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

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