Theories of Development IP&T 301. First grade map.
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Transcript of Theories of Development IP&T 301. First grade map.
![Page 1: Theories of Development IP&T 301. First grade map.](https://reader031.fdocuments.in/reader031/viewer/2022032804/56649e4f5503460f94b46c32/html5/thumbnails/1.jpg)
Theories of Development
IP&T 301
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First grade map
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Third grade map
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Sixth grade map
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Compare & Discuss
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Jean Piaget
• Cognitive Constructivism– What might this mean?– What are some of Piaget’s
assumptions?– According to Piaget, is learning
more individual or social?– What are schemes and what role
do they play in learning?
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Process of Equilibration
Disequilibrium
Assimilation Accommodation
Equilibrium
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Piaget’s Stages of Development
• Sensorimotor (0-2)
• Preoperational (2-7)
• Concrete Operational (7-11)
• Formal Operational (12+)
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Current Thought• Criticisms?• How do we implement Piaget in the
classroom?– focus on process, allow students to
make connections– active involvement, use of
manipulatives– awareness of individual differences– awareness of schemes, assim/accom
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Piaget Presentation
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Lev Vygotsky
•Social Constructivism–What does this mean?–What are some of Piaget’s assumptions?
–How does Vygotsky’s theory differ from Piaget’s?
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The role of society
•Socio-cultural learning•Guided Participation•Apprenticeship•Peer interaction
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Zone of Proximal Development (ZPD)
Next LevelOf Development
Current LevelOf Development
Zone of Proximal Development
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How do we know?
•How do we know where a child’s ZPD is?–Tasks they can do with assistance
–Worksheet
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Scaffolding
•What kinds of scaffolding do parents use to help children develop new skills?
•What kinds of scaffolding can we provide in the classroom?
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Implementation
•How do we implement Vygotsky in the classroom?–Mixed-ability grouping–Challenging tasks–Questioning, discussion–Self-instructions
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Vygotsky Presentation
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Erikson’s Psychosocial Crises•Uh…what?
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Erikson’s Stages• Trust v. Mistrust (infancy)• Autonomy v. Doubt (toddler)• Initiative v. Guilt (preschool)• Industry v. Inferiority (elementary)• Identity v. Role confusion (adolescence)• Intimacy v. Isolation (young adulthood)• Generativity v. Stagnation (middle age)• Integrity v. Despair (retirement)
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Show me!
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Implications
•School plays a central role•Allow freedom, encourage
experimentation•Emphasize strengths•Support effort
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Kohlberg’s Moral Development•Developing moral reasoning•Moral dilemmas cause
disequilibrium
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Kohlberg’s Stages• Preconventional
– Punishment-avoidance and obedience– Exchange of favors
• Conventional– Good boy/good girl– Law and order
• Postconventional– Social contract– Universal ethical principle
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How can we identify?
•Class discussions•Look for motivations•Practice – CD exercise
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Implications• Weave discussions of justice and moral
issues into lessons, particularly classroom events
• Foster greater awareness of own and others’ feelings, social responsibilities, and ethical choices
• Provide a framework of expected behavior• Discuss, “What if…?”, • Allow cooperative groups to create their
own rules
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Assignments
• Extra credit opportunity• Read Ch. 9 (pg. 298-328) • Read Ch. 4 (pg. 102-118) • Reading Quiz #2 • Presentations:
– Skinner– Gardner