Seven Take-Home Messages from the Reading from Blakemore and Choudhury's (2006) article, Fischer's (1980) article, Gardner and Hatch's (1989) article, John-Steiner and Mahn (2012) article, Mirza's (2008) article, Sanders' (2013) article, and Shabani, Khatib, and Ebadi's (2010) article.

 Author: By Santosh Kumar Biswa, Sr. Teacher, Damphu CS, Tsirang, Bhutan

The reading materials on cognitive development have been enlightening, and I have gained a lot of insight that will inform my teaching practice. The various theories discussed in the course have significant implications for education, particularly for teachers and educators working with children and adolescents.

The take-home message from Blakemore and Choudhury's (2006) article on adolescent brain development is that educators should recognize that adolescents' brains undergo significant changes during this period, which can impact their behavior and decision-making abilities. As I reflect on this article, I realize how crucial it is for educators to recognize that the adolescent brain undergoes significant changes during this period, which can impact their behavior and decision-making abilities. It's concerning to acknowledge that most teachers do not incorporate this understanding into their instructional practices in their classrooms. However, with this newfound awareness, I recognize that this understanding can inform policies and programs aimed at promoting positive outcomes for young people. As a result, teachers should make an effort to understand the increased risk-taking and susceptibility to peer influence among adolescents and incorporate this knowledge into their instructional practices. By doing so, educators can develop effective interventions and support systems for adolescents, such as providing opportunities for students to develop their executive function and social cognition skills through structured activities and collaborative learning experiences. Moreover, teachers can encourage positive peer interactions and guide how to resist negative peer pressure. I realized that understanding the unique features of adolescent brain development can also inform policies and programs aimed at promoting positive outcomes for young people, such as developing curriculum and resources that are tailored to the developmental needs of adolescents and providing targeted support and interventions for students who are struggling (Steinberg, 2014).

The take-home message from Fischer's (1980) theory of cognitive development is that educators should recognize the active role of children in their cognitive development and create opportunities for active and self-directed learning. Understanding cognitive development can aid in supporting students in constructing their own knowledge and skills. This theory can inform instructional practices that support the development of children's cognitive skills and knowledge. Unfortunately, many teachers fail to incorporate this theory into their teaching practices, which results in limited active and self-directed learning opportunities for students and a lack of cultural responsiveness in the classroom. Personally, I was not aware of this theory before learning about it in this course. However, I now understand how understanding cognitive development can aid in supporting students in constructing their own knowledge and skills. By acknowledging the active role of children in their cognitive development, teachers can create opportunities for students to participate in active and self-directed learning. Fischer's (1980) theory also emphasizes the significance of context and culture in shaping cognitive development, highlighting the need for culturally responsive learning environments that are relevant to the student's experiences and backgrounds. Teachers can harness their students' diverse perspectives and experiences to create an inclusive and supportive learning environment. Moreover, Fischer's theory asserts that learning is a continuous process that happens through interactions with the environment (Fischer & Bidell, 1998). I realized that I could facilitate this process by providing opportunities for children to experiment and explore new ideas and concepts and by developing a supportive and engaging learning atmosphere. By grasping the cognitive development process, I can better assist students as they construct and manage their cognitive hierarchies.

The take-home message from Gardner and Hatch's (1989) theory of multiple intelligences is that traditional approaches to education often prioritize certain intelligence, such as linguistic and logical-mathematical abilities, while overlooking the diverse strengths and talents of students who possess other intelligence, such as musical or bodily-kinesthetic intelligence. I can see how this may negatively impact students and their learning experiences, as well as limit their overall potential for success. In most cases, teachers fail to design instructional practices that cater to the diverse intelligence of their students, engage in extracurricular activities, and invest in resources that support the development of different intelligences. It can be due to the class size or because they are content-oriented. Even I never thought of it while teaching because I was not aware of it. This unit has helped me understand the importance of recognizing and nurturing multiple intelligences in students. By designing instructional practices that cater to different intelligences, teachers can enhance their student's learning experiences and promote a more inclusive and diverse approach to education. Teachers need to use various forms of assessment to evaluate their students' strengths across different intelligences and provide opportunities for them to apply their unique skills and talents in different contexts. Moreover, incorporating the theory of multiple intelligences into curriculum development and resource allocation can help create a more well-rounded educational experience (Armstrong, 2009). This can involve expanding course offerings and extracurricular activities to cater to a wider range of intelligence, as well as investing in resources and materials that support the development of different intelligences. As a teacher, I now recognize the importance of understanding and utilizing the theory of multiple intelligences to create a more inclusive and effective learning environment for all students.

