MATRIX
DR. Von mizener
EDOL 631 2
Advanced Organizer Week 2 class outline
Review Week 1
Research
Ability to delay gratification – video
COGNITIVE DEV’T – Chapters 2 and 8
Piaget & Vygotsky Comparison
Information Processing Theories
Language Development
Memory
Week 2 Class Goals
Review week 1 content (answer ?s)
Understand Piaget’s theory
Key terms
Stages
Discover Vygotksky’s theory and compare to Piaget
Learn stages of language development
Review components of memory and memory strategies
WEEK 1 REVIEW
Please answer the following questions while we get started….
Pedagogical knowledge
Name 3 examples?
Content-pedagogical knowledge
Name 1 example?
Descriptive research
Name Example of positive correlation?
Experimental research
Name 2 points/features re: experiments?
Content
Maturation v learning
Both are relatively permanent changes
Maturation – biological aging
Learning – experience
Content – Piaget
Theory of cognitive development –
child as scientist – learn by exploring the world – active learners
MATURATION is key – precedes learning
STAGES and MILESTONES are emphasized
Accommodation / Assimilation
Equilibration / Equilibrium / Disequilibrium
Breakout into 4 groups…..discuss key features of each stage. One person needs to report back!
SENSORIMOTOR
PREOPERATIONAL
CONCRETE OPERATIONAL
FORMAL OPERATIONAL
6
Activity – Polling responses
Name that skill/characteristic?
Understanding that quantity remains same despite superficial changes in appearance
Realization that objects exist even when removed from view
Inability to understand another’s point of view/perception
Name that stage: ABCD polling
Children become able to manipulate mentally the internal representations they started to form in the previous stage
Learning through movement and exploring environment
Out of sight – out of mind
Representational thought
Analogical reasoning
7
Activity: Videos – piaget
http ://www.youtube.com/watch?v= gnArvcWaH6I
Conservation – quantity remains the same despite superficial changes in appearance
Peek A Boo Video – Object Permanence
Content- Vygotsky
GROUPS – Discuss the following:
DEFINE/DESCRIBE what is meant by “internalization”
Describe how language development is KEY to “internalizing”
ZPD
DEFINE/DESCRIBE
Examples in teaching or learning
Applications…
Scaffolding
How differ from “direct instruction”?
What are some scaffolding strategies?
Crucial in planning intervention, stimulating cognitive development, and sustaining intervention outcomes
9
Content- Information processing
Last approach to cognitive development…
How people at various ages process information and represent it mentally
Verbal, quantitative, memory – review these
Memory improves with age – learn about our own memory and how to control / use it
Example when you would use rehearsal?
Older children more likely to have developed memorization “strategies” and to apply information to known info.
Content – Language dev’t
Breakout / Groups —
Cooing/babbling
One-word
Overextension
Example?
Underextension
Example?
Two-word phrases
Telegraphic speech
Over/under
Overextension – calling all men “daddy” or all older ladies “grandma”. Calling all four legged objects “doggie”…calling all round objects (such as the moon or sun or wheel) a “ball.” Using a word for two many things that it doesn’t apply to.
Underextension- might call a rose a flower but think flower only applies to rose and not to tulips. Using a word “dog” only for a certain type of dog or child’s own dog instead of applying to all types of dogs. Using a word too narrowly…not applying a word to all the things it should be applied to.
Content -Memory Chapter 8
Surface level processing
Encoding – transforming sensory input into representation you can place into memory
Retrieval
Sensory memory/sensory register
Brief moment, limited info
Short-term memory
Few seconds, limited info
Long-Term Memory
Table 8.1
Chunking (20+ items)
Content -Mem. strategies
Rehearsal (elaborative vs. maintenance)
What type / examples do you see in the classroom? Rote?
Distributed vs. massed learning
Semantic vs. episodic
Recall – free recall vs. serial recall
BRAIN GAMES – Acrostics…memory strategies. National Geographic Channel
Mneumonic devices
Interactive images
Pegwords
Categorical clustering
Keywords
Content – memory interference
Proactive vs. retroactive interference
VERY tricky to keep straight
Anyone have a good way to remember?
Additional food for thought
1. During what Piaget referred to as the preoperational stage of cognitive development, children exhibit preoperational egocentrism. Give several examples of how you may see this egocentrism in children this age. Also, how should parent/teachers handle the sometimes negative outcomes of egocentrism as this stage (things like not wanting to share…)?
2. During adolescence, children once again exhibit egocentrism – it’s typically divided into two types: imaginary audience and personal fable. Describe an example of each. Also, how do you handle this exhibited egocentrism as a teacher/mentor to adolescents?
3. Most research shows that girls have more extensive vocabularies at 18 months than boys. Why do you think this is?
REVIEW – Week 2 Class Goals
Review week 1 content (answer ?s)
Understand Piaget’s theory
Key terms
Stages
Discover Vygotksky’s theory and compare to Piaget
Learn stages of language development
Review components of memory and memory strategies
REFLECTION – Q/A ?
ASSIGNMENTS/DUE DATES
DISCUSSION BOARD POST SUNDAY 1!:59
MATRIX DUE BEFORE CLASS TIME NEXT WEEK
MIDTERM RELEASED AFTER WEEK 4
Read chapter 3 before week 3 chat
