Rachel Reese.
Cognitive Development
Module 7
Compare and contrast the perspectives and principles of Piaget and Vygotsky
Identify specific ways to implement the theories of Piaget and Vygotsky in classroom instruction
Recognize the limitations of these theories
Key Terms:
Piaget- Theory of Genetic Epistemology, idea the knowledge develops between nature and nurture. He had four main ideas, 1. Biological maturation (nature) 2. Active exploration of the physical environment (nurture) 3. Social experiences (nurture) 4. Equilibration (self –regulation).
Schemas- physical action that is organized
Assimilation- adding new information or an experience to previous knowledge
Accommodation- has to do with modifications of something you already know, adding this material will help it to be added to your overall schema
Disequilibrium- the discrepancy between your existing understanding and a new experience
Sensorimoter stage- birth to about two years old, where infants explore the world around them through their senses, object performance meaning when you remove something from sight its out of mind has to do with this stage as well.
Preoperational stage- two years to about seven, this is where a child actively explores with new objects, they are stuck on one way of thinking it has to be real to them
Concrete operational stage- seven years to eleven, this describes a child’s ability to think logically and use concrete methods
Formal operational stage- eleven years to adulthood, were a student can experiment with methods and are able to think out side of the box, they can evaluate the material
Vygotsky- argues that cognitive development comes from both factors of nature vs. nurture, he is famous for creating the theory of Zone of Proximal Development. This explains that children develop with more advanced thinking you potential is much higher with this interaction.
Internalization- a tool where we gather more cognitive responsibility for a task
Mediation- learning and being able to think about something, where a person can feel one with something
Self-talk- where you are able to discover and discus something to yourself and figure it out
Inner speech- learning to regulate your thoughts and actions
Zone of proximal development (ZPD)- is the difference what a learner can do with out help and what they can do with help
Scaffolding- is the changing of level of support; your guidance goes down when you have a better understanding of a concept
Guided participation- a child may need some help while engaging in an activity, this is where an adult steps in and is the help
Cognitive apprenticeship- is a theory of the process where a master of a skill teaches that skill to one who has not mastered it
Thursday, January 27, 2011
Human Brain Study Guide.
Rachel Reese.
Human Brain Study Guide
Module 6
Cerebral Cortex: outer layer or gray matter, of the two cerebral hemispheres. (Higher brain functions)
Neuron: brain cells that send information to other cells.
Synapse: A gap between two neurons that’s allows the transition of messages.
Frontal Lobes: arousal, inhibition, memory, attention, stress and reasoning are all a part of the frontal lobes functions.
Temporal Lobes: memory, auditory, information and emotional reactions.
Parietal Lobes: aspects of memory and visual processing.
Occipital Lobes: special working memory and visual processing.
Cerebellum: certain verbal and visual tasks, motor ordination and balance.
Myelin: a fatty substance that speeds the transmition.
Plasticity: brains ability to recognize itself by forming new neural connections.
Neurotransmitters: Chemical messengers in the nervous system.
Synaptic Pruning: weakening or degenerating.
Online
Hippocampus: in the cerebral hemisphere, shaped like a sea hoarse.
Amygdala: part of the limbic system, joining the temporal loab dealing with emotions of fear and aggression.
Reticular Activating System: part of the brain stem, with connections to the cerebral cortex that controls the activity of the central nervous system.
Broca’s Area: linked to speech production, if this part of your brain gets injured you might loose speech.
Wernicke’s Area: two parts of the cerebral cortex, words with the understanding the written and spoken language.
Corpus Callosum: tow halves of the cerebrum.
Prefrontal Cortex: part of the frontal lobe, it is highly developed in humans. It works with complex cognitive, emotional and behavioral functioning
Specialization: to peruse a specific line of work, interest or in any subject.
Lateralization: specialization of the brain, is located in the left hemisphere/ visual and spatial relations, right hemisphere/ other functions.
Long-term Potentiation: long response of nerve cells stimulation to the synapse, relates to long-term memory.
RAD Teaching: R: Reticular Activating System (RAS) A: Amygdala D: Dopamine.
Whole Brain Teaching: there are many different parts of the brain, as a whole it all functions together and things run smoothly.
