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

1. Understanding
Reciprocal
Teaching
from
a
Social
Constructivist-­‐Developmental
Perspective
(Vygotsky)
Teaching
Each
Other
About:
Adap5ve
Learning
&
SRL
(Groups)
Piaget’s
Developmental
Theory
(Groups)
Vygotsky’s
Developmental
Theory
(Dr.
D.)

2. Where
have
we
been?
• Unit
1:
How
does
context
shape
development?
• “Rich”
contexts
vs.
“Poor”
contexts
• Resources,
linguis5cs
/
symbols,
opportuni5es
for
explora5on,
opportuni*es
to
acquire
cultural
capital
/
tools
• Op5mizing
development
• What
skills
did
you
develop?
• Find
and
interpret
socio-­‐economic
indicators
• Find
and
interpret
(cri5que)
school
performance
data
• Analyze
the
school
/
community
context
• Understand
habitus
and
parent-­‐teacher
rela5onships
• Unit
2:
How
is
school
a
theater
for
iden>ty
development?
• “Rich”
contexts
vs.
“Poor”
contexts
for
iden5ty
development
• Opportuni5es
for
explora5on
&
mastery
• Opportuni5es
to
ques5on
social
norms
/
stereotypes
• Opportuni5es
to
be
a
student
regardless
of
other
group
iden55es
• What
skills
did
you
develop?
• Understand
Processes
of
Individual,
Group
Iden5ty
development
• See
Iden5ty
in
Context
• Develop
Produc5ve
Reflec5on
Skills*

3. Where
are
we
/
have
we
been?
• Unit
3:
How
can
we
plan
for
conceptual
change?
• Map
the
novice
schema:
What
do
our
students
know?
What
tools
have
they
acquired?
• Map
the
expert
schema:
What
do
we
want
our
students
to
know?
How
can
we
help
them
explore?
• Create
opportuni5es
/
support
for
self
regula5on
and
adap5ve
learning
skills.
• Design
tasks
that
allow
for
‘func5onal
failures’
(Disequilibrium)
• Ensure
successes
and
failures
are
meaningful.
• What
skills
are
you
developing?
• Learned
how
to
‘map’
the
novice
and
expert
schema
• Learned
how
to
‘see’
adap5ve
learning
(in
play,
during
homework
ac5vi5es,
by
interviewing)
• Analyzed
our
own
Self-­‐Regula5on
/
Adap5ve
Learning
Skills
• Applied
these
frameworks
to
understand
differences
in
children’s
thinking
and
the
extent
to
which
our
lesson
plans
will
be
effec5ve
in
promo5ng
conceptual
development/
conceptual
change.

4. Where
are
we
(going)?
• Unit
4:
What
does
it
mean
to
provide
developmentally
appropriate
instruc>on?
• How
can
we
deconstruct
lessons
in
terms
of
• Children’s
Conceptual
Understanding
(Schema
Theory)
• Children’s
Acquisi5on
of
Cogni5ve
Tools
(Piaget)
• Children’s
Appropria5on
of
Cultural
Tools
(Vygotsky)
• How
can
we
teach
in
the
ZPD?
(Titrate
Challenge)
• What
skills
are
you
developing?
• Learning
how
to
deconstruct
children’s
thinking
in
terms
of
the
cogni5ve
tools
• Developmentally
appropriate
instruc5on
accounts
for
qualita5ve
differences
in
thinking;
That
children
will
be
using
different
‘cogni5ve
tools’
to
solve
problems.
• Learning
how
to
modify
ac5vi5es
to
provide
opportuni5es
to
1)
explore
complex
ideas
and
2)
acquire
cogni5ve
tools
• Developmentally
appropriate
instruc5on
an5cipates
having
to
modify
to
support
children
who
are
thinking
with
different
cogni5ve
tools
• Understanding
the
importance
of
complex,
authen*c
ac*vi*es.
• Learning
how
to
structure
lessons
for
op*mal
engagement.
• Unit
5:
How
do
we
help
children
learn
to
regulate
their
own
behavior?

5. Where
are
we
going?
• Children’s
Thinking
Project:
Using
Developmental
Theory
to
Understand
One
Child’s
Thinking.
• What
skills
will
you
be
using?
• Building
Rela5onships
• Observing,
Listening,
and
Assessment
Skills
(Drawing
on
Past
Data)
• Integra5ng
Data
(Context,
Cogni5on)
• Applica5on
of
Developmental
Theory
• Produc5ve
Reflec5on
Skills
(Future
Orienta5on)

6. Jasmine
Group
1:
Understanding
the
Potentials
and
Limits
of
Jasmine’s
Thinking
• According
to
Piaget’s
Theory,
Jasmine
has
already
acquired
some
cogni5ve
tools.
What
schemes
(tools)
might
she
be
thinking
with?
• According
to
Piaget’s
Theory,
Jasmine’s
thinking
is
likely
to
be
limited
by
not
having
acquired
some
tools.
Use
informa5on
from
the
first
paragraph
and
her
statements
in
the
beginning
of
the
second
and
fieh
paragraphs
to
iden5fy
what
tools
may
be
limi*ng
Jasmine’s
thinking.
• From
a
Piage5an
perspec5ve,
how
might
her
iden5ty
as
a
non-­‐
na5ve
speaker
affect
her
ability
to
understand
/
perform
on
these
tasks?

