Wk 05 Theories of Cognitive Development

8/14/2019 Wk 05 Theories of Cognitive Development

1/16

Aim: To overview cognitivedevelopment theory andapplication in the classroomObjectives:

To explain the main theories of

cognitivismTo reflect upon the implicationsfor the role of the teacher

To analyse the use of cognitive

theory within teaching andlearning strategies.


2/16

Get ready to go green!


3/16

Cognitive Development is..

The process of actively gaining,classifying, storing, recalling andusing information using the inter-related components of memory,

concentration and perception. The way our thought processes

develop. It is about the way weorganise our thinking and cometo an understanding of our

environment


4/16

Jean Piaget's theory

Development is childrensattempts to make sense of theworld

Development by interaction

between innate capability &environment

Progression by hierarchicalstages

Everybody passes through in thesame order

Not culture specific but universal


5/16

Schema

A schema is a mentalstructure which organisespast experience

They provide a way ofunderstanding futureexperience

Schema becomeincreasingly complex by

processes of assimilationand accommodation


6/16

Concepts

Assimilation - practise by whichnew information is incorporatedinto existing schema

Accommodation - the

modification of existing schemato create new ones

If existing schema areinadequate then state ofcognitive disequilibrium existsand accommodation occurs

Assimilation + Accommodation Adaptation


7/16

4 stages

Sensorimotor stage birth 2 yrs child learns through its senses and by

acting on the world

Pre-operational stage 2yrs-7 yrs

child is egocentric and unable to take

perspective of another Concrete-operational stage 7yrs-

11yrs

child now capable of logical thought butonly when concrete objects present

Formal operations stage 11 yrs+

can think hypothetically - "what if ..."


8/16

Piaget: the role of the teacher

Teachers must create disequilibriumby encouraging questions

Should encourage discussion &opposing views in order to break

down egocentrism

The curriculum be presented in alogical fashion

The teacher does not simply pass onready made knowledge, rather thestudents is active in creating apattern of what it means to them.


9/16

Go Green Individually


10/16

Lev Vygotsky's theory

The ability to think & reason is theresult of social interaction

Cognitive development occurs byinteraction between students and

those with whom they havecontact

Piaget students are scientists

Vygotsky students are

apprentices Vygotsky: any function indevelopment appears twice... firston the social plane then on thepsychological plane


11/16

Zone Of Proximal Development(ZPD) Each student has a zone

of ability and a zone ofproximal development(ZPD)

ZPD is potential abilityif the student is guided(scaffolded) by a moreable adult or peer

Vygotsky recommendedpeer tutoring as aneffective way of teaching


12/16

ZPD


13/16

With a partner considerhow the zone of proximaldevelopment could be

evidenced within yoursubject area.

You might also be able todefine the role of the

teacher through thevarious steps.


14/16

Vygotsky: the role of the teacher

Teachers control activities andthus challenge students to gobeyond what they can do

More advanced students shouldact as tutors to the less able

The language used in the classroom is particularly important

To actively challenge thestudent to move on from theirpresent understanding to theZPD


15/16

Vygotskian Principles in theClassroom The ZPD can be used to design

appropriate situations in whichthe student can be providedwith the appropriate support for

optimal learning

Learning should take place inthe context in which theknowledge is to be applied

Real experiences should berelated to classroomexperiences


16/16

Go Green in a group

Documents

Wk 05 Theories of Cognitive Development