and routine. Daily my students know whats expected of them. My students have many different learning styles and needs. Some students require additional visual aids; think a louds, peer interaction and manipulatives. Section B Three key elements of Cognitivism, which could impact learning and teaching in an instructional setting, are schemes, adaptation and social interaction. Schemes organize information using cognitive structures (Ryan, 2013). Schemes allow people to recall events and informa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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