Week 9 Lecture 2.pptx cognitive theory ppt

this present is about cognitive development theory

1. EDU 558: Fundamentals of Human Development and Educational Psychology Week 9 Lecture 2 What to talk about today? Revisiting Jean Piaget’s Cognitive Development Theory.

2. THEORY OF COGNITIVE DEVELOPMENT mainly interested in the biological influences on "how we come to know.“ consider more closely the interaction between the biological and the psychological. Swiss psychologist, Jean Piaget (1896-1980 ),

3. What is Cognitive Theory? Cognitive theory is concerned with the development of a person's thought processes . The ability to think, to reason, to understand, to remember. Involves mental processes …. cognition Taking in information Organizing and making sense of information Attending to, understanding and recalling information.

4. There are two major aspects to PIAGET’S theory: the process of coming to know the stages we move through as we gradually acquire this ability.

5. (revision)J Piaget’s 4 S tages of Cognitive Develop ment Stage  Characterized by  Sensori -motor  (Birth-2 yrs )  Differentiates self from objects  Recognises self as agent of action and begins to act intentionally: e.g. pulls a string to set mobile in motion or shakes a rattle to make a noise  Achieves object permanence realises that things continue to exist even when no longer present to the sense Pre-operational  (2-7 years)  Learns to use language and to represent objects by images and words  Thinking is still egocentric: has difficulty taking the viewpoint of others  Classifies objects by a single feature: e.g., groups together all the red blocks regardless of shape or all the square blocks regardless of color  Concrete operational  (7-11 years)  Can think logically about objects and events  Achieves conservation of number (age 6), mass (age 7), and weight (age 9)  Classifies objects according to several features and can order them in series along a single dimension such as size.  Formal operational  (11 years and up) adolescence to adulthood  Can think logically about abstract propositions and test hypotheses systematically  Becomes concerned with the hypothetical, the future, and ideological problems 

6. Key concepts of the Cognitive Development Theory Schema Organisation Disequilibrating. Adaptation Assimilation Accommodation equilibration. Readiness Closeness to match

7. For children to adapt to new knowledge we must consider 2 key concepts: Readiness – having the prior experiences and knowledge for learning- having prior knowledge or experience needed to make a link between the known and unknown Closeness to match ( goodness of fit) – the distance between what is already known and new learning - relative distance , in terms of the child’s experience and understanding, between what is already known and the unknown.

8. Implication of Readiness and Closeness to match. In teaching anything to a child, the new material taught must be close enough to what is already known by the child ( prior knowledge) in order for a link to be made between the old and the new. Only then will the processes of either ‘assimilation’ or ‘accommodation’ begin. Prior Knowledge – New Knowledge

9. What are the educational implications of Piaget’s theory of cognitive development? Begin lessons with concrete objects or ideas and gradually shift explanations to a more abstract and general level (especially with younger learners). Connect the new learning ideas to something familiar to them. Since learners’ schemas are expanded and built on with time, point out to learners how new ideas and concepts relate to old ones , and allow learners a better understanding of already acquired concepts. Memorization of information for its own sake should be avoided.

10. What are the educational implications of Piaget’s theory of cognitive development? Assess the current (prior knowledge)level of thinking of each learner in a class C onstruct learning experiences for each learner which is suitable and appropriate to their level of thinking.

11. What are the educational implications of Piaget’s theory of cognitive development? There needs to be a match between the demands of a learning task and the current cognitive capacity (ability) of the learners. We need to assess where our learners are in terms of their levels of thinking , and then match our teaching methods, tasks, and the language we use to suit where our learners are .

12. What are the educational implications of Piaget’s theory of cognitive development? We must not assume that all learners in a given class will be at the same stage of cognitive development . (Remember that learners progress at their own pace and at their own rate of learning and development.) Focus on what children at each stage can do and avoid what they cannot meaningfully understand

13. What are the educational implications of Piaget’s theory of cognitive development? Discovery learning is a powerful tool for teachers who are concerned with their learners’ cognitive development. learners need plenty of varied experience over time for the structural changes to their schemas to take place. they need to discover for themselves.

14. What are the educational implications of Piaget’s theory of cognitive development? Structure learning situations which allow for social interaction , so that learners can learn from one another. The placement of a few advanced thinkers with less mature thinkers (mixed ability groups) is more likely to facilitate this process than putting learners in ability groups (homogeneous grouping).

15. What are the educational implications of Piaget’s theory of cognitive development? Learning through activity and direct experience is essential. Provide plenty of materials and opportunities for learners to learn on their own.

16. What are the educational implications of Piaget’s theory of cognitive development? There needs to be a variety of learning experiences appropriate (suitable) for children at different levels of cognitive development . Individual learners’ needs must be catered for through multiple teaching and learning strategies and assessment tools , and that learners must be allowed to demonstrate their learning achievements and competence in whatever manner most appropriate (suitable) to their abilities.

17. What are the educational implications of Piaget’s theory of cognitive development? Present problems that require logical analytic thinking ; the use of tools such as " brain teasers " is encouraged. To become aware of the type of thinking used by learners , ask them to explain how they arrived at solutions to problems .

18. Recapping Tasks Teachers need to reflect on each lesson we teach We need to think about each lesson we teach and ask ourselves the questions: 1. Did the lesson work? Was the method of teaching I used and the language I used suitable for my learners? 3. What parts of the lesson did not work? 4. Why did they not work? 5. What can I do differently to make them work? What are the educational implications of Piaget’s theory of cognitive development? Reflecting on our teaching practices will make us better teachers

19. Reference McInerney , D & McInerney , V. (1994) Educational psychology : Constructing learning. Australia: Pearson Education. Prentice Hall.