- Consider the role of disequilibrium and adaptation in learning and development.
- Evaluate the impact of a student’s developmental stage on his/her learning.
- Develop instruction that is developmentally appropriate.
- Determine the weaknesses of Piaget’s theory.
Key Terms:
General Principles of Development - Pages 31-33
Sensitive periods - Times when a person is especially ready for or responsive to certain experiences.
General Principles of Development – People develop at different rates. Development is relatively orderly (logical order). Development takes place gradually.
Piaget - Pages 45-57, 67-68
Scheme – Categories set up In brain. Categorizes perception and experience.
Assimilation – When your brain fits in new information to your scheme by matching up similarities.
Accommodation – When our brain has to accommodate a new idea. Alters schemes to fit in the new information. Ex. Cat has fur, but hairless cats exist.
Equilibration (Adaptation) – Brain and minds adjustment to the environment. Mental balance between schemes and information from the environment.
Disequilibrium – When you realize your current thinking is not solving a problem or understanding a situation. “out of balance.”
Sensorimotor stage (and its attributes) – (0-2 years) – sensor and motor activity. Makes use of imitation, memory, and thought. Begins to recognize things are still there even if you can't see it. Moves from reflex to goal-directed activity.
Preoperational stage (and its attributes) – (2-7 years) – state before you master logical mental operations. Develops use of language and symbols. Able to think through operations logically in one direction. Hard time seeing others point of view.
Concrete operational stage (and its attributes) – (7-11 years) – Mental tasks tied to concrete objects and situations. Solving hands-on problems logically. Understands conservation laws and can classify and seriate. Understands reversibillity.
Formal operational stage (and its attributes) – (11-adult) – mental tasks involve abstract thinking. Solving abstract problems logically. More scientific thinking. Develops concerns about social issues and identity.
Adolescent egocentrism – Belief that everyone else shares your thoughts, feelings, and concerns.
Summary: Students are in different thinking stages. It would be useful as a teacher to understand which students are in the concrete operational stage and which ones are in the formal operational stage. It was also interesting to learn about assimilation and accommodation. I'm realizing how similar my behavior reflects other things I do in life. We had a bunch of m&m's and I was given a spree and needed to somehow fit it with my m&m's. I took my spree and hid it under the other ones so I couldn't see it. When something is uncomfortable for me, I always run away or try and avoid it. I've learned that is a bad behavior and I should really accommodate for it instead. I need to learn how to overcome some of my issues if I plan on teaching my students better.
Accommodation – When our brain has to accommodate a new idea. Alters schemes to fit in the new information. Ex. Cat has fur, but hairless cats exist.
Equilibration (Adaptation) – Brain and minds adjustment to the environment. Mental balance between schemes and information from the environment.
Disequilibrium – When you realize your current thinking is not solving a problem or understanding a situation. “out of balance.”
Sensorimotor stage (and its attributes) – (0-2 years) – sensor and motor activity. Makes use of imitation, memory, and thought. Begins to recognize things are still there even if you can't see it. Moves from reflex to goal-directed activity.
Preoperational stage (and its attributes) – (2-7 years) – state before you master logical mental operations. Develops use of language and symbols. Able to think through operations logically in one direction. Hard time seeing others point of view.
Concrete operational stage (and its attributes) – (7-11 years) – Mental tasks tied to concrete objects and situations. Solving hands-on problems logically. Understands conservation laws and can classify and seriate. Understands reversibillity.
Formal operational stage (and its attributes) – (11-adult) – mental tasks involve abstract thinking. Solving abstract problems logically. More scientific thinking. Develops concerns about social issues and identity.
Adolescent egocentrism – Belief that everyone else shares your thoughts, feelings, and concerns.
Summary: Students are in different thinking stages. It would be useful as a teacher to understand which students are in the concrete operational stage and which ones are in the formal operational stage. It was also interesting to learn about assimilation and accommodation. I'm realizing how similar my behavior reflects other things I do in life. We had a bunch of m&m's and I was given a spree and needed to somehow fit it with my m&m's. I took my spree and hid it under the other ones so I couldn't see it. When something is uncomfortable for me, I always run away or try and avoid it. I've learned that is a bad behavior and I should really accommodate for it instead. I need to learn how to overcome some of my issues if I plan on teaching my students better.
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