With regards to our instructional planning and delivery, we as teachers should carefully determine individual student's cognitive development and only set tasks that the student is ready for (Gannon 2000). For example, our math students will be given homework assignments that he or she has been taught and adequate time will be spent to promote understanding of the subject matter. This strategy will motivate students because the tasks are tailored to their needs. Also, we need to provide learning opportunities that enable them to advance to each developmental step (Yates 2003). According to Piaget, this is achieved by creating disequilibrium and therefore, we should maintain balance between actively guiding the student and allowing the students to independently learn new things (Funderstanding 2004). For example, we as teachers can go through homework assignments together with the students and then have the students complete several assignments on their own.
We need concentrate on the process of learning rather than focusing on the end product. For example, we will watch the students handle and figure out the problem instead of just seeing if the answer is correct. Also, we will encourage the students to learn from each other (Yates 2004). Since we are aware that hearing other student's views can help break down egocentrism, we will provide plenty of opportunities for students to work in small groups to solve problems. Lastly, we will act as guides in their learning processes and offer a curriculum that is catered to each individual needs and intellectual levels of students. For example, if John understands the current subject matter, we can encourage him to move ahead on his own in order to foster his intellectual development or he could indulge in extra curricular activities that relate to the subject matter.