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S
Exploring Piaget‟s
Learning and
Developmental
Theories
The acquisition of cognitive
tools through exploration of
the “re...
PMI Lesson Plans
S Plusses:
S Lessons were Interesting, Enjoyed “In Depth”; Process Helpful
S Searching On-Line; Never see...
Recap:
Acquisition of Cognitive Tools
S Acquisition of Cognitive Tools Qualitatively Changes the Nature of
our Thinking
S ...
Agenda
S Organize into small groups to deconstruct Jasmine case
S Use „Analyzing Case Study Data‟ as a guide:
S #1: Work t...
Understanding Jasmine
S Deconstruct the Lesson:
S According to Piaget, why is this lesson challenging for
Jasmine?
S In wh...
Recapping Piaget:
Schema vs. Scheme
S Cognitive Science
S Discrete Framework for
Understanding
S Piagetian Theory
S Broad ...
Homework for 3/17
S Unit 5
S Read portions from CH 6
S Next week Reflection #4 (Qualitative Differences) Due
S Working on ...
Quick-write: Piaget v. Vygotsky
S Over the weekend, you read about Vygotsky‟s theory of
development. Both theories are „co...
Agenda
S Lesson Plan Analysis #2: Piaget
S Introduce Vygotsky‟s Theory of Development
S Revisit Jasmine
S Merging thought ...
Evaluating Lesson Plans
S Description of Lesson (7 pts)
S Analysis (14 pts)
S Did you focus in on 1-2 concepts from the th...
“Hands On”
Information
Processing
Schema Theory Self-Regulation Piaget
Working
Memory
Memory
Strategies
Being
Metacognitiv...
Need a Shift in Thinking:
S Thinking in terms of stages, not helpful.
Need to think in terms of “cognitive tools”.
S Ident...
Assessing Development
S Identify the cognitive tools the child has acquired:
S Awareness of the phenomena (Object Permanen...
Deconstructing Lesson Plans
S Will students know anything about this phenomena?
(Awareness)
S What symbols /mental represe...
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4a.AppliedChildDevelopment.Undergraduate.ClassSession.PiagetStateofMatterActivity

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These are the Class Session Power Point Files for my EDP 370: Applied Child Development Course: Unit 4 on qualitative differences in children's thinking. In this unit, we specifically focus on the cognitive (Piaget) and cultural tools (Vygotsky) children acquire.

This course is taught as a 'hacked' course. Lectures are prerecorded for students to listen to at home, we complete activities in-class. The culminating project is the Children's Thinking Project (adapted from Penelope Oldfather & West, 1999). Thus, we integrated a series of interviews from American Public Media: Dick Gordon's The Story radio program into the pedagogy for students to develop their interviewing skills.

Flipped Videos can be accessed via the course ebook:
https://itunes.apple.com/us/book/edp-370-handbook/id705427002?mt=11

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Transcript of "4a.AppliedChildDevelopment.Undergraduate.ClassSession.PiagetStateofMatterActivity"

