Welcome back!

1. Welcome back!

2. Who’s playing what? • Who’s going for next week?

3. Theories of Human Development Stuff a teacher ought to know

4. And why should you know this stuff? • If you know how people think…. • If you know when people think that way…. • If you know what motiviates people to act in certan ways…. • You’ll be a better teacher when you see all that coming atcha.

5. Theories of motivation What compels actions Theories of processing What/how particular information is taken in from the infinite amount of information in the environment. Two kinds (Dr. Mrs’ categories)

6. Freudian stages of development • One of the first theories of development • Theory of Motivation • Birth-2years: oral stage • 2- 4 years: anal stage • 4-7 years; phallic stage • 7-12 years: latency stage • 12 years onward: genital stage

7. Super Ego Ego Id Freud’s hierarchy of self-governance • Conscience, moral superior authority • Parents, God • Sense of self • Identity, aspirations • Physical desires • Sub-conscious

8. Mazlow’s hierarchy of needs(Theory of motivation) • Self actualization • Self-esteem • Love/social status • Safety/security • Physiological needs

9. Freud recognizes the social as it relates to procreation Mazlow recognizes the social as it relates to community The social is important

10. Super Ego Ego Id Compare Freud & Mazlow(individual dynamic) (group dynamic)

11. Sensory motor Pre-operational Concrete Formal operations Birth-2(or talking) But based on aptitude & life experience within a domain 2-7 But based on aptitude & life experience within a domain 7-11 But based on aptitude & life experience within a domain 11+ But based on aptitude & life experience within a domain Piaget (theory of processing)

12. Sensory motor • Birth-2 years • All thought stems from physical interaction with the world • Thought is a process of gathering pieces of sensory information

13. Pre-operational • 2 (or when child talks)-7 • Thought involves ‘assembling’ or ‘assimilating’ pieces of sensory information together to see what works • “Trial and error” illogical process with singular vantage point (self) • Unable to ‘accommodate’ other view points • Highly creative thought, but not productive thought • “Santa Claus” stage • Many untested beliefs

14. Concrete • 7-11years • Thought involves understanding “the rules” • Sensory information is internalized with rational thought replacing a need to manipulate/touch • Logic allows individual to ‘assimilate’ pieces of information which might then align into a view point that differs from the personal belief system. • Cognitive dissonance • Individuals ‘accommodate’ the new alignment with an adjusted/expanded belief system. • This ‘accommodation’ becomes the ‘rule’ of understanding. The ‘rule’ becomes set, or concrete

15. Formal operations • Thought deals in abstractions • No sensory referent is needed • Multiple perspectives can be considered and held • Ongoing assimilation & accommodation • Approaches to problems are both logical and creative • highly productive

16. Developmental stage is “Domain Specific” • Stage is determined in large part by • life experience • Specific aptitude for learning within domains • Different stages can be held for different ideas simultaneously

17. Milk • Sensory motor: There’s milk! Wow! That’s amazing……and now I feel wet. Now I’m crying. Hey! Is that milk?? • Pre-operational: I want milk. Crying is the magic that makes milk happen. Ergo, crying will get me what I want all the time. I will now commence with the crying. • Concrete operations: Milk comes in containers and is kept in the fridge. It is a liquid. Everybody knows that it’s tasty to drink as well as to put on cereals both hot and cold. One should not cry over it when it’s spilt, as nothing will come of that.

18. Milk Continued • Formal operations: • Milk has interesting properties that can be manipulated. • It can be separated into semi-solids and liquids. • The solids can change physical properties to create whipped cream or butter or cheese. • It can be emulsified with fats and sugars and frozen into a delicious solid. • It can be whipped into a froth and added to adult beverages. • Other non-dairy items can be manipulated to act like milk.

19. Replace Milk with Tofu • Wadja know about tofu? • Life experience • Aptitude for cooking

20. A person can be in multiple stages at a time depending upon the idea or ‘domain’ • Linguistic intelligence • Logical-mathematical intelligence • Spacial intelligence • Bodily-kinesthetic intelligence • Musical intelligence • Interpersonal intelligence • Intrapersonal intelligence • Naturalistic intelligence

21. Jerome Bruner(theory of processing) • Enactive • Ideas are know when the learner is actively immersed in sensory experience • Idea is unable to be known when sensory experience is no longer present in environment • Iconic • Ideas can be known when the learner has a substitute ‘placeholder’ for missing sensory experience in the environment • Symbolic • Idea is internalized and known without sensory experience present in environment • (play sound file now)

25. Piaget and Bruner • Both deal with an individual’s understanding • Piaget’s stages are global • Bruner’s stages are local

26. Vygotsky(theory of processing & motivation) • ‘constructivism’ • Sociallyconstructed learning • Individual learning happens after group learning • Interpsychological: working it out with others • Intrapsychological: working it out with yourself • Inner speech • Expert Peers/ More Knowledgeable Other (MKO) • Zone of Proximal Development (ZPD) • Space between the inter- and intra-spychological learning

27. Individual aptitude

28. Increase MKOs in various domains….

29. Social Learning Theories • Vygotsky • Bandura • Lavé Situated Learning

30. Ideas to ponder • Inner speech is how we figure out perplexing situations. • Talking is an important component of moving from Piaget’s sensory motor to pre-operational stages. • Language is a symbolic expressive form • Yummm…yummmm.yummmmm(enactive) • Mmmumm…mummm…mummm…(iconic) • Mom. (symbolic)

31. Hope:Trust vs. Mis-trust infant Will: Autonomy vs. Shame and doubt toddler Purpose:Initiative vs. Guilt Pre-schooler Competence: Industry vs. Inferiority School aged kids Fidelity: Identity vs. Role confusion adolescences Love: Intimacy vs. Isolation Young adult Care: Generativity vs. Stagnation Middle adult Wisdom: Integrity vs. Despair Older adult Erikson stages(Theory of movitivation based on social/moral tropes)

32. So again, So What? • You teach people • You teach content • People come before content • Good teachers plan for • What people want/need • How people process information