Teaching theories

In my opinion, I think it wouldn’t be fair to choose ‘one best theory’ because I believe they are all reasonable and though one may seem better than the other; I would say that they complement eachother perfectly. On one hand, Piaget’s developmental stages make it easier to identify what sorts of activities and strategies we can properly apply with students from different age groups. On theother hand, Vygotsky’s theory on the zone of proximal development, allows us to realize the importance of students’ interaction with other children and adults in order to acquire new knowledge and improvewhat they already know. Equally important, Burner’s proposal on applying scaffolding, routines, and recycling techniques when teaching; undoubtedly support the idea of making the learning processsimpler and more meaningful. So, instead of backing up just one of these theories, I would definitely harmonize Burner’s techniques with Vygostky’s social practices and paying attention to Piaget’sdevelopment stages.
When combined, these theories give us teachers the opportunity to make lesson plans that are more efficient because our didactic sequences will count with a solid rationalization thatwill definitely lighten up the teaching-learning process. Not only because they will be supported with a philosophical background but also, because it will make it easier for us to design lessonplans that are well structured and more suitable to our students’ characteristics and needs.
Let’s say, for example, that I want my first grade students to learn how to talk about animals, but I can’treally have them write or read about them because according to Piaget’s theory, they are barely learning how to do so. Therefore, it might be better to have them practice some vocabulary, throughsongs, games chants and even role playing. It will also be a good idea to include some formulaic expressions to have them say what animals they like and a short dialog describing their favorite zoo...