Berger Ls 7e Ch 12

32
Prepared by Madeleine Lac efield Tattoon, M.A. 1 Kathleen Stassen Berger Part IV Cognitive Development: The School Years Chapter Twelve Building on Theory Language Teaching and Learning

description

chapter 12

Transcript of Berger Ls 7e Ch 12

Page 1: Berger Ls 7e  Ch 12

Prepared by Madeleine Lacefield Tattoon, M.A.

1

Kathleen Stassen Berger

Part IV

Cognitive Development: The School Years

Chapter Twelve

Building on Theory

Language

Teaching and Learning

Page 2: Berger Ls 7e  Ch 12

2

Cognitive Development: The School Years

“School-age children are learners. as long as it is not to abstract, they can learn almost anything.”

”Time matters, but the depth and content of learning reflect motivation more than maturation—motivation guided by cultural priorities and channeled by brain networks. Thus, nurture and nature interact to allow each child’s mind to develop.”

Page 3: Berger Ls 7e  Ch 12

3

Building on Theory

Theories of cognition in school-age children have been used to structure education.

Page 4: Berger Ls 7e  Ch 12

4

Building on Theory

• Piaget and School-Age Children–concrete operational though•Piaget’s term for the ability to reason logically about direct experiences and perceptions

Page 5: Berger Ls 7e  Ch 12

5

Building on Theory

–An Example: Classification•classification–the logical principle that things can be organized into groups (or categories or classes) according to some characteristic they have in common

Page 6: Berger Ls 7e  Ch 12

6

Building on Theory–The Significance of Logic•identity–the logical principle that certain characteristics of an object remain the same even if other characteristics change

•reversibility–the logical principle that a thing that has been changed can sometimes be returned to its original state by reversing the process by which it was changed

Page 7: Berger Ls 7e  Ch 12

7

Building on Theory

• Vygotsky and School-Age Children–“Vygosky (1934/1999) also felt that educators should consider the thought processes of the child.”

Page 8: Berger Ls 7e  Ch 12

8

Building on Theory• The Role of Instruction

– Vygotsky regarded instruction by others crucial•teachers and peers provide the bridge between the child’s developmental potential and the necessary skill and knowledge

•in the zone of proximal development, other people are crucial

•Cultures (tools, customs, people) teach people

Page 9: Berger Ls 7e  Ch 12

9

Building on Theory• Cultural Variations– patterns of cognition are apparent worldwide•Understanding of classification

– demands of the situation

– learning from other sellers

– daily experience

Page 10: Berger Ls 7e  Ch 12

10

Building on Theory

• Information processing–the view of cognition as comparable to the functioning of a computer and as best understood by analyzing each aspect of that functioning---sensory data input, connections, stored memories, and output

Page 11: Berger Ls 7e  Ch 12

11

Building on Theory

• Memory– sensory memory

•the component of the information-processing system in which current conscious mental activity occurs--also called short-term memory

– long-term memory •the component of the information-processing system in which virtually limitless amounts of information can be stored indefinitely

Page 12: Berger Ls 7e  Ch 12

12

Building on Theory• Speed and knowledge–Speed: •of thinking increases throughout the first two decades of life

–knowledge base•a body of knowledge in a particular area that makes it easier to master new information in that area

Page 13: Berger Ls 7e  Ch 12

13

Building on Theory• Control processes

– mechanisms (including selective attention, metacogniton, and emotional regulation) that combine memory, processing speed, and knowledge to regulate the analysis and flow of information within the information-processing system

– metacognition•“thinking about thinking,” or the ability to evaluate a cognitive task to determine how best to accomplish it, and then to monitor and adjust one’s performance on that task

Page 14: Berger Ls 7e  Ch 12

14

Language• language advances rapidly before middle childhood

• by age 6 children have mastered most of the basic vocabulary and grammar of their first language

Page 15: Berger Ls 7e  Ch 12

15

Language

• school-age children can learn up to 20 new words a day

• increases in logic, flexibility, memory, speed of thinking, metacognition, and connections between facts enhance the learning of first and second languages

Page 16: Berger Ls 7e  Ch 12

16

Language• Vocabulary and Pragmatics

– vocabulary•school-age children are more flexible and logical in their knowledge and use of vocabulary, understanding metaphors, prefixes, suffixes, and compound words

