Piaget's Theory Of Cognitive Development By Woolfolsky

1216 Words 5 Pages
“Students who had three high quality teachers in a row were way ahead of peers who spent one or more years with less competent teachers” (Woolfolk, p.23). This is just one of the many statistics that exemplifies how important the quality of teachers is to the education system. The major topics that I will address in this paper are development, learning theory, motivation, assessments, grading, and teaching strategies.
Woolfolk discusses two different theories of cognitive development, Piaget’s and Vgostsky’s. Piaget’s consisted of grouping the events into three different categories: organization, adaption, and equilibrium. The first one is organization; he believed that humans are born with the ability to organize their thinking processes
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Operant conditioning is characterized by antecedent- behavior- consequence; altering the antecedent or consequence, or both, changes the behavior (Woolfolk, p.250). The behavior is either reinforced or suppressed, by either reinforcement or punishment. The two types of reinforcement are positive and negative; positive reinforcement is rewarding the behavior with a desired stimulus (Woolkfolk, p.251). An example would be rewarding a student with candy for every five math problems he gets right. Negative reinforcement still increases the behavior, but it removes an undesirable stimulus (Woofolk, p.251). When I was shadowing a teacher, I heard her say, before she put a video in, “If everyone behaves well during the movie, there will be no quiz on it after”. This was a very effective negative reinforce, because the kids did not want to take a quiz on the …show more content…
It is an important factor for many reasons, but one of the main ones is so I can know how to effectively reinforce or punish them. A student with a bad home life may not want to go home, so he or she may purposely earn detention or a student with an eating disorder is not going to be positively reinforced by a piece of candy. Reinforcement and punishment is most efficient if a teacher knows why the student is not adapting their behavior. Reinforcement in a classroom must be based on a schedule; there are three different types: continuous, interval, and ratio (Woolfolk, p.253). Continuous is reinforcement after every desired response; I, as a teacher, would not personally use this because if the students get bored of the reinforcement or it is taken away, the desired response may become extinct.
Interval schedules are based on the amount of time between reinforces (Woolfolk, p.253). Fixed-interval is the reinforcement after a set period of time. This reinforcement schedule would be beneficial in an autistic classroom because they need a schedule (Woofolk, p.153). For instance, having a quiz every Thursday would give them a routine to follow. Another type of interval- schedule is variable schedule, which is reinforcement after varying lengths in time (Woolfolk, p.153). An example of this would be pop quizzes over chapter readings, because it is

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