The take-home message from John-Steiner and Mahn (2012) is that considering the cultural context of learning and the role of social interaction in shaping learning experiences is essential. As an educator, it is crucial to recognize and appreciate the diverse cultural backgrounds and experiences of our students and create a learning environment that promotes inclusivity and respect (Gay, 2010). However, it is often easier said than done. I realize that I have not been incorporating culturally responsive teaching strategies effectively and have not been designing learning activities that draw on the cultural tools and practices of my students. The reading from this course has opened my eyes to the significance of incorporating culturally responsive teaching strategies in my classroom. I need to design more effective interventions that support the needs and strengths of all learners, not just content-oriented activities. I need to create learning experiences that involve social interaction and collaboration, which can support the development of shared knowledge and understanding. I also need to consider the diverse cultural backgrounds and experiences of my students and incorporate them into my instruction. The sociocultural framework provides me with valuable tools and insights to design learning activities and assessments that draw on the cultural tools and practices of my students. I can incorporate their native languages, cultural artefacts, and symbols into classroom activities to make learning more relevant and meaningful to them. Additionally, I can design learning experiences that involve social interaction and collaboration to promote the development of shared knowledge and understanding. Thus, the sociocultural approach has important implications for education, and educators must use this framework to create a more inclusive and respectful learning environment. I am committed to applying this approach in my classroom to ensure that my students receive an education that recognizes and values their cultural identities and experiences.

The take-home message from Mirza's (2008) article is that educators need to take an intersectional approach to education and create inclusive and supportive learning environments for all students, including those from marginalized groups. Although our education system may not practice discrimination, we must recognize that students from different cultural backgrounds may face unique challenges and barriers to success that we need to address. As an educator, I now realize the significance of incorporating diverse perspectives and voices into the curriculum and instruction. This includes highlighting the experiences of black women and other marginalized groups through texts and materials that promote empathy, understanding, and respect. Additionally, creating opportunities for students to share their own perspectives and experiences can enhance classroom discussions and foster a sense of community and belonging. Building strong relationships with all students, particularly black women, and other marginalized groups, is also critical. Providing emotional and academic support as needed can help students overcome obstacles and achieve their full potential. This might involve mentorship programs, providing additional resources, or simply listening and responding to student's needs in a compassionate and empathetic manner. Thus, Mirza's article has helped me recognize the importance of taking an intersectional approach to education and being intentional about creating inclusive and supportive learning environments for all students.

The take-home message from Sanders' (2013) article is that educators must recognize and address the complex developmental needs of adolescents. This includes supporting their psychosocial and social development, as well as their cognitive development. I realize that educators play a critical role in creating supportive learning environments that meet the diverse needs of our students. In my reflection, I acknowledge that, like many teachers, I may have overlooked the psychosocial and social changes that occur during adolescence while focusing on cognitive development. However, after reading the article, I realized the importance of fostering supportive relationships with my students, providing mentorship and guidance, and creating opportunities for collaboration and teamwork. Furthermore, as an educator, I can incorporate strategies that promote cognitive flexibility and executive functioning (Diamond and Lee, 2011) into my instructional practices to support students in navigating the challenges and opportunities of adolescence. I can provide opportunities for critical thinking and problem-solving activities, use metacognitive strategies to reflect on their thinking, and encourage students to approach problems from multiple perspectives. Additionally, I can support the development of positive peer relationships and guide how to navigate the social and emotional aspects of adolescence. In doing so, I can help my students thrive during this important period of development and prepare them for future success.

