EDTC 3000, PPR
Right Brain Versus Left Brain
Right Brain does: Spatial abilities Facial recognition Visual imagery Music
Left Brain does: Logic Language Math
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Principles of Brain-based Theories
The brain is a parallel processor. Meaning is gathered by patterning information
together. Emotions are critical to patterning. The brain perceives and creates parts and wholes. Learning comes from a combination of focused and
peripheral perception. Optimal learning happens when one is challenged,
not threatened. Each brain is unique in learning style and ability.
EDTC 3000, PPR
Activity 1
Form groups of 3 to 5 people. Discuss and reach a consensus on:
Two (2) ways knowledge of left-right brain can help a teacher become a good teacher.
Two (2) characteristics that imply a student leans toward being “left brain” or “right brain.”
Compare group findings with the whole class.
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Theories of Human Development
Piaget’s Cognitive Development. Vygotsky’s Sociocultural Theory. Kohlberg’s Theory of Moral Development. Erikson’s Stage Theory of Child
Development.
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Piaget and Schemata
Piaget believes that learning involves the forming of mental representations which connect new information to existing information.
The “schema” (or scheme) is a mental structure which stores information.
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Assimilation versus Disequilibrium
If a child has limited schema for the concept of “dog,” encounters another dog which fits in his/her schema, assimilation (acceptance) occurs.
If a child has a limited schema for the concept of “dog,” encounters a hairless Chihuahua, which does not have fur, disequilibrium (uncertainty) occurs.
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Accommodation & Equilibrium
Accommodation occurs when the child changes his/her existing schema to include an exception or expands his/her criteria of “dog” by adding more information to “dog” schema.
After the existing schema has been altered, the child reaches equilibrium.
We are always moving towards equilibrium.
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Piaget’s Stages of Cognitive Development
Sensorimotor (0-2 yrs) Preoperational (2-7 yrs) Concrete Operations (7-11 yrs) Formal Operations (11+ yrs)
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Sensorimotor Stage (0-2 years)
Characteristics of learning at this stage: Sensory input comes from outside world. Limited sensory understanding of the world. Responds with physical reactions. Imitates actions or behaviors. Limited sense of object permanence (what
a baby sees exists, what he/she doesn’t see doesn’t exists).
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Preoperational Stage (2-7 years)
Characteristics of learning at this stage include: Limited logical thinking. Use of rudimentary language to organize world. Egocentric (me) view of reality. Limited to one notion of perception in defining
solutions to various problems. Cannot mentally reverse actions.
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Beaker Problem at the Preoperational Stage
Children at this stage will be fooled by the beaker problem. The child will believe that a taller beaker with water will have more water than a shorter, wider beaker. This occurs even if the child observes how the contents of a shorter beaker fits in the taller beaker.
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Concrete Operations (7-11years)
Characteristics of learning at this stage include: Use of simple logic & reasoning to solve problems. Can reverse operations (solve beaker problem). Logic processing is still confined to concrete
objects. Need to see, touch, play with objects of interest .
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Formal Operation Stage (11+)
Characteristics of learning at this stage include: Able to use abstract reasoning or the ability to
think logically about intangible ideas and concepts. Ability to take on multiple perspectives when
solving a problem.
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Moving from Concrete to Formal
A teacher should: Begin with concrete models and examples
and then “bridge” to the abstract. Give students concrete examples of
abstract concepts and ideas. Guide student understanding in the
relationship between concrete and abstract by using visuals.
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Vygotsky’s Sociocultural Theory of Cognitive Development
Vygotsky emphasized the importance of social interaction and the development of language.
Vygotsky noted a relationship between speech development (especially private talk) and future cognitive development.
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Speech Views of Piaget and Vygotsky
Vygotsky Piaget
Private Speech/ Self Talk
Occurs when child does complex thinking
Egocentric
Solitary Play A way to practice language
One-way logic
Adults Major role in scaffolding
Minimal role
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Scaffolding Learning
Vygotsky called what a child learns alone as their “actual level of development.”
With adult guidance, children could learn at a higher or “potential level of development.”
The zone between the two levels is called the “zone of proximal development (ZDP).”
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Scaffolding Learning
A “scaffold” is a structure that supports an ongoing project with previous and present information, much like a scaffold around a building under construction.
Teachers can use scaffold learning to connect old, and relevant ideas to new ideas.
Assisted learning and guided participation are terms that describe a teacher who scaffolds student learning.
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Scaffold Learning Uses…
Webbing/concept maps. Structured outlines. Cooperative pair problem-solving. Cooperative teaming. “Think alouds.” Task analysis.
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Kohlberg & Moral Development
Kohlberg believes that learning is a result of a series of moral judgements made by students about a lesson. Kohlberg identified six stages of moral decision making, where each stage’s moral perspectives depended on a specific age range.
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Strategies to Promote Moral Development
Conventional Strategies—use examples, stories, and sets of rules, moral custom, and social beliefs of right and wrong.
Post-Conventional Strategies—challenge students to question moral and legal issues, have debates about moral and ethical issues, evaluate moral examples.
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Activity 2
Form groups of 3 to 5 people. Within each group, create a table with
Piaget and Kohlberg across the top and moral beliefs, use of concrete examples, and abstract reasoning down a column.
Compare and contrast Piaget and Kohlberg on these 3 points.
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Erikson’s Stage Theory
Basic trust vs. basic mistrust
Birth – 12-18 months
Feeding
Autonomy vs. shame/doubt
18 months – 3 years
Toilet training
Initiative vs. guilt 3 – 6 years Independence
Industry vs. guilt 7 – 12 years school
Age Main Issue
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Erikson’s Stage Theory Cont.
Identity vs. role confusion
Adolescence Peer relationships
Intimacy vs. isolation
Young adulthood Love relationships
Generativity vs. stagnation
Middle adulthood Parenting
Ego integrity vs. despair
Late adulthood Reflection and acceptance of life
Age Main Issue
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Industry vs. Inferiority:
The Teacher’s Role
Develop strategies to ensure that all students are successful.
Praise students and offer encouragement.
Foster a sense of self-respect and pride in work and performance.
Involve parents and family members in supporting the child’s education.
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Identity vs. Role Confusion: The Teacher’s Role
Encourage self-reflection. Have activities that ask students to
make personal value judgments. Introduce students to a variety of future
occupations or areas of study. Allow for student choices, input, and
interpretations.
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A Statement About Brain Differences and Gender
Let’s take a quick test about brain differences and potential ability.
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Brain Differences and Gender
Answer with TRUE or FALSE. Girl brains mature faster than boy brains. Girls tend to develop verbal and
linguistic abilities faster before boys. Girl’s have a more developed corpus
collosum (connecting tissue between brain halves).
Girls have better cross-talk.
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Brain Differences and Gender
Answer with TRUE or FALSE. Boys tend to be right-brained focused and
girls tend to be left brain focused. When using words or language, girls
communicate better than boys. Girls have better hearing and sensory
perception than boys. Boys often communicate by using physical
displays and nonverbal communication.
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Brain Differences and Gender
Answer with TRUE or FALSE. Boy brains usually secrete much less serotonin,
creating the perception of sleepiness or restlessness.
Boy brains get large doses of testosterone, resulting in more aggressive, socially ambitious, and dominant striving behavior.
Girls have a strong tendency to “bond” and “nurture” due to high progesterone levels.
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Brain Differences and Gender
Answer with TRUE or FALSE. Boys are “task focused” and tend to “stick to
the plan” until the job is done. Girls can store more in short term memory than
boys, especially random things. Boys can store more information in long-term
memory than girls if information is organization in a coherent format.