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For teachers to fully understand and incorporate Piaget theory into teaching methodology, a teacher need to accept cognition is a process of adaption. According to Meadows (1986) based on Piaget theory, a child actively trying to make sense of the world by adapting to its environment. It proceeds via twin functional invariants of assimilation and accommodation. Before discussing further on assimilation and accommodation, ones need to understand schema first.

Schema is a Greek word which means frame. Piaget's believes schemas are the basic building blocks of thinking. It is representation of perception and experience of organized systems translates through action. Schemas can be very small or specific, for example cooking pasta.

According to Roeckelein (2010), assimilation from Piaget's theoretical viewpoint means incorporating new or modified ideas and concepts into a child's existing cognitive structure. Accommodation refer to the child's modification of ideas or concepts of the world in response to new experience that are inconsistent with previous knows idea or concepts. In another word, a person must change existing schema to respond to new situation.
Every child in learning process strives to achieve state of equilibration. According to Woolfolk (2010) based on Piaget work, assimilation and accommodation can be viewed as a balancing act. Once the child is able to understand and registered new information in his schema, he achieved the equilibrium stage. Disequilibrium happen when current ways of thinking not working in solving a particular problem, thus the act 'out of balance' occurred.

In order for me, to plan an activity that promotes assimilation and accommodation, first I need to do some homework regarding the student I'm going to teach. I need to find out their age and prior learning knowledge. For this activity, I'm going to device an activity targeted for form one student (13 years old) conducting a lesson on compass direction (geography). It is easier for me to access their prior knowledge, as I have taught them at primary six during Kajian Tempatan period. The students already have basis knowledge of main compass direction (East, West, North and South)- Cardinal direction.

Keeping in mind that my students are at formal operational stage which requires plenty usage of visual aids. Therefore in my lesson planning, I will have illustration of slides, diagram and video clipping when presenting new material. I will normally start my lesson by showing a short video clip about a sailor lost at deep sea. This is my normal practice for breaking the ice with students and gauges their interest in the lesson. Randomly I will pick up few students to analyze the video clipping. At this point, many of the students will be able to give the answer I'm looking as students at this level are able to think hypothetically.

Then I will ask them about their previous learning on this matter, which is compass direction. I will call a student to draw basic direction diagram on the board. In this way I'm refreshing their memory to what they have learned during the primary years. Then I will show them a new power point slide on additional compass direction. (North East, South East, South West, North West) - Ordinal direction. Compass direction is th本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。