Presentation on theme: "COGNTION & LEARNING: STAGES OF INTELLECTUAL DEVELOPMENT Jennifer Lange."— Presentation transcript:
COGNTION & LEARNING: STAGES OF INTELLECTUAL DEVELOPMENT Jennifer Lange
Perry Game Your Task: 1. Sort the statements into categories based on attitudes about learning. 2. Assign a label to each category that describes the intellectual stage shown. 3. Debrief – what are your categories and why did you choose those statements as a group? Adapted from Reimers & Roberson 2001
Theories of Intellectual Development Describe how our views change over time from unsophisticated (black & white) positions to ones that embrace complexity Changes are responses to intellectual, social, or emotional challenges Students begin to question values and assumptions presented to them by family and society; they start to develop their own
Theories of Intellectual Development Describes students in aggregate, not individually Development is not always forward Can be in different stages at the same time in response to different intellectual challenges
Research Perry (1970) 464 interviews with 140 male Harvard students in the 50’s & 60’s Belenky et al. (1986) 135 women (90 students) in US in 70’s & 80’s Baxer-Magolda (1992) Followed 101 (half male/half female) Miami University students from 1986-1991
Stages Dualism/Received/Absolute Knowledge is viewed as received truth What matters is if facts are right or wrong Information is always known and is passed down Teacher = one that has the answers Learning = memorizing notes for tests, getting the A is what counts Student Frustration: Why won’t the teacher directly answer my questions?
Stages Transitional Similar to dualism/received/absolute with the exception that they recognize a question may not be able to be answered, and this is ok Student Frustration: Why won’t the teacher directly answer my questions?
Stages Multiplicity/Subjective/Independent Knowledge is a matter of opinion Teacher = not the authority, just another opinion Learning = a purely personal exercise People can disagree and both can be right Justification isn’t necessary, so shouldn’t judge Student Frustration: How can the teacher evaluate my work?
Stages Relativism/Procedural/Contextual Knowledge is based on evidence Supporting your argument with reasons is key Teacher = conversation partner, guide Learning = what we “know” is dependent on context Arrive at this through teacher guidance – “give 3 pieces of evidence to back up your statement” No decision made between options, just multiple supported categories Student Question: What are more sources of information?
Stages Commitment/Constructed Knowledge is based on evidence and leads to decision and action Facts, feelings, and perspectives all matter – how will I act upon them? Teacher = one source of many Learning = making choices, acting on them, taking responsibility Makes provisional commitment based on current evidence; could change if contradictory evidence arises Student Question: What were the results of my actions? What does that mean about my future actions & principles I live by?
Intellectual Development by Year Adapted from Baxter-Magolda (1992) Percentage of students
Implications? If most of our students are in the absolute or transitional stages, what can we do to promote movement to the next stage? How might this affect how we evaluate their critical thinking skills? Others? Modified from DiPitro @ POD 2010