  1. 1. S Exploring Piaget‟s Learning and Developmental Theories The acquisition of cognitive tools through exploration of the “real” world.
  2. 2. PMI Lesson Plans S Plusses: S Lessons were Interesting, Enjoyed “In Depth”; Process Helpful S Searching On-Line; Never seen a lesson plan before S Working with Partners; Prompts Helpful S Liked Having a „Choice‟ of Theory; Made Schema/SRL theory “Come alive” S Liked Opportunity to Find Lesson Related to CTP S Minuses: S Lessons Designed for Different Age Group; How to Adapt? S Lesson Wasn‟t Exactly What I Wanted; How to Adapt?; Hard to Find Example S Difficult to Choose Theory; Difficult Time Writing Up the Analysis S Time Consuming to Do with Every Lesson! S Interesting: S Enjoyed Modifying S What if the Lesson seems OK?
  3. 3. Recap: Acquisition of Cognitive Tools S Acquisition of Cognitive Tools Qualitatively Changes the Nature of our Thinking S Results in a reorganization of our knowledge S Gives us a new worldview / “scheme” to see the problem S Acquire Cognitive Tools in a Sequence (Piaget’s Stages of Thinking) S Potential to Acquire and Master Each Tool Somewhat Predicted by Age; Thinking is Limited by the Tools We Have Not Acquired S Object Permanence S Symbolic Thought S Conservation (Set of Skills) S Identity, Seriation, Classification, Amount/Volume S Decentration of Thought (Set of Skills) S Perspective Taking, Hypo-theticoDeductive Reasoning
  4. 4. Agenda S Organize into small groups to deconstruct Jasmine case S Use „Analyzing Case Study Data‟ as a guide: S #1: Work together to get a „feel‟ for what is happening in the case S What „pops‟ out? Can you give it a label? S Are there any repeating themes? S #2: Deconstruct the case from Piaget‟s Perspective S Choose one of your themes from #1. Which concept helps you to explain Jasmine‟s perspective? OR S What tools has Jasmine acquired? How is her thinking limited by the tools she has not acquired?
  5. 5. Understanding Jasmine S Deconstruct the Lesson: S According to Piaget, why is this lesson challenging for Jasmine? S In what ways is this lesson developmentally appropriate for children Jasmine‟s age? S In what ways could this lesson be modified to meet Jasmine‟s developmental needs?
  6. 6. Recapping Piaget: Schema vs. Scheme S Cognitive Science S Discrete Framework for Understanding S Piagetian Theory S Broad “Worldview” for Understanding S Schemas reflect scheme => content, organization
  7. 7. Homework for 3/17 S Unit 5 S Read portions from CH 6 S Next week Reflection #4 (Qualitative Differences) Due S Working on Children‟s Thinking Project S Acquiring Consent S Conducting the Interview
  8. 8. Quick-write: Piaget v. Vygotsky S Over the weekend, you read about Vygotsky‟s theory of development. Both theories are „constructive‟ in nature. But they do have some critical differences. In what ways do these theories differ from each other?
  9. 9. Agenda S Lesson Plan Analysis #2: Piaget S Introduce Vygotsky‟s Theory of Development S Revisit Jasmine S Merging thought and language S Appropriation S Internalization S Thurs: Cognitive Apprenticeships and the ZPD
  10. 10. Evaluating Lesson Plans S Description of Lesson (7 pts) S Analysis (14 pts) S Did you focus in on 1-2 concepts from the theory? S Did you define those concepts? S Did you explain where/how you see them in the lesson? S Did you explain developmental characteristics you might expect from the students? S Modifications (7 pts) S Was your modification consistent with the analysis? S Consider modifying the challenge level (up/down)
  11. 11. “Hands On” Information Processing Schema Theory Self-Regulation Piaget Working Memory Memory Strategies Being Metacognitive Building Expertise: Nodes, Links Organize Information: Core Nodes Acquiring / Practicing Skills Work Through the All Three Phases Forethought, Enactment, Reflection Activity / Exploration Acquiring Tools
  12. 12. Need a Shift in Thinking: S Thinking in terms of stages, not helpful. Need to think in terms of “cognitive tools”. S Identify where students are struggling S Design activities that help reveal the tools they need
  13. 13. Assessing Development S Identify the cognitive tools the child has acquired: S Awareness of the phenomena (Object Permanence) S Symbols to guide thinking (Symbolic Thought) S Underlying / „Hidden‟ Principles (Identity, Sequence, Classification) S Can they think in Multiple Dimensions (Amount/Volume) S Can they think from another‟s / alternate perspective? S Can they solve this problem systematically?
  14. 14. Deconstructing Lesson Plans S Will students know anything about this phenomena? (Awareness) S What symbols /mental representations do students need to engage in this activity? S What do students need to conserve? (set of skills) S How might you help students become more systematic in their thinking? To take another perspective? S According to Piaget‟s Learning Theory, how might this lesson be more pedagogically sound?
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