Cognitive Development



Brain Research Blog Post 1
  • After you've read the chapter, sit back away from the book for a minute and type out what you remember as the big ideas from the chapter. With that, discuss at least one question you have after reading the chapter. Even if you THINK you don't have a question, ask one.
  • According to a brain scientist, what is the difference between development and learning? (Hint: How does the brain itself change as a result of development and how is the different from the changes that happen during learning?)
  • Choose one of the following three:
    • Is repetition a good way to remember something, according to brain research? Why is this perspective different from IP theory?
    • Considering both brain development and how neurons change as a result of learning, how is learning for a 2 year old different from learning as an adult (at 30)? What stays constant?
    • What is happening in the picture below? How and why does each change occur?

Brain Research Blog Post 2

Watch this video.

http://www.ted.com/talks/lang/en/tom_wujec_on_3_ways_the_brain_creates_meaning.html
  • Tom Wujec's question giving this talk is "How can we best engage our brains to help us better understand big ideas?" So.... How CAN we best engage students' brains to help them better understand big ideas? 
  • Wujec focuses on neural pathways related to vision, and little else. How ELSE could you present information using more than one neural or sensory pathway? Why is this so important? 


    • Piaget's Theory

    Piaget Blog Post 1

    • After you've read the chapter, sit back away from the book for a minute and type out what you remember as the big ideas from the chapter. With that, discuss at least one question you have after reading the chapter. Even if you THINK you don't have a question, ask one.
    • According to a Piaget, what is the difference between development and learning? Is this different from what a brain researcher might say? (How?)
    • Choose one of the following three:
      • According to Piaget, would critical thinking push development? Why or why not?
      • Would you be more likely to teach metacognitive strategies in a classroom based on Piaget’s theory or Vygotsky’s theory? Why?
      • Many young children learn how to search for information or design through media tools (ipads, etc). What would Piaget say about this?

     Piaget Blog Post 2

    http://www.youtube.com/watch?v=3F1O4BGgW64&feature=related


    • Watch the video
    • Which of Piaget's stages do the children appear to be in? How can you tell?
    • What techniques could you use to teach each child? Why must the techniques differ?


    Note: The book does a somewhat crappy job at describing Vygotsky, so it will be particularly important to get that information from class time.

    Vygotsky Blog Post 1
    • After you've read the chapter (Module 21 while keeping Module 7 in mind), sit back away from the book for a minute and type out what you remember as the big ideas from the chapter. With that, discuss at least one question you have after reading the chapter. Even if you THINK you don't have a question, ask one.
    • What does grouping have to do with Vygotsky (Why did I assign Module 21 this week?) What sort of grouping might Vygotsky recommend, and why?
    • How are Vygotsky's beliefs about the processes of development & learning different from Piaget? Be specific.
    • Look around you (typing in your blog post). You are quiet and working alone. Vygotsky claims that NO learning is individual. How is your thought and action being influenced (right now!) by other people, or aspects of culture (including the  language and tools you’re using)? 

    Vygotsky Blog Post 2

    http://www.youtube.com/watch?v=ET1nzPQqAWE

    • Watch the video above. (Yes, it's another one that's a little ridiculous, but try to listen carefully because it has good information)
    • Choose one:
      • The Vygotsky avatar discusses some cultural tools to aid memory, and how these have changed over time, from carrying sticks to taking notes. By 'cultural' or 'societal', Vygotsky means that it was created by someone else, and is used in particular ways based on the culture we're in. These methods store information in the outside world until it can gradually be 'internalized' in our mind. What are two other cultural tools or practices (other than notetaking) that are present in most classrooms today? Be sure to note why these tools/practices are used/done the way they are because the culture we happen to be in.
      • "The more knowledgeable other" is often considered another person (an adult or older peer), but it doesn't HAVE to be. What example does Vygotsky give in this video and how could it act to scaffold someone through their ZPD? Can you give an example of something similar that might be present within a classroom?
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