7. Central
Tenets
of
Vygotsky’s
Theory
(EDP
304)
• Mul5ple
Representa5ons
• Unique
Representa5on
(reality-­‐
lifle
r)
• Shared
Representa5on
(shared
Reality
–
Big
R)
• Cultural
Context
/
Cultural
Tools
• Acquiring
Tools
-­‐>
Increased
Access
and
Par5cipa5on
in
Society;
Increased
Power
• Authen5c
Ac5vi5es
• Cogni5ve
Appren5ceship
• Language
as
an
Essen5al
Cultural
Tool
• Merging
of
Thought
and
Language
• New
Terms
-­‐>
More
Flexible
Thinking

8. Central
Tenets
of
Vygotsky’s
Developmental
Theory
#1: Merging of Thought and Language
Language Shapes Thinking
All Language Is Initially External -> Appropriate
The Importance of “Articulation”
As Language Becomes Internalized, So Do Patterns of Thinking

9. Quick
Write
for
Appropriation
and
Internalization:
• Below
are
some
words.
Please
put
them
in
order:
• cow
full
happy
jumped
moon
over
the
the
• Explain,
step
by
step
what
you
are
doing,
how
you
are
doing
it,
and
why
it
is
important
to
know?
• What
did
you
have
to
appropriate
in
order
to
do
this
task?
Think
over
your
formal
and
informal
learning
experiences,
how
did
you
internalize
these
cultural
tools?

10. Jasmine
Group
2:
Deconstructing
the
Task
• Jasmine’s
class
is
studying
simple
machines
–
specifically
wedges,
inclined
planes,
and
screws.
• According
to
Piaget
what
are
the
cogni5ve
tools
a
fourth
grade
child
needs
to
understand
this
task?
• Object
Permanence
• Symbolic
Thought
• Conserva5on
Skills
• Iden5ty
• Classifica5on
• Seria5on
• Amount/Volume
• From
a
Piage5an
perspec5ve,
how
might
her
iden5ty
as
a
non-­‐
na5ve
speaker
affect
her
ability
to
understand
and
explore
the
lesson?

11. Central
Tenets
of
Vygotsky’s
Developmental
Theory
• Merging
of
Thought
&
Language
• Appropria5on
• Internaliza5on
• Ar5cula5on
• Self-­‐Talk,
• Talk
to
Others
&
Receive
Feedback
• Internal
Verbal
Reflec5on
• Dialogue
&
Intersubjec5vity
• Allowing
Students
to
be
Cogni*ve
Appren*ces
• Teaching
in
the
Zone
of
Proximal
Development
• Meet
the
Child
at
Op5mal
Challenge
Level
• Move
the
Child
Beyond
Individual
Development

12. Applications
of
Vygotsky’s
Learning
&
Developmental
Theory
• Learning
Theory
• Dialogue
that
Moves
Towards
Synthesis
(Intersubjec5vity;
Intertextuality)
• What
does
it
mean
to
be
a
good
“model”?
• An5cipate
the
concepts
my
students
have
appropriated
• Share
my
thinking
(ar5culate)
• Create
opportuni5es
for
students
to
ar5culate
their
thinking
(reciprocal
teaching)
• Developmental
Theory
• Par5cipa5on
in
“Communi5es
of
Prac5ce”
• Spontaneous
Concepts
/
Scien5fic
Concepts
• Master/Appren5ce
Rela5onships:
Gate-­‐Opening
• Being
a
Cogni5ve
Appren5ce:
Scaffolding
of
Experience
• Breaking
Down
Complexity
• Building
In
Supports

13. Jasmine
Group
3:
Deconstructing
Pedagogy
• For
this
lesson,
the
teacher
has
implemented
several
pedagogies.
Using
Piaget’s
Learning
Theory
or
Developmental
Theories,
iden5fy
the
ra5onales
for
these
pedagogies.
(Go
beyond
explora*on)
• Examining
Picture
Books
• Experiments
• Examining
Metal
Screws
• Reading
Books
• Class
Discussion
• Assessing
Students
• From
a
Piage5an
perspec5ve,
when
working
with
non-­‐na5ve
speakers,
what
addi5onal
modifica5ons
might
we
need
to
make
to
these
pedagogies?

