Thoughts+on+the+Piaget+Article


 * __ Questions to spur discussion: __**


 * In your current experience of education, what is peer learning? in what contexts might a student experience peer learning, as defined in the article?**
 * Answer:**
 * Peer learning is the free exchange of ideas between two or more students where critical learning and deeper understanding occurs. A student might experience peer learning as defined in the article when the teacher encourages discussion as in formats such as compare and contrast, cause and effect, debate, point of view, the socratic method,or group projects such as building dioramas, creating a speech, a poster, etc. If the teacher provides a welcoming environment that is student-centered and involves indirect/cooperative learning, peer learning will occur.**

Answer: No There are several ways to evaluate peer learning. Summatively, you can evaluate peer learning though group questioning or asking for reflection essays on what was learned. Answer: Teachers look for students to Goal 1. To sharpen academic skills (such as listening and communication) and to enhance subject matter mastery (through free exchange of ideas) Goal 2. Learn how to manage interactions with classmates in order to have an effective and successful team experience.
 * Was the evaluation framework for peer learning provided by the author clear to you? Can you describe it?**
 * What are two important goals of peer learning?**

Answer: The teacher needs to be mindful of socio-moral context of learning and to be aware of individual students' experience with peer learning and it's impact on thoughts and feelings about peer-learning). Teachers must create an atmosphere of mutual respect in their classrooms.
 * What are the teachers responsibilities in a peer-learning environment?**

The students background constitutes the socio-moral context of learning. If the child has been introduced to constraint from parent-child relationships and teacher-child relationships then the student may have a hard time understanding a cooperation relationship. The teacher would have to modify and ease the student into the different setting. Answer: Constraint
 * What constitutes the socio-moral context of learning as you understand it from this article?**
 * Which comes first in a persons' development, constraint or cooperation?**

Answer: Cooperation
 * Which is more conducive to learning in classroom educational environments, contraint or cooperation?**

Answer: A combination
 * Which is more conducive to learning in educational environments outside the classroom, contraint or cooperation?**


 * What does Piaget's theory of constraint and cooperation have to do with socio-moral context?**

If a child has not had experience with cooperation and only constraint the child my have difficulty in cooperative games. If that child is used to constraint it will be hard for the child to stray from what has been learned.
 * What does Piaget's theory of constraint and cooperation have to do with rule-making and games?**
 * What is the significance of a game of marbles relative to constraint and cooperation?**

Answer: Peers respectfully contradict a child's interpretation, moving the child away from overly individualistic interpretations Peers respectfully ask that an unclear statement be explained "in your own words," clarifying gaps in understanding
 * How does peer learning contribute to balancing the the child's "knowing relationship" as illustrated in the article by Fig. 1?**

Answer: No. (Why?)
 * Are peer learning activities always successful at balancing the child's "knowing relationhip"?**

Answer: Dysfunctional interactions distract student feelings (affect) and thoughts (cognition) away from subject matter
 * In peer learning, what can interfere with mastery of academic content and skills as illustrated in Fig. 2?**

Answer: Explicit instruction about negotiation strategies and conflict resolution
 * If disagreements and conflicts are an inevitable part of the peer learning experience, what can be taught to minimize their effects?**

Answer: They will take the time to learn about their students' ideas about peer learning activities and attempt to address general concerns.
 * If, as Piaget theorized, children reconstruct in thought what they have previously experienced in direct action, and their previous peer learning influences their thoughts and feelings about their current peer learning, what must teachers do to deal with this?**

Answer: Technology more available to most students in the US so it presents another learning environment. Many students familiar with multi-tasking (including communicating with peers while working on homework) via technology. Affords other means of creating unique opportunities to cooperate and learn with friends (internet slang, social media, etc.)
 * Within the context of this article, how does technology support peer learning?**

Answer: To teach the student to treat others with respect, whether they communicate face-to-face or "virtually." To exercise greater control over students' use of the Internet in order to protect them To monitor the postings as carefully as they would monitor face-to-face interactions To ensure that the climate they have created in their classrooms is maintained when work is done over the Internet
 * What is the responsibility of the teacher if students are required to use technology in the learning environment?**