Powerpoint

Objectives

Have student sit at least 4 to a table

Prayer

Teacher Spotlights

Educational Psychology Research—Tim

Theories of Development

Chapter 2 quiz
Do any of you have questions on the Chapter 2 quiz?

Jean Piaget—Cognitive Development

• What do you think about Piaget’s theory of development? Have you encountered it before? What relevance does it have to teaching?

Schemes

• Can any of you define schemes in the context of Piaget’s theory of cognitive development? What is a scheme?
  • From Slavin text: “Mental patterns that guide behavior.”
    (mental patterns or “cognitive structures” that guide behavior)
• Why are schemes important to learning?
• Why are they important to teaching?

Adaptation
Small group activity—groups of 4

• Each member of the group defines in one’s own words to the rest of the group one of the following four terms: adaptation, assimilation, accommodation, equilibration
• As a group, identify unique examples of assimilation and accommodation (either from one’s own experience or hypothetical examples)
• Some groups share their examples with the class
• Show example of dolphin (if needed)

Implications of assimilation and accommodation in teaching

• One of the most important concepts in cognitive psychology: Learners connect new information to what they already know
• What implications does this have for teaching and learning?
  Teachers need to understand what students already know and teach in ways that help students connect new information to old.
• Learning sometimes involves changing previously held understanding and beliefs. This is often very powerful learning because it changes the basic schemes that influence thinking and behavior.

BREAK

Do you have any questions regarding the Piaget’s stages of cognitive development?

• Do you understand: conservation, object permanence, and egocentrism?
• Do you understand: inferred reality, seriation, transivity, and class inclusion?
• Give me an example of egocentrism.
• What is an example of transivity?
• What will be the developmental stage of those you teach in elementary school?
• What implications does this have for your teaching?

Small group activity—groups of 4 (Skip if not enough time.)

• Pick one concept from Piaget’s preoperational or concrete stages of development that you think is especially important to teaching. Discuss in your group why it is important and how using this concept can improve teaching of elementary school children.
• Have two or three groups share what they discussed.

Vygotsky and social-cognitive development (Lev Semyonovitch Vygotsky)

• Tell me your thoughts onVygotsky’s theory of development? As you read about it, what did you like about it? Did you have concerns or questions about it?

• What is a sign system?
• In what ways is a sign system important to Vygotsky’s theory of development?

Show Video clip—Fiddler on the Roof

• What is this an example of?
• Why is this important to learning?
• How could you use this in teaching?

Three concepts: private speech, zone of proximal development, scaffolding
Private speech

Zone of proximal development

• What is zone of proximal development?
• How would you know where the zone of proximal development begins and ends for your students (i.e., the limit of what they can do without help and the limit of what they can do with help)?
  Assess both formally and informally
• Emphasize/discuss social nature of this concept

• What is scaffolding?
• Give me some examples of how you would use this in teaching?

Compare and contrast Piaget and Vygotsky’s theories of development
Small group activity—groups of 4 (Skip if not enough time.)

• Identify what you think are the 3 most important similarities and 3 most important differences between these two theories or approaches to cognitive development
• How would you teach differently according to each theory?
• Some groups share similarities and differences with the class
• Discuss differences in how Piaget and Vygotsky approached learning and teaching