Cognitive Growth Model - PowerPoint PPT Presentation

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Cognitive Growth Model

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Cognitive Growth Model It s about matching instruction to students, not students to instruction! Intelligence = processing of data from the environment this ... – PowerPoint PPT presentation

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Title: Cognitive Growth Model


1
Cognitive Growth Model
  • Its about matching instruction to students, not
    students to instruction!

2
  • Intelligence processing of data from the
    environment this changes with age/development.
  • Development moving from one stage to another
    this is active participation with the
    environment. The learner is the responsible
    party.
  • Development is a function of experience and
    maturation. This leads to equilibration.
    Through social transmission understanding is
    communicated.

3
  • Teaching creation of an appropriate environment
    where cognitive structures can develop and
    change.
  • Learning must be spontaneous. Teachable moments
    are paramount. Problem solving is the focus.
  • Learning must match students cognitive
    structures. Students are not all alike, in fact
    students are often quite different in
    developmental structures.

4
  • Verbal fluency is not real knowledge
    (figurative). Real knowledge is active and
    evident through presentation, or product
    (operative).
  • Real (operative) knowledge only comes with
    development and better problem solving skills.
    You never learn anything completely new in the
    abstract you only make adjustments to what
    youve learned in the past.
  • Teaching/Learning must be rich in sensory
    experiences.

5
  • Role of the teacher
  • 1) organizer of the environment,
  • 2) assessment of students thinking,
  • 3) initiator of group activities.
  • Management style. Logical Consequences. Rudolph
    Dreikurs.

6
Beliefs of Those Who Use the Model
  • All children are not alike. Development is a
    critical factor to be considered when organizing
    instruction.
  • The purpose of instruction is to increase
    students rate of development.
  • Learning is a result of what students know as
    well as what they dont know.

7
  • Learning, may be accurate, inaccurate, or
    partially accurate, it is the purpose of
    instruction to allow students to see their own
    inaccuracies or partial accuracies.
  • Assessment is on going and constant.
  • Long term goals are at least as important as
    short term goals

8
  • Students are capable of asking important
    questions that suggest level of developmental
    understanding
  • The teachable moment is critical.
  • Working in groups is important, because children
    learn from each other as well as from the teacher.
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