Module 21 Blog Post 1

The main idea of this chapter was the difference between heterogeneity classrooms versus homogeneity classrooms.  Heterogeneity classrooms consist of students of all academic levels.  These classrooms are beneficial to students who are lower achieving, but high-achieving students don’t benefit as much from this classroom setting.  Homogeneity classrooms have little variability between student’s ability levels.  This classroom benefits high-achieving students because they’re able to collaborate among peers of the same academic level as them, while lower-achieving students suffer because they have fewer expectations, and receive slower instruction.  The chapter talks about different ways to group students in the classroom based on achieving levels.  With-in class ability grouping groups students based on their ability level in the classroom.  This grouping is said to widen the gap between high and low achieving students.  Flexibility grouping methods are similar to with-in class ability grouping except for greater movement of students among ability groups. A common method called regrouping is where students are separated into homogeneous groups for math and reading instruction but stay in a heterogeneous classroom for the rest of instruction.  Cooperative learning was another important concept in which students are grouped together and work collaboratively.  Characteristics include interdependence, individual and group accountability, face-to-face interaction, interpersonal skills, and group processing.  In this method of learning students achieve better long-term retention and transfer of what is learned.  This learning approach is most effective for low-achieving students and less effective for high achieving students.  It’s important for teachers to use this method of learning effectively by teaching collaborative skills, monitoring student behavior, and providing assistance to groups. 

I think it’s hard for teachers and school systems to determine how to groups students.  How can they best benefit both high and low achieving students?

Vygotsky emphasized the role of social interactions in the development of cognitive processes such as problem solving, self-regulation, and memory.  Vygotsky compared children’s actual development level (working independently) with their potential development level (their highest level they can achieve with guidance from more capable individuals).  He would be in favor of grouping methods because he believed no learning was individual.  He would recommend heterogeneous grouping.  This would allow for scaffolding for the lower-achieving students in which the temporary social support of a higher-achieving student would assist the other student.   He believes that students at different levels can benefit from each other, and that students can benefit from those of higher knowledge such as adults or tutors. 

Piaget and Vygotsky’s learning views differ because Piaget believes development comes first in order to be able to learn.  Vygotsky’s views differ because he believes that through learning children can achieve higher levels of development.  Vygotsky believed that social interaction was key to learning while Piaget emphasizes a child’s experience and time are main factors. 

As I am doing this blog post, the textbook I’m reading influences my learning and the music I’m listening to eliminates the distractions from the people around me.  I am drinking Starbucks with caffeine that is stimulating my productiveness.  Overall I am not involved in any social interactions but I’m still learning from the text.