Research

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

Content

Pedagogical knowledge

Examples?

Content-pedagogical knowledge

Examples?

Descriptive research

Correlations or frequency data for example…

Experimental research

Random assignment of participants to groups

Can infer CAUSAL relationship between the variables and outcomes

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:

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

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

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