Human Brain Study Guide
Module 6
Cerebral Cortex: outer layer or gray matter, of the two cerebral hemispheres. (Higher brain functions)
Neuron: brain cells that send information to other cells.
Synapse: A gap between two neurons that’s allows the transition of messages.
Frontal Lobes: arousal, inhibition, memory, attention, stress and reasoning are all a part of the frontal lobes functions.
Temporal Lobes: memory, auditory, information and emotional reactions.
Parietal Lobes: aspects of memory and visual processing.
Occipital Lobes: special working memory and visual processing.
Cerebellum: certain verbal and visual tasks, motor ordination and balance.
Myelin: a fatty substance that speeds the transmition.
Plasticity: brains ability to recognize itself by forming new neural connections.
Neurotransmitters: Chemical messengers in the nervous system.
Synaptic Pruning: weakening or degenerating.
Online
Hippocampus: in the cerebral hemisphere, shaped like a sea hoarse.
Amygdala: part of the limbic system, joining the temporal loab dealing with emotions of fear and aggression.
Reticular Activating System: part of the brain stem, with connections to the cerebral cortex that controls the activity of the central nervous system.
Broca’s Area: linked to speech production, if this part of your brain gets injured you might loose speech.
Wernicke’s Area: two parts of the cerebral cortex, words with the understanding the written and spoken language.
Corpus Callosum: tow halves of the cerebrum.
Prefrontal Cortex: part of the frontal lobe, it is highly developed in humans. It works with complex cognitive, emotional and behavioral functioning
Specialization: to peruse a specific line of work, interest or in any subject.
Lateralization: specialization of the brain, is located in the left hemisphere/ visual and spatial relations, right hemisphere/ other functions.
Long-term Potentiation: long response of nerve cells stimulation to the synapse, relates to long-term memory.
RAD Teaching: R: Reticular Activating System (RAS) A: Amygdala D: Dopamine.
Whole Brain Teaching: there are many different parts of the brain, as a whole it all functions together and things run smoothly.
Motivation Study Guide.
Rachel Reese
Motivation Study Guide
Module 15
Motivation: a persons desire to do/achieve something, this regulates behavior.
Extrinsic Motivation: “External” participating in an activity to gain an outcome other than the activity it’s self. (money, etc)
Intrinsic Motivation: “Internal” personal satisfaction in an activity, the activity itself is the reward.
Task-contingent rewards: rewards given for completing an activity. (Stickers, etc)
Performance-contingent rewards: rewards given for progress, when someone has reached a certain level or done well.
Flow: personal feeling of joy and accomplishment in a task that is challenging.
Module 16
Goal Theory: creating goals in all aspects, academic and non-academic.
Mastery Orientation (see Table 16.1): Focus- mastering a task, learning and understand. Standards- self-improvement, progress, deep understanding of a task. Outcomes- intrinsic motivation deep level learning strategies, preference for challenging tasks and moderate risk taking.
Performance Orientation (see Table 16.1): Focus- being superior, being the smartest, besting others. Standards- getting best or highest grades, being best performer in class. Outcomes- intrinsic motivation, effective, but often superficial learning strategies, low anxiety and positive self-efficacy.
Attribution theory: people try to understand things that have happened to them, where they then try to explain what has happened.
Locus: is where we put the cause of the outcome.
Stability: how we see the cause, safe and secure or not.
Controllability: what we do personally to affect the cause, the success or failer.
Learned Helplessness: happens when students who have failed repeated times contribute that to what is currently happening, they believe its causes beyond their control.
Facilitating Anxiety: by having clear and well-organized lessons, and allowing the students to have clear expectations.
Debilitating Anxiety: by teaching study skills, and test taking strategies & coping skills with techniques before tests.
Module 17
Self-efficacy theory: expecting that we can succeed and are capable of an activity can change our motivation for the task.
Self-worth theory: we naturally strive to obtain a sense of self-worth, and maintain it.
Arousal: the desire or stimulation to do something, gets your brain moving.
Self-determination Theory: being internally controlled and regulated, helping us to have choices in our actions, other than being pressured.
Autonomy: independent, self-determination.
Need for competence: an innate desire to work on skills, attempt, explore and master them.
Relatedness: a feeling of being connected to others, sense of security.
