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Lecture

Lecture 5

3 Pages
70 Views

School
UOIT
Department
Education
Course Code
EDUC 3750U
Professor
Jennifer Laffier

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Description
October 4, 2012  Piaget's Cognitive Development Theory of Learning o Key elements of learning  Bloom's taxonomy  Different levels of higher-order thinking o As our brain matures, we have different levels of cognition o Schemas -> brain likes to be organized; when it gets new information, it creates a schema  A schema for what a classroom is  In order to be organized  Helps us make sense of our worlds  Two processes  Assimilation  A dog has four legs  So anything that has four legs is a dog  Accommodation  As we grow older, we learn to accommodate  I understand that not everything with four legs is a dog  Brings equilibrium = peace of mind  Purposely cause disequilibrium -> creates motivation to find out more -> natural to want to bring back to equilibrium  Introducing new information that surprises children -> they will be motivated to make sense of it  For younger students -> disequilibrium causes stress  It can only be used as a motivation technique for older children  Accommodation  Without accommodation, you are narrow minded, stubborn and always think you're right  You can promote accommodation within the classroom -> otherwise it causes a big barrier to learning  Abusive people have very rigid schemas -> when people don't fit into the schemas, they become angry o Borderline personality disorder  Separation anxiety -> causes stalking-like behaviour o Piaget's description of sensorimotor thought  Object permanence develops -> without it, borderline personality disorder happens  They think that if a person disappears, they are gone from their life forever  Ability to organize and coordinate sensations with physical movements  Consists of six sub-stages of cognitive develop  Is nonsymbolic through most of its duration o Preoperational thoughts characteristics  More symbolic than sensorimotor  Egocentric (inability to distinguish between own perspective and someone else's  But if you continue to talk about it, discuss other people's feelings, you can build those neural pathways  Inability to engage in operations; can't mentally reverse actions (difficult to reverse their steps); lacks conservation skills (major milestone in cognition)  Intuitive rather than logical (How did you know? I just know) -> no rationalizing ability  Emotional intelligence is more important than IQ  We can promote some of these skills to come in earlier o Characteristics of concrete operational thought  Can use operations, mentally reversing action; shows conversation skills
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