Observation Of Student Learning

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As teachers, we plan for student learning, we plan for success of the student and, we teach students in hopes that they will learn. As teachers, we do a lot of things to ensure that some type of learning is taking place within our classroom, but have we ever stopped and thought to ask our students “what is learning”? When they are completing assignments, homework, or projects, are they thinking about learning or is it just something that just sort of happens? According to 14 year old Jane Doe, “learning is understanding what makes every place their own place and everything their own thing.” Through several observations, interview sessions, research and talking with her other teachers, I was not only able to see how different theories of cognitive and social development tied into her learning patterns, but I was also able to see how Jane’s custom definition of learning came alive in her mind, and why she thought of learning the way she did.
ACCORDING TO PIAGET According to Piaget’s theory of intellectual development, Jane Doe, at age 14, has exceeded the concrete operational and is well into the formal operational stages of development (Eggen & Kauchak, 2010, P. 37). I was able to justify
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When asked what her favorite extracurricular activity was she responded with,“ Cheerleading. I love the team building and sense of family and togetherness when we all come to practice.” When asked the question why does she like to be involved with teams and team building ideas, she responded with,” I believe that you can build off of everyone else 's’ ideas, if you have more that one idea coming together, you end up with one really big one.” When noting her responses, I observed that peer influence that Bronfenbrenner mentions has a big impact along with Vygotsky’s theories play a major part in social and cultural development. (Eggen & Kauchak, 2010, P.

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