ERIC Number: ED190115
Record Type: RIE
Publication Date: 1980-Apr-24
Reference Count: 0
Coping with the Concrete Learner in the College Classroom.
Two ways in which the college teacher accustomed to formal thought and formal teaching can reach students who are more adept at concrete learning are suggested. Guidelines are provided for the first method, which entails the incorporation of activities and materials into the regular lecture or lecture-discussion format of the class. The second, which is called the Learning Cycle, takes advantage of the model developed by Robert Karplus to teach particularly difficult concepts. This model is based on two assumptions of Piaget's theory of development-concrete experience helps people learn, and experiences that optimally challenge existing beliefs about the world are inherently motivating to the learner. A brief discussion of this model includes an example of a learning cycle and its creative possibilities. Tables provide data on concrete, transitional, and formal thinking in college students; an outline of anticipated responses of concrete learners to some formal task requirements; a summary of the learning cycle model; and guidelines for assisting the concrete learner. A brief list of references and suggested readings is attached. (FM)
Publication Type: Guides - Non-Classroom; Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Piagetian Theory
Note: Paper presented at the Annual Convention of the Association for Educational Communications and Technology (Denver, CO, April 24, 1980).