EDSE 508: EDUCATIONAL PSYCHOLOGY CLASSROOM ASSESSMENT IN SECONDARY EDUCATION

1. EDSE 508: EDUCATIONAL PSYCHOLOGY & CLASSROOM ASSESSMENT IN SECONDARY EDUCATION Cognitive Development and Language

2. Regions of the human brain The brainstem coordinates heart rate, breathing, eating, and sleeping. The cerebellum coordinates repetitive movements and maintains balance and posture. The limbic system regulates emotions and motivations. In addition, parts of the limbic system, the amygdala and hippocampus, are important for memory functions. The diencephalon contains the thalamus and hypothalamus. The thalamus is involved in sensory perception and the regulation of movement. The hypothalamus is an important regulator of the pituitary gland The cerebral cortex makes up the largest part of the brain mass and lies over and around most of the other brain structures. It is the part of the brain that is responsible for thinking, perceiving, and producing and understanding language.

3. Regions of the cerebral cortex

4. Neurons The brain contains billions of neurons enable people to think, move, maintain homeostasis, and feel emotions Consists of: cell body, dendrites, axons, and presynaptic terminals

5. Transmission of information to other neurons The neuron has processes called dendrites that receive signals and an axon that transmits signals to another neuron.

6. Synaptic Cleft

7. Overproduction and Pruning Processes Experience-expectant: synapses are overproduced in certain parts of the brain during developmental periods; �use it or loose it.� Experience-dependent: synaptic connections are formed based on the individual�s experiences (e.g. learning second language) Stimulation (physical/sensory) is key in both development and learning.

8. Implications for Teachers Many cognitive functions are associated with different parts of the brain ? learners may have different preferred modes of processing information (visual, verbal, hands-on) ? different modes of instruction Cognitive development can be supported with enriched active environments and flexible instruction strategies. Learning disorders may have neurological basis, neurological testing may diagnose, treat, and evaluate the effects of the treatment

9. Jean Piaget�s Theory of Cognitive Development (1896-1980) Basic tendencies in thinking: 1. Organization: combining, arranging, recombining, rearranging thoughts to understand and interact with the world (schemes) 2. Adaptation: adjusting to the environment -assimilation: fitting new information into what we already know. -accommodation: changing existing schema into to respond to a new situation. 3. Equilibration: organizing, assimilating, and accommodating are carried out to maintain a balance ? our thinking changes and moves ahead.

10. Piaget�s Stages of Cognitive Development

11. Lev Vygotsky�s Sociocultural Perspective (1896-1934) Social interactions with �capable adults� create cognitive structures and thinking processes. Mental processes are �mediated� by cultural (signs, symbols, language). Children use these tools to construct their understanding of physical and social worlds. Private speech moves children toward self-regulation: plan, monitor, think, solve problems. �Zone of proximal development� is the area between what the child can do independently and what the child can do the help of the capable adult. Social interactions ? learning ? cognitive development

12. Applying Vygotsky�s Ideas in Teaching Scaffolding: provide models, prompts, coach, and feedback Powerful Tools: organizational strategies, research tools, language tools, technology Funds of Knowledge: link class assignments to family and community knowledge Group Learning: peer tutoring and cooperative learning