PIAGET: Information Processing Theories

1. PIAGET: Information Processing Theories CHAPTER 2: MODULE 4: PAGES 45-57

2. Jean Piaget (1896-1980) A Swiss psychologist who was greatly interested in the education of children. He was the first to develop a Cognitive theory, in 1972, of how children think, from infancy to adulthood. Piaget believed that children move from one stage to the next, sequentially, although some children move faster than others.

3. “Basic Tendencies in Thinking”(pages 46-47) You are going to condense your notes from the textbook reading, on to one of the graphic organizers. (Partners/trios.) 3 MAIN TOPICS: •ORGANIZATION •ADAPTATION •EQUILIBRATION

4. “Basic Tendencies in Thinking”(pages 46-47) 4 MAIN CONCEPTS: •schema •assimilation •accommodation •disequilibrium

5. Give clear descriptions and examples of these from textbook p.46-47 . 4 MAIN CONCEPTS: •schema •assimilation •accommodation •disequilibrium 3 MAIN TOPICS: •ORGANIZATION •ADAPTATION •EQUILIBRATION (About 10-15 minutes working time.)

6. Give clear descriptions and examples of these from textbook p.46-47 . 4 MAIN CONCEPTS: •Schema 3 MAIN TOPICS: •ORGANIZATION

7. Piaget’s: SCHEMA •Basic building blocks of knowledge. •How you organize information to understand the world around you. •Objects that are important to you as you learn in your “ages and stages.”

8. Piaget’s: SCHEMA What is an important object that a baby would have in her mental schema?

9. SCHEMA

10. THINK about your SCHEMA •What is an object that you know right now that it is important to you?

11. SCHEMA

12. SCHEMA

13. SCHEMA

14. SCHEMA

15. SCHEMA

16. SCHEMA

17. THINK about your family’s SCHEMA •What are objects that are important to your parents, your siblings? •Especially as they are developing through different ages and stages?

18. SCHEMA As you develop and grow throughout your life, you keep adding to your Schemata. Your brain stores all new and old schemata in mental patterns and categories.

19. On another graphic organizer, give examples of the next main topic and concepts: MAIN CONCEPTS: •Assimilation •Accommodation TOPIC: •ADAPTATION

20. Piaget’s: ASSIMILATION •Drawing on what you already know to make sense of new schema. •Organizing new information into patterns and categories you know.

21. NEW GRAPHIC ORGANIZER

22. SCHEMA to NEW SCHEMA

23. Professor Norland’s SCHEMA I love my Mac laptop! I have been an Apple user for years!

24. GRAPHIC ORGANIZER SCHEMA MAC LAPTOP

25. Professor Norland’s NEW SCHEMA SURELY, I can get used to my Bethany College Windows computer and figure out how it works!

26. ASSIMILATION . •Drawing on what you already know to make sense of new schema. •Organizing new information into patterns and categories you kno

27. GRAPHIC ORGANIZER ASSIMILATION SCHEMA HOW IS THIS LIKE RUNNING MY MAC? MAC LAPTOP NEW WINDOWS COMPUTER

28. Piaget’s: ACCOMMODATION •Changing, adjusting our schema to understand and make sense of new schema. •Creating new schema to make it fit with older schema.

29. GRAPHIC ORGANIZER ASSIMILATION SCHEMA HOW IS THIS LIKE RUNNING MY MAC? ACCOMMODATION MAC LAPTOP NEW WINDOWS COMPUTER ADJUST TO RIGHT CLICK-LEFT CLICK .

30. Child’s SCHEMA Child knows this 4-legged animal is called a HORSE.

31. Child’s Schema SCHEMA HORSE

32. Child’s NEW SCHEMA It has four legs, and it looks like a horse.

33. GRAPHIC ORGANIZER ASSIMILATION SCHEMA HAS 4 LEGS AND LOOKS LIKE A HORSE. HORSE ZEBRA

34. Piaget’s: ACCOMMODATION •Changing, adjusting our schema to understand and make sense of new schema. •Creating new schema to add to older schema.

35. GRAPHIC ORGANIZER ASSIMILATION SCHEMA HAS 4 LEGS AND LOOKS LIKE A HORSE. ACCOMMODATION HORSE ZEBRA BUT IT HAS STRIPES, AND IT’S A NEW KIND OF HORSE, CALLED A ZEBRA.

36. WRITE YOUR OWN EXAMPLES…. MAIN CONCEPTS: •Assimilation •Accommodation TOPIC: •ADAPTATION Both Assimilation and Accomodation are required to adapt to increasingly complex environments.

37. Give clear descriptions and examples of these from textbook p.46-47 . MAIN CONCEPTS: •equilibrium •disequilibrium MAIN TOPIC: •EQUILIBRATION Testing our thinking by searching for a balance between Assimilation and Accommodation until it fits with what we understand.

38. Piaget’s: EQUILIBRATION •Trying to find a balance between assimilation and accommodation to make sense of new schema. DISEQUILIBRIUM •Cannot find a “fit”. •Hearing a conversation spoken in a foreign language. •Making sense of a complex math problem?

39. Give clear descriptions and examples of these from textbook p.46-47 . MAIN CONCEPTS: •equilibrium •disequilibrium MAIN TOPIC: •EQUILIBRATION DISEQUILIBRIUM: When we are uncomfortable because we can’t find a balance with the new schema. We must re-think it, find a new solution or way to adjust, or not change our thinking, or ignore it.

40. SCHEMA …Sept. 11, Twin Towers

41. ASSIMILATION …it must be a terrible accident of some kind?

42. ACCOMMODATION …the news is reporting it’s a terrorist act.

43. DISEQUILIBRIUM …NO, not a terrorist attack on American soil…(disbelief, does not fit in my brain)

44. Piaget’s: 4 stages of Cognitive Development (p.47-54) WEDNESDAY’S ASSIGNMENT: •Use a graphic organizer to organize notes on pages 47-54. 4 stages Include key concepts and vocabulary up to p. 54.

45. Piaget’s: 4 stages of Cognitive Development (p.47-54) Sensorimotor Preoperational Concrete Operational Formal Operational