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Concrete Operational Stage

Concrete Operational Stage. Analyzing the needs and abilities of 4 th grade students. Hannah Love LSIS 5505 September 10, 2011. Concrete Operational : Solving problems, hands-on. Key terms: Conservation- the idea that quantity remains the same despite changes in appearance

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Concrete Operational Stage

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  1. Concrete Operational Stage Analyzing the needs and abilities of 4th grade students • Hannah Love • LSIS 5505 • September 10, 2011

  2. Concrete Operational: Solving problems, hands-on • Key terms: • Conservation-the idea that quantity remains the same despite changes in appearance • Identity-if nothing is added or taken a way from a material, it remains the same • Compensation-apparent change in one direction can be compensated for by a change in the other direction • Classification-organizing objects by characteristics • Reversibility-the idea that there are more than one way to classify objects • Seriation-the process of making an orderly arrangement of items

  3. Concrete Operational: Solving problems, hands-on • logic + order • =problem solving • problem solving + FUN • =riddles, puzzles, treasure hunts, and mysteries!

  4. Concrete Operational: Solving problems, hands-on The Mysterious Benedict Society Redwall By Brian Jacques When the peaceful life of RedwallAbbey is shattered by the arrival of the evil rat Cluny and his hordes, Matthias, a young mouse, vows to find the legendary sword which will help Redwall's inhabitants destroy the enemy.—WCLP catalog • Trenton Lee Stewart • After passing a series of mind-bending tests, • four children are selected for a secret • mission that requires them to go undercover • at the Learning Institute for the Very • Enlightened, where the only rule is that there • are no rules.—WCLP catalog

  5. Concrete Operational: Solving problems, hands-on • The Mysterious Benedict Society • Characters use logic to solve puzzles and pass tests in order to be inducted into the Mysterious Benedict Society and help save the world. • Examples: • The answers to the first half of the questions on a test are hidden in the second half of the questions, and vice versa. • The children are told to cross a room of black, blue and yellow tiles without letting their feet touch a blue or black square…but the tiles aren’t squares, they are rectangles. • Given the clue that they could complete a maze with their eyes closed, one of the kids realizes that only one set of arrows is textured and could be followed even without the ability to see. • Children are given clear descriptions of each situation that can be concretely imagined and analyzed. • They will empathize with characters who like outsmarting adults.

  6. Concrete Operational: Solving problems, hands-on • Redwall, Brian Jacques • Two characters, Matthias and Methuselah, discover a poem written under the portrait of an old hero, Martin the Warrior. The poem contains clues that lead them to Martin the Warriors sacred sword. • “Who says that I am dead • Knows nought at all. • I—am that is, • Two mice within Redwall. • The Warrior sleeps • ‘Twixt Hall and Cavern Hole. • I—am that is, • Take on a mighty role…” “I—am that is”=Matthias 7 steps between the Great Hall and Cavern Hole have the word Redwall written up one side and down another. The Ws land on the same steps and are Ms (for Martin and Matthias) upside down. This poem-riddle continues throughout the book. Children will enjoy figuring out the clues along with the characters and will appreciate the conclusive ending.

  7. References • Developmental Characteristics of a 4th grader. (2002). "GCISD - Curriculum Guides and Developmental Characteristics." Grapevine-Colleyville ISD. Accessed: http://www.glendale.k12.wi.us/4_char.aspx. Sep. 9, 2011 • Woolfolk, Anita. (2007). Educational Psychology. Boston: Pearson/Allyn and Bacon • Beorree, George. 2006. “Jean Piaget”. Personality Theories. Accessed: http://webspace.ship.edu/cgboer/piaget.html . Sep. 9, 2011

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