LEARNER DEVELOPMENT AND THE SCIENCE OF LEARNING — D665
A.
In the kindergarten scenario, students struggle to understand essential addition and subtraction using flashcards
and worksheets. I would implement a kinesthetic, hands-on instructional technique using manipulatives like
counting blocks, fruit, or classroom items to support their learning better. For example, during snack time, I
might say, “You have one grape—if I give you another, how many do you have now?” Additionally, during
transitions, I could ask, “If three students are in line and two more join, how many are there now?”
This instructional technique is supported by the learning science principle of embodied cognition, which
suggests that children learn best through physical interaction with their environment (Wilson, 2002). It also
aligns with the principle of spaced learning, which involves spreading learning opportunities over time. By
weaving math practice into daily routines like lining up or snack time, students engage with the content in
meaningful, low-pressure ways without constantly feeling like a formal lesson. This gives their brains time to
naturally rest and revisit the material, improving retention and reducing frustration.
Traditional methods like flashcards can be reintroduced at that point to reinforce their learning and support skill
fluency.
A.
In the kindergarten scenario, students struggle to understand essential addition and subtraction using flashcards
and worksheets. I would implement a kinesthetic, hands-on instructional technique using manipulatives like
counting blocks, fruit, or classroom items to support their learning better. For example, during snack time, I
might say, “You have one grape—if I give you another, how many do you have now?” Additionally, during
transitions, I could ask, “If three students are in line and two more join, how many are there now?”
This instructional technique is supported by the learning science principle of embodied cognition, which
suggests that children learn best through physical interaction with their environment (Wilson, 2002). It also
aligns with the principle of spaced learning, which involves spreading learning opportunities over time. By
weaving math practice into daily routines like lining up or snack time, students engage with the content in
meaningful, low-pressure ways without constantly feeling like a formal lesson. This gives their brains time to
naturally rest and revisit the material, improving retention and reducing frustration.
Traditional methods like flashcards can be reintroduced at that point to reinforce their learning and support skill
fluency.
