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My association with the ADAPT faculty brought home the idea that in order to be effective in the classroom, the instructor must ascertain the cognitive level of the students. Teaching formal concepts to concrete operational students is useless; hence, diagnosis of student weaknesses is imperative if the student is to progress up the cognitive ladder.
I want to thank those in the ADAPT program for altering my view on the teaching-learning experience. Without their philosophy and their concern, I would still be teaching formal concepts to concrete students and wondering why they couldn't grasp these concepts. Now I am aware of these learning differences and try to spot that person who isn’t quite ready, and whenever possible, attempt to suggest ways that the student can increase his or her cognitive abilities.