Maslow’s Hierarchy of Needs: a pyramid of different needs, the bottom needs need to be met first, as the pyramid goes up. (psychological needs, safety needs, belonging & love needs, esteem needs, cognitive needs, aesthetic needs and self actualization)
Internalization: to incorporate self-determination and behavior.
Motivation Study Guide
Module 15
Motivation: a persons desire to do/achieve something, this regulates behavior.
Extrinsic Motivation: “External” participating in an activity to gain an outcome other than the activity it’s self. (money, etc)
Intrinsic Motivation: “Internal” personal satisfaction in an activity, the activity itself is the reward.
Task-contingent rewards: rewards given for completing an activity. (Stickers, etc)
Performance-contingent rewards: rewards given for progress, when someone has reached a certain level or done well.
Flow: personal feeling of joy and accomplishment in a task that is challenging.
Module 16
Goal Theory: creating goals in all aspects, academic and non-academic.
Mastery Orientation (see Table 16.1): Focus- mastering a task, learning and understand. Standards- self-improvement, progress, deep understanding of a task. Outcomes- intrinsic motivation deep level learning strategies, preference for challenging tasks and moderate risk taking.
Performance Orientation (see Table 16.1): Focus- being superior, being the smartest, besting others. Standards- getting best or highest grades, being best performer in class. Outcomes- intrinsic motivation, effective, but often superficial learning strategies, low anxiety and positive self-efficacy.
Attribution theory: people try to understand things that have happened to them, where they then try to explain what has happened.
Locus: is where we put the cause of the outcome.
Stability: how we see the cause, safe and secure or not.
Controllability: what we do personally to affect the cause, the success or failer.
Learned Helplessness: happens when students who have failed repeated times contribute that to what is currently happening, they believe its causes beyond their control.
Facilitating Anxiety: by having clear and well-organized lessons, and allowing the students to have clear expectations.
Debilitating Anxiety: by teaching study skills, and test taking strategies & coping skills with techniques before tests.
Module 17
Self-efficacy theory: expecting that we can succeed and are capable of an activity can change our motivation for the task.
Self-worth theory: we naturally strive to obtain a sense of self-worth, and maintain it.
Arousal: the desire or stimulation to do something, gets your brain moving.
Self-determination Theory: being internally controlled and regulated, helping us to have choices in our actions, other than being pressured.
Autonomy: independent, self-determination.
Need for competence: an innate desire to work on skills, attempt, explore and master them.
Relatedness: a feeling of being connected to others, sense of security.
Maslow’s Hierarchy of Needs: a pyramid of different needs, the bottom needs need to be met first, as the pyramid goes up. (psychological needs, safety needs, belonging & love needs, esteem needs, cognitive needs, aesthetic needs and self actualization)
Internalization: to incorporate self-determination and behavior.
Saturday, January 15, 2011
Course Contract.
Goals:
1. Study Mon-Thurs an hour each day.
2. Read whole chapter on Monday, write down what to go over the next days.
3. Thursday prepare questions for Monday's class.
Schedule:
Work School Exercise Study Eat Sleep Church.
Monday- 7:00-11:45 12:00-5:00 5:30-6:30 6:30-7:00 7:00-8:00 9:30-5:30
Tuesday- 7:00-11:45 12:00-12:45 1:00-3:00 3:30-4:45 5:00-5:30 6:00-7:00 9:30-5:30
Wednesday- 7:00-11:45 12:00-5:00 5:30-6:30 6:30-7:00 7:00- 8:30 9:30-5:30
Thursday- 7:00-11:45 12:00-12:45 1:00-3:00 3:30-4:45 5:00-5:30 6:00-7:00 9:30-5:30
Friday- 7:00-11:45 12:00-5:00 5:30-6:30 6:30-7:00 12:00-8:00
Saturday- 8:00-12:00 exercise(class) temple(every other) 12:00-8:00
Sunday- three meals and a few snacks(everyday) church 1:00-4:00 9:30-5:30
Strategies:
Read each chapter assigned,
keep record of what needs to be done,
take specific notes on each chapter and assignments,
do tasks by prority.
Statement:
I strive to keep my life centered this semester,
by working for and obtaining an understanding of what is required and expected of me.
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