Cognitive View of Learning

Bruners ideas of guided discovery learning states that students must be active and must identify the key principles working on their own. As the teacher in such a lesson about problem solving/decision making, I might begin the lesson by asking students to take an index card and describe one hurtful incident that has happened to them without putting their names on the cards. To make sure students in the class don’t recognize themselves in the descriptions, tell students to try to keep the descriptions as general as possible. For example, instead of writing, “I was very hurt when I wasn’t invited to the Valentine’s Day party,” have them write, “I felt very hurt when I was not invited to a party with many of my friends.” After the cards are collected a few examples will be shared. Students will be asked to form four groups and will be asked to come up with a list of common problem or conflicts middle schoolers face. Then the groups will be given one of the index cards with a specific conflict or problem and will be asked to come up with some specific steps to help handle the situation. (example: identify the problem, possible solutions and consequences, etc). Students will write up their steps, analyze the sit uation and come up with a solution for how to best resolve the situation. Each group will share what they came up with, so that students can weigh in on whether their steps and plan will work and to decide on a consensus of what the needed steps are. I can show videos offering additional examples of Conflict Resolution including "Check It Out" from the Second Step Program and also give each group role plays to brainstorm and act out for the class. . Students can also take an online Personal Inventory that rates their decision making skills http://www.glencoe.com/qe/qe642007.php?qi=10395&state=na and then create a Personal Wellness Contract http://www.glencoe.com/qe/qe642007contract.php.

Ausubel's theory on learning through exposition states that the teacher should present the concepts, principles and ideas in complete and organized form; and also relates new knowledge to prior learning. In this case, I would present the same concepts by having students think of a conflict/problem and then introduce a six-step process that will guide them in making a good decision.(1. State the Situation 2. List the Options 3. Weigh the Possible Outcomes 4. Consider your Values, etc). Students would have to call upon what they already know about consequences and values and conflict in general. The organization of the information will be text based, using diagrams or posters outlining the steps, etc. Students would then practice applying the steps through text activities or activities presented through video.