– pragmatics•advances markedly in middle childhood; the use of language, including communication with varied audiences in different contexts

Page 17: Berger Ls 7e  Ch 12

17

Language• Second-Language Learning

– English-language learner (ELL)•a child who is learning English as a second language

– total immersion•a strategy in which instruction in all school subjects occurs in the second (majority) language that a child is learning

Page 18: Berger Ls 7e  Ch 12

18

Language• Second-Language Learning

– bilingual education•a strategy in which school subjects are taught in both the learner’s original language and the second (majority) language

– English as a second language (ESL)•an approach to teaching English in which all children who do not speak English are placed together and given an intensive course in basic English so that they can be educated in the same classroom as native English speakers

Page 19: Berger Ls 7e  Ch 12

19

Teaching and Learning• school-age children are:

– great learners– develop strategies– accumulate knowledge, – apply logic, and think quickly

• universally children are given responsibility and instruction at about age 7

•the age when their bodies and brains are ready

•95% of children are in school by age 7

Page 20: Berger Ls 7e  Ch 12

20

Teaching and Learning

• Curriculum– everywhere children are taught to read, write, and do arithmetic

– when, how, to whom, and whether second-language instruction should occur varies form nation to nation

– religious instruction is another major variable—some public school teach

Page 21: Berger Ls 7e  Ch 12

21

Teaching and Learning

– No Child Left Behind Act of 2001•a U.S. law passed by Congress in 2001 that was intended to increase accountability in education by requiring standardized tests to measure school achievement. Many critics, especially teacher, say the law undercuts learning and fails to take local needs into consideration.

Page 22: Berger Ls 7e  Ch 12

22

Teaching and Learning

– National Assessment of Educational Progress (NAEP)•An ongoing and national representative measure of children’s achievement in reading, mathematics, and other subjects over time, nicknamed “the Nation’s Report Card”

Page 23: Berger Ls 7e  Ch 12

23

Teaching and Learning

– Reading First•a federal program that was established by the No Child Left Behind Act and that provides states with funding for early reading instruction in public schools, aimed at ensuring that all children learn to read well by the end of the third grade

Page 24: Berger Ls 7e  Ch 12

24

Teaching and Learning

• hidden curriculum– the unofficial, unstated, or implicit rules and priorities that influence the academic curriculum and ever other aspect of learning in school

Page 25: Berger Ls 7e  Ch 12

25

Teaching and Learning• the outcome:

– most parents, teachers, and political leaders believe that children are learning what they need

• Progress in International Reading Literacy Study (PIRLS)– a planned five-year cycle of international trend studies in the reading ability of fourth grades, inaugurated in 2001

Page 26: Berger Ls 7e  Ch 12

26

Teaching and Learning

Iranian girls acting out a poem they have memorized from their third-grade textbook

Page 27: Berger Ls 7e  Ch 12

27

Teaching and Learning

• Education Wars and Assumptions– adults differ in their beliefs about what children should learn, and how

Page 28: Berger Ls 7e  Ch 12

28

Teaching and Learning

• Japanese Education

Page 29: Berger Ls 7e  Ch 12

29

Teaching and Learning• The Reading Wars

• phonics approach– teaching reading by first teaching the sounds of each letter and of various letter combinations

Page 30: Berger Ls 7e  Ch 12

30

Teaching and Learning• The Math Wars

– mathematic instruction in the U.S. has become problematic•economic development depends on science and technology

•many children hate math – – Google search showed 36,100 “math phobia” hits compared to 171 for “reading phobia”

•U.S. students are weaker in math than students in other nations

•how to teach math does not always benefit children

Page 31: Berger Ls 7e  Ch 12

31

Teaching and Learning• Other Assumptions

– children learn from homework•One researcher finds that homework undermines learning instead of advancing it (Kohn, 2006)

– mixed evidence shows that smaller classrooms size is not necessarily better (Blatchford, 2003, Hanushek, 1999)

– raising teacher salaries improving professional education

– extending school hours–expanding the school– year increasing sports, music, or silent reading

Page 32: Berger Ls 7e  Ch 12

32

Teaching and Learning• Culture and Education

– controversies regarding cognitive development related to education is political more than developmental

– there are many hidden roles of culture

– teaching styles and methods– the understanding of the child’s culture by a teacher of another culture