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Cognitive Development and Reading, [ALIGNING METHODS FOR LEARNERS],…
Cognitive Development and Reading
[CONCEPT DEVELOPMENT]
[CONCEPT FORMATION] assimilation+accommodation=equilibrium
[CONCEPT] a group of stimuli with common characteristics
[WORD] a label that represents a concept or idea
[NOUNS] concepts representing things
[VERBS] concepts representing actions
[ADJ/ADV] concepts representing observable qualities
[FUNCTION WORDS] e.g. conjunctions, prepositions; concepts representing relationships
[FROM WHERE DO WE LEARN CONCEPTS?]
[DIRECT SENSORY EXPERIENCES]
[GROWTH IN/THROUGH THE USE OF LISTENING SKILLS, SPEAKING SKILLS, READING SKILLS]
[PRIOR KNOWLEDGE] + [NEW KNOWLEDGE]
THE TEACHER'S ROLE
assess students' concept-development level
help them to add the attributes necessary and relevant for the development of particular concepts
help them delete faulty or irrelevant concepts
help the reader gain skills in higher cognitive operations
give students activities that help them develop skills in categorizing, semantic mapping, outlining, diagramming
ask questions that challenge the students to seek relationships and make comparisons
help students who come from educationally disadvantaged (or low socio-economic environments) as they may lack concept-development experiences and the vocabulary needed for success in middle-class schools and curricula
make a distinction between concept deficiency or vocabulary deficiency in second language situations
it may be the case that children may have a rich background of experiences, but the labels they use are in the first language
they may just need to know the second language vocabulary for concepts they have already acquired
the concepts may be unfamiliar and they do not have the words, both the first and second language, for such concepts
[LANGUAGE DEVELOPMENT]
[INTELLIGENCE]
what usually defines intelligence
Intelligence quotient: average rate of mental development
Mental age: level of mental maturity reached at the time of measurement
Intelligence tests can be scored for both mental age and intelligence quotient
MULTIPLE INTELLIGENCE THEORY
There are multiple types of intelligence that are beyond the confines of the commonly held belief about intelligence
Seven intelligences by Gardner and Armstrong
Logical-mathematical - use of numbers
Spatial - perceiving the visual-spatial world
Bodily-kinesthetic - use of one's whole body to express ideas and feelings
Linguistic - use of words
Musical - perceive, discriminate, transform, and express music
Interpersonal - ability to understand other people
Intrapersonal - self-knowledge and how to act on the self
In Teaching:
Reading or writing by its nature directly relates to linguistic intelligence
Literacy teaching could be modified to cater to different types of intelligence.
With the understanding of multiple intelligences, teachers could integrate such intelligences in different contexts and ways.
Students can adapt their intelligences in different natural context and practical ways
Students should also be engaged in learning with their peers/group, hence cooperative learning activities are encouraged.
Students should be engaged in reading with the use of media materials
A framework was suggested by Armstrong that identifies key questions which could be used in choosing materials and activities.
Literacy instruction that is adapting to the different needs and types of students.
[INDIVIDUAL LEARNING STYLES]
[LEFT VS RIGHT LATERALITY] Phonetics or Text Preferences to Reading
[GLOBAL VS ANALYTIC] from a general whole, to its parts and vice versa
[PERCEPTIVE STRENGTHS] i.e. visual, auditory, kinesthetic, tactile
[MOBILITY] need for movement / physical activity
[IMPULSIVENESS VS REFLEXIVITY] those who act before they think vs those who think before they act
Teaching methods for reading must be aligned with perceptual strengths
Utilize methods effective for students in certain age brackets. (i.e. tactile-kinesthetic energy-inducing materials for kids)
Maximize technology and a student's stronger senses especially for those with physiological impairities
Create modules that cater to both analytic and global learners.
