3appliedchilddevelopment.undergraduate.classadaptiveteaching.conceptualchange
DESCRIPTION
hese are the Class Session Power Point Files for my EDP 370: Applied Child Development Course: Unit 3 on Conceptual Development and Conceptual Change. In this unit, we specifically focus on the Schema Theory and Self-Regulation Theory. This course is taught as a 'hacked' course. Lectures are prerecorded for students to listen to at home, we complete activities in-class. The culminating project is the Children's Thinking Project (adapted from Penelope Oldfather & West, 1999). Thus, we integrated a series of interviews from American Public Media: Dick Gordon's The Story radio program into the pedagogy for students to develop their interviewing skills. Flipped Videos can be accessed via the course ebook: https://itunes.apple.com/us/book/edp-370-handbook/id705427002?mt=11TRANSCRIPT
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Adaptive Teaching and Learning
Quick write in NOTES: How can we use observation tools / survey assessment as ways to develop relationships with children?
Make Commitments!
Please Sit in Groups to Discuss: Zimmerman (FIRST Name A-H):Rohrkemper Corno (I-Z)
Open MOODLE and Review CTP Guidelines
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Agenda April 1 (No Foolin’!)
• Review Quick Write
• Discuss Children’s Thinking Project Guidelines
• Partner Share our Schemas for our CTP Project• Identify 3 People to Share in Class
• Group Reciprocal Teaching Activity• Developing Skits for teaching SRL/Adaptive
Learning
• Discuss Field Report #3
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What is Self-Regulated Learning?
• SRL Theories seek to explain how people improve their performance using a deliberate and systematic method of learning.
• Instead of focusing on sustaining the status quo, SRL researchers seek to understand how learners adapt to dynamic contexts by constantly enhancing their skill.
• The ability to SRL is considered the pinnacle skill of adolescence.
• SRL skills are often implicitly learned, not explicitly taught. Represent a form of cultural capital that some parents hand down to their children allowing some children to be successful in school
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Zimmerman’s Phases of Self-Regulation
Self-Regulation is a viewed as cyclical process.
Students who successfully self-regulate are viewed as completing the entire cycle.
There essentially six ‘break down’ points in the model.• Breakdowns can occur during each phase• Breakdowns can occur between phases.
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What are the implications for parents and teachers of this model?
Children must see you self-regulate your own learning if they are to emulate the behaviors and bring them under self-control.
Zimmerman’s Developmental Phases
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Activity #1: Preparing Field Report #3
• What kind of data do you have?• Observations and interactions with children at field site.• What did they say? Do? How might their thoughts and
behavior reflect understandings of a concept? Reflect their emerging adaptive learning / SRL skills?
• How might their understanding of a ‘concept’ reflect using different Piagetian Tools (awareness / lack of awareness; symbols, underlying principles etc.)?
• Survey Data (Aligned with Adaptive Learning / SRL Framework)• Play Observations (“see” adaptive learning in play behaviors)• K-5 Learning at Home and School Data• Adolescent SRL Data• How does your child’s data align with the reported data from the
field of developmental psychology?
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Field Report #3:Conceptual Development
• What Theories Can You Work With?• Schema Theory (Textbook; Class Activity)• Adaptive Learning (Rohrkemper & Corno Article)• SRL (Zimmerman Article)• Piaget’s “Tools”• Other Concepts from Textbook on Development of
Strategies and/or Developmental Characteristics of Cognitive Processing (Santrock exceprt on Moodle)
• Criteria: Specificity & Accuracy, Integration
• *** You MUST use a pseudonym / alias in this reflection or you will loose points.
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Field Report #3:What does it mean to be child
focused?• Try to take the perspective of the child you
observed, collected data from.• Use theories to try to understand the processes
he/she may be going through.• How is he/she approaching (academic / social) tasks?• To what extent is he/she assuming responsibility for
his/her learning?• How well does he/she adapt to challenges / failure?
• Perspective Taking Activity
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Field Report #3: How could I be Self-Focused & Future Oriented?
• What can you do to promote conceptual development / conceptual change? (Consider your planning, instruction, and assessment)
• Focus on your vulnerabilities. Where are you in your own self-regulation? How might this affect your ability to be an effective teacher / parent?
• Focus on what you can do to promote adaptive learning / the development of self-regulation skills development in your class (at home):• Consider how you will titrate challenge for your students• Consider how you will create opportunities for students to
develop SRL skills (remember the different phases)
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Piaget’s Theories of Learning and Cognitive
Development• Learning Theory (Inquiry Activities)• How do people make or “construct” meaning
out of their experiences? • How do learners contribute to the process of
meaning making?
• Theory of Cognitive Development• How is children’s thinking systematically
different from our own?
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Central Tenets of Piaget’s Learning Theory
• Maturation
• Organization & Schemes
• Activity / Exploration
• Disequilibrium
• Adaptation• Assimilation• Accommodation
“Pedagogically Sound”
constructivist activities will contain all of
these elements.
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Acquisition of Cognitive Tools
• Knowing Piaget’s Stages of Development Does NOT Help Educators• You cannot apply the stages
• Acquire Tools in a Sequence• Your understanding is limited by the tools
you have not yet acquired
• Potential to Acquire and Master Each Tool Somewhat Predicted by Age • Object Permanence• Symbolic Thought• Conservation (Set of Skills)• Decentration of Thought (Set of Skills)
“Pedagogically sound” constructivist teaching
will account for developmental differences in
students’ thinking.