1. Adolescent and : Cognitive Development: Review

2. Essential Questions:
How does having a knowledge of adolescent development help teachers assess students?
To what extent are developmental paths true for everyone?
Describe the ways
students are unique and
universal.

3. Essential Questions:
How can theoretical frameworks and theories of adolescent development strengthen our understanding of adolescent development?
What key information about adolescent development periods connect to my work as a future teacher?

4. Learning Objectives:
Domains of Development: Identify and describe the three domains of adolescent development.
Developmental Issues: Be able to describe and discuss basic developmental issues: nature or nurture, universality.

5. Learning Objectives:
Developmental Periods: Be able to describe main characteristics of early and late adolescence.
Developmentally Appropriate Practice: Describe developmentally appropriate teaching choices for adolescent students.

6. Three Developmental Domains:
I. Physical Development: physical changes of body and brain.
How does the domain of physical development affect adolescents in a school setting?

7. Three Developmental Domains:
II. Cognitive Development: changes in reasoning, concepts, memory, and language.
What can we learn about adolescent cognitive development to facilitate student learning?

8. Three Developmental Domains:
III. Social-Emotional Development: Changes in emotions, self-concept, motivation, social relationships, moral reasoning and behavior.
How does an adolescent’s social-emotional development affect their learning processes and their
overall-school success?

9. Contextual Environment:
Context: Broad social environments including family, schools and community services, neighborhoods,
culture, ethnicity, and society at large, that influence development.
Why might understanding a
student’s context be useful in
teaching successfully?

10. Piaget's Theory of Cognitive Development:
Jean Piaget: Swiss pioneer in understanding of child development.
Clinical Method: Adult presents a task; tailors questions to child's responses.
Class Inclusion: Object simultaneously belongs to categories and subcategories.
Scheme: An organized group of similar actions or thoughts used repeatedly in response to the environment.

11. Piaget's Theory: Key Concepts
Children think in qualitatively different ways at different age levels.
Assimilation: dealing w/ new event in a w/out changing existing scheme.
Accommodation: modifying existing scheme or developing new one.

12. Piaget's Theory: Key Concepts
Constructivism: Learners construct a body of knowledge/beliefs rather than absorbing information at face value.
Individual Constructivism: Personal meaning from observation/events

13. Piaget’s Theory: Key Concepts
Equilibrium/ Disequilibrium: Being able/not able to address new events using existing schemes.
Equilibration: Movement between old and new schemes. On-going learning

14. Piaget's Stages of Cognitive Development:
I. Sensorimotor Stage (Birth to age 2):
Schemes largely based on behaviors and perceptions. Focus on 'moment'.

15. Piaget's Stages of Cognitive Development:
II. Preoperational Stage: (Age 2 - 6/7)
Symbolic thinking develops. Children think and talk about things beyond immediate experience.

16. Piaget's Theory of Cognitive Development:
III. Concrete Operations (Age /12)
Adult-like logic appears but is limited to reasoning about concrete, real-life situations.

17. Piaget's Theory of Cognitive Development:
Formal Operations: (Ages 11/12 - adult)
Logical reasoning processes are
appliedto abstract ideas and concrete
situations and
objects. Advanced
reasoning in math
/science appears.

18. Piaget: Application of Concepts
Provide opportunities for children to experiment with physical objects and natural phenomena. 'discovery learning'
Explore children's reasoning w/ problem-solving and probing questions
Keep 'stages' in mind when interpreting children's behavior, but may vary.
Present 'disequilibrating' situations.

19. Assessing Reasoning Skills:
Egocentrism: Difficulty understanding other's perspectives.
Concrete Thought: 'Manipulatives'.
Abstract Thought: Understand verbal explanations of abstract concepts.
Idealism: Idealistic w/o reality.
Scientific Reasoning: Hypothesis.
Mathematical Reasoning: Symbolic.

20. Vygotsky's Theory of Socio-Cognitive Development:
Adults in a society foster children's cognitive development in intentional and systematic ways.
Adults convey to children their cultural interpretation of the world.

21. Vygotsky's Theory of Socio-Cognitive Development.
Complex mental process begin in social contexts, used independently as child develops.
Children can perform more challenging tasks when assisted by competent individuals.
Challenging tasks promote
cognitive growth.

22. Vygotsky's Theories: Current Perspectives:
Social Construction of Meaning: adults and peers help children make 'sense' of the world.
Cognitive Tools: Concepts, Symbols, Processing Strategies
Scaffolding: External
support for early
learning; fading over time.

23. Vygotsky's Theory of Cognitive Development:
Guided Participation: formal and informal participation in tasks. Ex: baking, working in lab, etc.
Apprenticeships: learning how to perform and think about a task (cognitive). Ex: Student teaching
Peer Interaction: multiple views

24. Vygotsky: Sociocultural Theory
Sociocognitive Conflict: wrestling w/ ideas and viewpoints that differ from one's own.
Sociocultural Theory: Learning of tools and communications systems through practice of meaningful tasks w/ others.

25. Vygotsky: Sociocultural Theory
Zone of Proximal Development (ZPD):
Tasks one can't perform independently but can perform w/ help and guidance of others.
Social Construction of Meaning: group 'construction' of meaning.

26. Vygotsky: Theoretical Applications
Help children acquire basic cognitive tools of various academic disciplines.
Use group learning activities to help children internalize cognitive strategies
Present challenging tasks, provide sufficient scaffolding for success.
Limit 'assumptions' about children's abilities -- observe in variety of work settings.

27. Vygotsky: Theoretical Applications
Provide Opportunities to engage in authentic activities:
EX: Writing computer program, debate, making videotape, planning budget, performing, conducting experiment, etc
Provide Opportunities to 'Play
Use Reciprocal Teaching Strategies: Summarizing, Questioning, Clarifying, Predicting.

28. Memory:
Ability to save something (mentally) that has been previously learned, or the mental "location" where such information is saved.

29. Memory Model: Central Executive Sensory Register Attention
Working Memory
In-Depth Processing
Long Term Memory

30. Kohlberg’s Levels and Stages of Moral Reasoning:
I. Preconventional Morality: Pre-school, Elementary Age
a. Punishment Avoidance
and Obedience.
b. Exchange of Favors.

31. Kohlberg’s Levels and Stages of Moral Reasoning:
II. Conventional Morality: Older Elementary, Some Jr. High and High School Students.
a. Good Boy/ Good Girl
b. Law and Order

32. Kohlberg’s Levels and Stages of Moral Reasoning:
III. Postconventional Morality: Rarely seen before college. Stage 6 rare even in adults.
a. Social Contract
b. Universal
Ethical Principles.