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PART 2: FOCUS ON THE LEARNER Educ 221 - Facilitating Learning Melanie Jeane C. Galvez Ateneo de Davao University.

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Presentation on theme: "PART 2: FOCUS ON THE LEARNER Educ 221 - Facilitating Learning Melanie Jeane C. Galvez Ateneo de Davao University."— Presentation transcript:

1 PART 2: FOCUS ON THE LEARNER Educ Facilitating Learning Melanie Jeane C. Galvez Ateneo de Davao University

2 Piaget’s Stages of Cognitive Development The principal goal of education is to create men (people) who are capable of doing new things, not simply repeating what other generations have done – men (people) who are creative, iInventive and discoverers. Jean Piaget

3 Cognitive Concepts Schema Assimilation Accommodation

4 Cognitive Concepts Assimilation Accommodation Equilibrium

5 Stages of Development Sensori- motor Pre- operational Concrete Operational Formal Operational Object permanence -symbolic function -egocentrism -centration -reversibility -animism -transductive reasoning -decentering -reversibility -conservation -seriation -hypothetical -analogical -deductive

6 Children provide different explanations of reality at different stages Cognitive development is facilitated by providing activities or situations that engage learners and require adaptation Learning materials and activities should involve the appropriate level of motor and mental operations for a child at a given age Use teaching methods that actively involve students and present challenges Principles (Piaget’s Theory)

7 Piagetian-based Learning Activity Plan Instructions: 1. Read the matrices found in the book 2. Make a simple Piagetian-based learning activity plan 3. Formulate learning objectives 4. Pick 2-3 applications from the matrix to help achieve the objectives you make Subject: Lesson Topic: Grade/Year Level: ObjectivesApplicationSpecific Activity plan Highlight significant events in Rizal’s life Provide timelines for history class Ask students to make a timeline of Rizal’s life

8 Erikson’s Psycho-Social Theory of Development Healthy children will not fear life if their elders have integrity enough not to fear death. Erik Erikson

9 Stage 1 Infancy Sensory maladjustment Trust vs. Mistrust Withdrawal Hope & Drive Too much trustToo little mistrust

10 Stage 2 Toddler hood Impulsiveness Autonomy vs. Shame & Doubt Compulsiveness Will power & Determination Too much shameToo little doubt

11 Stage 3 Preschool Ruthlessness Initiative vs. Guilt Sociopathy Purpose & Direction Too much initiativeToo little guilt

12 Stage 4 School Age Narrow virtuosity Industry vs. Inferiority Inertia Competency Too much industryToo little inferiority

13 Stage 5 Adolescence Ego Identity Identity vs Identity Confusion Repudiation Fidelity & Devotion Too much identity Too little Identity confusion

14 Stage 6 Young Adulthood Promiscuity Intimacy vs. Isolation Exclusion Love & Affiliation Too much intimacyToo little isolation

15 Stage 7 Middle Adulthood Overextension Generativity vs. Stagnation Rejectivity Care Too much generativityToo little stagnation

16 Stage 8 Late Adulthood Presumption Integrity vs. Despair Disdain Wisdom Too much integrityToo little despair

17 Synthesis of concepts Life Stage/ Psychosocial Crisis Significant Relationship VirtueSuggestions for the Teacher InfancyHope & DriveWhat teachers should do in order to facilitate learning and development of virtues in each stage ToddlerhoodWillpower & Self Control PreschoolPurpose & Direction School AgeCompetence & Method Adolescent Period Fidelity & Devotion Young AdultLove & Affiliation


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