The take-home message from Shabani, Khatib, and Ebadi's (2010) article is that the zone of proximal development (ZPD) is an important concept with instructional implications that can guide teachers in promoting learning and development. The zone of proximal development (ZPD) is a new concept to most teachers in my school. Even in my case, I knew about it after taking this course, even though I conduct collaborative activities in my classroom. The information provided through the text by Shabani, Khatib, and Ebadi (2010) has helped me grow professionally. I realized that incorporating collaborative learning opportunities into my instructional practices can help me promote inclusivity and respect for diversity in the classroom. By identifying and building on students' existing knowledge and skills, providing appropriate levels of challenge and support, and promoting collaborative learning opportunities, teachers can effectively use the concept of the ZPD to guide their teaching practices. Furthermore, the article highlights the need for ongoing teacher professional development in understanding and applying sociocultural theories of learning and development. Therefore, teacher education programs should include training on Vygotskian concepts to support effective and student-centred teaching practices.

In conclusion, the reading materials on cognitive development have helped me better understand the developmental needs of my students and how I can support them in their learning journeys. By incorporating the various theories into my teaching practice, I can create a more inclusive and supportive learning environment that meets the diverse needs and strengths of all learners.

 

References

Armstrong, T. (2009). Multiple intelligences in the classroom. ASCD. https://www.ascd.org/books/multiple-intelligences-in-the-classroom-second-edition

Blakemore S.J., & Choudhury, S. (2006). Development of the adolescent brain: Implications for executive function and social cognition. Journal of Child Psychology & Psychiatry, 47. https://onlinelibrary.wiley.com/doi/epdf/10.1111/j.1469-7610.2006.01611.x

Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4 to 12 years old. Science, 333(6045), 959-964. https://doi.org/10.1126/science.1204529

Fischer, K. W.  (1980, November).  A theory of cognitive development: The control and construction of hierarchies of skills.  Psychological Review 87(6), 1-55.  https://www.gse.harvard.edu/~ddl/articlesCopy/FischerTheoryCognDev1980_old.pdf

Fischer, K. W., & Bidell, T. R. (1998). Dynamic development of psychological structures in action and thought. In W. Damon & R. M. Lerner (Eds.), Handbook of Child Psychology, Vol. 1: Theoretical Models of Human Development (pp. 467–561). Wiley. https://doi.org/10.1002/9780470147658.chpsy0112

Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). Teachers College Press. https://www.tcpress.com/culturally-responsive-teaching-9780807750780

Gardner, H., & Hatch, T. (1989, November). Multiple intelligences go to school: Educational implications of the theory of multiple intelligences. Educational Researcher, 18 (8), pp. 4-10.

https://www.jstor.org/stable/pdf/1176460.pdf?casa_token=l9PFNGIWeYMAAAAA:Nht3ps8qQ_3YpyWn732lh-oZ0XCmmNr0EdRgiDS9Fg--7B6gCt1x5GRPLTXeACtNWsqTbsa7RbqgXM9oS9mXURs1NjNI8BSdSccaSYmYj3QJJGfMpnA

John-Steiner, V., & Mahn, H. (2012. December). Sociocultural approaches to learning and development: A Vygotskian Framework. Educational Psychologist, 31(3/4), 191-206. https://www.researchgate.net/profile/Holbrook_Mahn/publication/233858618_Sociocultural_Approaches_to_Learning_and_Development-A_Vygotskian_Framework/links/0fcfd50c3d30ccc22e000000.pdf

Mirza, H. (2008). Race, gender and educational desire: Why black women succeed and fail. https://my.uopeople.edu/pluginfile.php/1690217/mod_book/chapter/427694/Mirza-Race%2CGender%2CEquity.pdf

Sanders, R. A. (2013). Adolescent psychosocial, social, and cognitive development. Pediatrics in Review, 34(8), 354–359.

https://renaissance.stonybrookmedicine.edu/sites/default/files/Adolescent%20Psychosocial%20Cog%20Development.pdf

Shabani, K., Khatib, M., & Ebadi, S. (2010, December). Vygotsky's zone of proximal development: Instructional implications and teachers' professional development. English Language Teaching, 3 (4), 237-248.  https://files.eric.ed.gov/fulltext/EJ1081990.pdf

Steinberg, L. (2014). Age of Opportunity: Lessons from the New Science of Adolescence. Mariner Books. https://www.amazon.com/Age-Opportunity-Lessons-Science-Adolescence/dp/0544570294