[TIME OF DAY] encourage studying during peak productive and receptive hours
EMOTIONAL ELEMENTS
PERSISTENCE
ability to stay on task
RESPONSIBILITY
behaviour or response towards authority and instruction
MOTIVATION
STRUCTURE
how much guidance or direction a student needs to complete a task
SOCIOLOGICAL ELEMENTS
Working style preferences
Independence VS Collaboration
Response to teaching authority/teacher pedagogy
Resistance VS Receptivity
[COGNITIVE DEVELOPMENT]
[PIAGET'S COGNITIVE DEVELOPMENT THEORY]
[STAGES OF PIAGET'S COGNITIVE DEV'T THEORY] cognition develops in a sequence of stages that is related to age; at each stage, a child's mind develops a new way of operating
[FORMAL OPERATIONAL STAGE (11YRS & UP)]
ability to deal with hypothetical situations so that the "form" is now separate from the "content"
can readily classify and reclassify large groups of objects in different ways and in the absence of objects, or even hypothetical objects (e.g., atoms)
capable of [PROPOSITIONAL LOGIC] the ability to think in abstract terms
[HYPOTHETICO-DEDUCTIVE THOUGHT] can draw conclusions not only through direct observation but also from hypothetical statements (e.g. if A=B and A=C, then B=C)
can see their view as on of many possible views
can propose a hypothetical experiment and test it mentally or physically
can state rules for isolating and controlling variables prior to undertaking any testing
can focus on the combined effects of solutions
[CONCRETE OPERATIONAL STAGE (7 TO 11YRS)]
elementary schoolchildren no longer have difficulties with conservation problems because they have acquired the concept of reversibility
concrete operational children respond to inferred reality (as opposed to preoperational children who respond to perceived apperances)
[PERCEIVED APPEARANCE] how something appears to the eye
[INFERRED REALITY] the meaning of stimuli in the context of relevant information
thinking is now characterized by [DECENTRATION] the ability to see different angles or more than one dimension of a situation
they can see part-to-whole, not just part-to-part relationships
they are no longer quite so egocentric, beginning to see things from another's perspective
they can master the skill called [TRANSITIVITY] which is the mental arrangement and comparison of objects
they can arrange things in order according to one attribute (e.g., length, lining up sticks from shortest to longest)
they have acquired the ability of [CLASS INCLUSION] the ability to make comparisons within and between classes (e.g., in a class of 20 boys and 23 girls, the child can see that there are more girls than boys and there are more children than either girls or boys)
they can form concepts, see relationships, solve problems (but only if these involve objects that are familiar)
[PREOPERATIONAL STAGE (2 TO 7YRS)]
begins to establish relationships between experiences and actions (e.g. the letter "c" can stand for "cat" or for the /k/ sound)
the child's language and concepts develop at an incredible rate, yet thinking remains primitive (Piaget's discovery: young children lacked the principle of conservation)
[CONSERVATION] the concept that certain properties of an objects remain the same regardless if changes in other properties
a preschooler's thinking is characterized as irreversible
[REVERSIBILITY] the ability to perform a mental operation and then reverse one's thinking to return to the starting point
pre-operational thinking focuses on states (e.g., in the water problem, the preschooler ignores the pouring process and sees only the beginning state of water in a tall glass and end stae of water in a wide glass)
a preschooler's thought is also described as egocentric (they believe that everyone sees the world exactly as they do; interpret events entirely in reference to themselves)
a preoperational child's thinking is characterized by centration
[CENTRATION] focusing on only one aspect of the situation
[SENSORIMOTOR STAGE (BIRTH TO 2YRS)]
explore the world by using their senses and motor skills
object permanence: step toward somewhat more advanced thinking; the child does more than reflect on what is presented to their senses
[OBJECT PERMANENCE] knowing an object exists when it is out of sight
discoveries are primarily through manipulation
[COGNITIVE DEV'T AS A FORM OF ADAPTATION]
[ACCOMMODATION] changing/modifying existing schema to include new knowledge
[ASSIMILATION] incorporation of new schema into existing ones
[COGNITIVE DEV'T AS A FORM OF ORGANIZATION]
[ORGANIZATION] integration of knowledge into a system to create increasingly complex or sophisticated cognitive structures a.k.a. "schemes"
Piagetian Instructional Principles in Relation to Reading
Students should be allowed to experiment with materials, and to discover information for themselves.
Adult standards of logic should not be imposed on children’s thinking.
Children in preschool and elementary level need to see examples of concepts.
Instructions must be adapted to students’ developmental levels.
[ALIGNING METHODS FOR LEARNERS]
[PSYCHOLOGICAL ELEMENTS]
[PHYSICAL ELEMENTS]