THE LEARNING CONTINUUM
Seymour Pappert, MIT (a scholar of Jean Piaget) has research to support that learning is developmental. Children learn along a continuum of concrete to abstract and they do so as the need arises. Below is an example as it may pertain to learning addition.
Concrete – Semi-concrete – Semi-abstract - Abstract
Concrete:
Real apples – Start with 5 real apples. Add 2 apples. To have 7 apples.
Semi-concrete:
Pictures of apples – 5 apples, add 2 apples = 7 apples
Semi-abstract:
Dots to represent apples – 5 apples, add 2 apples = 7 apples
..... .. .......
Abstract:
Numbers to represent apples. 5 apples add 2 apples.
5 + 2 = 7 or 5 7 apples
+ 2
7
The learning continuum is only one aspect of learning. We are also very aware that each individual learns differently. As many of us are aware, some individuals have difficulty with attention, memory (and the many facets of memory e.g. long term, short term, working memory), expressive and receptive language, and the processing or retrieving of information.
Concrete – Semi-concrete – Semi-abstract - Abstract
Concrete:
Real apples – Start with 5 real apples. Add 2 apples. To have 7 apples.
Semi-concrete:
Pictures of apples – 5 apples, add 2 apples = 7 apples
Semi-abstract:
Dots to represent apples – 5 apples, add 2 apples = 7 apples
..... .. .......
Abstract:
Numbers to represent apples. 5 apples add 2 apples.
5 + 2 = 7 or 5 7 apples
+ 2
7
The learning continuum is only one aspect of learning. We are also very aware that each individual learns differently. As many of us are aware, some individuals have difficulty with attention, memory (and the many facets of memory e.g. long term, short term, working memory), expressive and receptive language, and the processing or retrieving of information.