14. #2: Intersubjectivity:
Understanding Each Other
Thesis
Antithesis
Synthesis

15. Jasmine
Group
4:
Assessing
Jasmine’s
Understanding
• At
the
end
of
the
unit,
Jasmine
says:
“Oh,
I
get
it.”
She
can
tell
and
write
that
a
screw
is
“an
inclined
plan
wrapped
around
a
core
and
give
examples
of
inclined
planes,
screws,
and
wedges.”
• We
oeen
ask:
Does
Jasmine
understand?
But
Piaget
would
ask
us
to
transform
the
ques5on
to
what
does
Jasmine
understand?
What
tools
did
Jasmine
acquire
during
the
lesson?
• From
a
Piage5an
perspec5ve,
how
might
her
iden5ty
as
a
non-­‐na5ve
speaker
affect
her
ability
to
demonstrate
her
understanding?

16. Complexity
&
Authenticity
• In
what
ways
is
reciprocal
teaching
an
authen5c
ac5vity?
• In
what
ways
is
reciprocal
teaching
a
complex
ac5vity?
• What
are
the
challenges
to
evalua5ng
children’s
understanding
when
they
engage
in
complex
/
authen5c
ac5vi5es?

17. Group
5:
The
Nature
of
Inquiry
• Consider
changes
in
your
thinking
from
the
ac5vi5es
in
class:
• How
did
your
thinking
change
about
screws?
• How
has
your
thinking
changed
about
Piaget?
• What
does
it
feel
like
to
be
in
disequilibrium?
To
resolve
it?
• From
a
Piage5an
Perspec5ve,
how
do
you
make
inquiry
ac5vi5es
(a.k.a.
“hands
on”)
work?

18. The
Nature
of
Inquiry
• Consider
changes
in
your
thinking
from
the
ac5vi5es
in
class:
• How
did
your
thinking
change
about
screws?
• How
has
your
thinking
changed
about
Piaget?
• What
does
it
feel
like
to
be
in
disequilibrium?
To
resolve
it?
• From
a
Piage5an
Perspec5ve,
how
do
you
make
inquiry
ac5vi5es
(a.k.a.
“hands
on”)
work?

19. #3:
Learning
in
the
Zone
of
Proximal
Development
Spontaneous
Concepts
/
“Funds
of
Knowledge”
(r)
Scien5fic
Concepts
(R)

20.
What
does
it
mean
to
interact
with
a
child
in
the
ZPD?
• Poten*als
and
Limits
• Evaluate
through
ar*cula*on
• Actual
Skills
• What
has
the
child
appropriated
/
internalized?
• What
can
the
child
talk
herself
through?
(self-­‐talk)
• Poten*al
Skills
• What
can
the
child
do
with
Modeling,
Scaffolding?
• What
can
the
child
do
with
opportuni*es
for
Reflec*on?
• What
can
the
child
do
with
Coaching?
• Complexity
and
Authen*city

21. Why
do
I
LOVE
Piaget?
• Reminds
me
that
teaching
is
an
intellectually
challenging
endeavor.
• Requires
systema5c
problem
solving;
Systema5c
reflec5on
• Requires
perspec5ve
taking
skills
• Child
• Parents
• Colleagues
• Requires
that
we
think
mul5dimensionally
• Requires
that
we
create
new
mental
spaces
• Know
how
you
see
a
concept
• Know
how
the
children
see
a
concept
• Know
how
parents
see
a
concept
• Requires
thinking
in
abstrac5on
• How
can
we
create
an
“op5mal”
learning
context?
• These
are
Formal
Thinking
Skills

22. Questions:
Field
Report
#3

23. Field
Report
#4
• Must
use
either
Piaget’s
or
Vygotsky’s
Theory
to
Analyze
Children’s
Thinking
• Three
op5ons:
• Reanalyze
an
observa5on
/
data
from
Field
Reports
1,
2,
or
3.
• Analyze
a
new
interac5on
that
you
observed.
• Ask
children
to
complete
1-­‐2
of
the
Thinking
Test
Items
(posted
on
MOODLE).
Analyze
their
responses.

24. (Looking
Ahead):
Field
Report
#5
• Holis5c
Report
on
the
Developmental
Characteris5cs
you
Observed
of
one
Child
You
Worked
With:
• Contextual
Factors
• Iden5ty
• Concept
Development
• Developmental
Differences
• Draw
from
Previous
Reports
• Implica5ons
for
mee5ng
the
needs
of
that
child
• What
did
you
learn
about
assessing
thinking?
• What
did
you
learn
about
assessing
needs?
• What
does
it
mean
to
have
a
‘developmental’
perspec5ve
in
the
classroom?