Routines

1. Routines • Get handouts two pages • Sit with partners • Get piece of paper and write your names on it,

2. Cognitive Development and Language Woolfolk, Chapter 2

3. Maturation (programmed by genes) Physical • Development: • Different rates • Orderly • Gradually • changes Social Cognitive • Using a person next to you, discuss and be ready to present in class an example of: • Physical • Cognitive development • Social • Personal Source of developmentnature vs. nurture Shape of developmentcontinuous vs. discontinuous Timingcritical periods Personal

4. Our brain is unique = genetic and environmental influences • Brain size and weight differ among humans as well • Separate realities concept • Senses Perception/Interpretation Feeling Behavior • Brains have different developmental timetable • We know this because of our access to the fMRI: • Methods on what part of the brain are most active when we are doing different things • It shows the communication between the different regions of the brain and that this is communication is two-wayssignals can bounce back and forth • Lobby against rigid age-based assessment and give students more variety, choice, and complexity

5. Brain Lateralization Information processing: Spatial informationleft to right • Timeback to front • No such thing as right or left brain learningonly preferences • The left hemisphere process parts (sequentially) • The right hemisphere process wholes (randomly) • Both sides of the brain are involved in every human activity • The left and right brain are divided by the corpus collosum • Important to note that our brains are asymmetrical

6. Brain dominance • Left Brain Dominant Learners • Prefer things in a sequence • Learn best from parts to wholes • Prefer phonetic reading systems • Like words, symbols and letters • Rather read about a subject first • Prefer detailed orderly instructions • Experience more internal focus • Want structure and predictability • Right Brain Dominant Learners • Are more comfortable with randomness • Learn best from wholes to parts • Prefer whole language reading system • Like picture, graphs and charts • Rather see or experience the subject first • Want to gather more information about relationships among things • Prefer spontaneous, go with flow, learning environments • Experience more external focus • Want open-ended approaches Logic and Creativity belongs to Both Sides of the Brain

7. Basic Brain Anatomy • Weights @ 3 lbs.size = large grapefruit • 78% water • 10 % fat • 8% protein • Flesh colored • Can be cut with a knife • Largest portion = cerebrum • Made up of million of brain cells • Divided into two hemispheres • Right side controls the left side • Left side controls the right side • Responsible for higher order thinking and decision making functions • Outer surface of our brain = cortex • Thickness of an orange peel • When opened = size of a sheet of paper

8. Lobes of the Human Brain Occipital Lobes • Visual and visual interpretation • Initial phase of reading • Images from the retina to the optic nerve • Then to the visual cortex • Each neuron process one aspect of vision Temporal Lobes • Divided into clusters • Give us abilities to: • produce and understand speech • Recognize objects and faces • Recall long term cognitive memories • Modulate emotions

9. Parietal Lobes • Area of the brain in which we live • Allow us to experience our surroundings • Process higher sensory information (touch, judgment of texture, shapes and our body orientation in space) • Frontal Lobes • Allows you to be who you are • Judgment is processed • Goal setting • Creativity • Working memory • Produces motion of speech • Ideas and emotions

10. Mid-Brain Area (limbic system) Thalamus • Complex structure that performs vital functions • Gateway to the cerebral cortexprocess all sensations except olfatory one • As sensory information comes in. thalamus attempts to organize, categorize and transfer to the appropriate areas of the cerebral cortex

11. Amygdala • Buried deep in the temporal lobe • Highly involved in responding to stress and novel situations • Mediates all emotionally charged experiences • Brain CellsNeurons a) axons = receives informations b) dendrites = sends information c) via synapses (electrical inputs) Glial cells = interneurons Outnumber neurons Serve as supportive role Maintain the ideal environment for neurons to flourish Producers of myelin (coating) for axons Transport nutrients Help in immune system

12. Learning Insights • Learning physically changes the brain • By altering the wiring and our chemistry • New stimuli activates new pathways • If stimulus not meaningful, information is given less priority and eventually forgotten (in sleep) • If considered importantlong term potentiation (LTP) • “Window of opportunities” • Cognitive maps = connections • Genes are not templates for learning, but they represent enhanced risk or opportunities

13. Again, using your partner, please answer the following questions regarding the presentation you just saw: 1. In a paragraph, describe any information that is new to you. 2. Also, describe information that was exciting.

14. Piaget • Tendencies in Thinking: • Schemes—mental categories • 2) Organization—arranging information • 3) Adaptation (adjustment to • the environment) • Assimilation—new info into • existing schemes • Accommodation—altering • existing schemes Influences on Development: Maturaltion Activity Disequilibrium “out of balance”

15. Using that same partner, give one example of: • A scheme • Organization • Adaptation’s two phases • Assimilation • Accommodation

16. Sensorymotor: 0-2 Begin using imitation/ memory/ thought Object permanence Goal directed activity Preoperational: 2-7 Use of language = think in symbolisms Operations Collective Monologue Semiotic functioning (ideas) Egocentric behavior one direction cannot see others’ point of view Four Stages Cognitive Development Concrete Operational: 7-11 Hands-on problems Conservationremain the same despite changes in appearance Decenteringfocusing in more than one aspect Classify and seriate Reversibility/identity Compensation Formal operations: 11-adult Solve abstract problems More scientific thinking Social issues and identity Adolescent egocentrism

17. Please answer 2 of these questions: Please choose one of these questions • Give examples of: • Object permanence • Goal directed actions • Operations • What is the difference between egocentric behavior as demonstrated by a two year old and a teenager? • Why some people do not reach the formal operations stage? • Why should we teach in a broad manner using the students’ life?

18. The problem of the match…are students being taught at their level? Individuals construct their own understanding This is done through interactions where students are challenged, and receive feedback = disequillibration The value of play The trouble with stages Thinking changes Underestimating children’s abilities… The language used… Cognitive development and cultureEast vs. West Implications of Piaget’s TheoryS

19. Vigotsky Sociocultural Theory: Human activities cultural setting Co-constructed with peers and teachers Cultural Tools= Symbols such as language, graphs, numbers for society to communicate Socio Cultural Perspective Role of language in a cultural setting Private speech Self talk and learning The role of learning and development Learning = passive formation Development = active construction • Implications of Vygotsky for • Teachers: • Assisted learning—>scaffolding • Zone of proximal development • help students reach their potential • c) Private speech and the zone • students reach their potential Limitations: Did not explain Cognitive processes underlying development

20. Use your partner again, choose one of the following questions: • Give one example of how children learn the culture of their community in the classroom • In this example, mention one cultural tool that should be used • In this same problem, of what the teacher should do to reach the zone of proximal development • Is private speech good for children? Give an example to support your answer.

21. Piaget Understanding and building students’ thinking Activity and constructing knowledge The value of play Vygotsky The role of adults and peers Assisted learning Teaching at the magic middle and zone of proximal development Implications for Teachers Funds of knowledge…bases for teaching Use students’ background

22. Development of Language • Dual language learning • 6 mil kids in the USA (2000) • Learning a second language does not interfere with understanding in the first language (in fact, the more the better) • Critical period for pronunciation = childhood • Two languages = bicognitive development • Language development in the school years • Pronunciation • Syntax (word order) • Vocabulary and meaning • Pragmantics (when and how) • Metalinguistic awareness • Partnerships with families • Involve family • Provide home activities Expressive vs. Receptive Language

23. Give one way of involving parents to refine their children language learning