Organizing Schemes is the Key to Learning by: Christie Robinson

"Jean Piaget proposed that through interacting with and reflecting on their physical and social worlds, children self-construct increasingly complex understandings and reasoning abilities with age" (Ormrod, 308). Although Piaget's research is correct and natural, it is important that teachers aid in the natural development and provide different way to increase the complex understanding and reasoning as they teach. Even though children create schemes of their own naturally, it is vital that teachers help students reflect their schemes in order to reorganize and return to equilibrium. One important key idea to Piaget's theory is "the process of equilibration promotes progression toward increasingly complex forms of thought" (Ormrod, 312). This key part of the theory is vital to develop in school. "Piaget suggested that children are sometimes in a state of equilibrium: they can comfortably interpret and respond to new events using existing schemes. But this equilibrium doesn't continue indefinitely. As children grow they frequently encounter situations for which their current knowledge and skills are inadequate. Such situations create disequilibrium, a sort of mental "discomfort" that spurs them to try and makes sense of what they observe. By replacing, reorganizing, or better integrating their schemes (in other words, through accommodation), children eventually are able to understand and address previously puzzling events" (Ormrod, 312). As a teacher it is important to build background knowledge through having the students think about what they already know about the topic presented. Pre-thinking must be brought to their attention in order for the students to understand that they do have a scheme(s) about the specific topic. Just as important is returning to the pre- thinking and comparing to the post- thinking. Some of the the most effective ways to do this are to use techniques such as: K-W-L, entrance/exit tickets, anticipation guides, concept maps, graphic organizers (Venn, T-chart, triangular, sequence, picture notes, concept of definition map), and pre- and post- reading entries. The above strategies are scientifically research based strategies from CRISS or SIOP and they enable the learner to build on their schemes in order to "makes sense of what they observe"(312). In addition the strategies help students go through the process of "replacing, reorganizing, or better integrating their schemes (in other words, through accommodation), children eventually are able to understand and address previously puzzling events" (312). It is vital that teachers aid the disequilibrium to move back to equilibrium by providing the structure through the examples mentioned above. Organizing the students thinking helps for a more comprehensive understanding of complex ideas and reasoning.