BGSU Education Curriculum and Teaching: 2021

Self-Help

Self Advocacy

Metacognition

Preassessments

The Muddiest Point—Giving Students Practice in Identifying Confusions

Retrospective Postassessments

Reflective Journals

Vygotsky's Elementary Mental Functions

Attention

Sensation

Perception

Memory

Gardner’s multiple intelligences

Linguistic Intelligence (word smart)

Logical Intelligence (logic smart)

Visual-spatial Intelligence (picture smart)

Musical Intelligence (music smart)

Bodily Kinesthetic Intelligence (body smart)

Interpersonal Intelligence (people smart)

Jerome Bruner proposed three modes of representation:

Enactive representation (action-based)

Iconic representation (image-based)

Symbolic representation (language-based)

Bruner and Vygotsky

Scaffolding

Bruner and Piaget

BRUNER AGREES WITH PIAGET

1. Children are PRE-ADAPTED to learning

2. Children have a NATURAL CURIOSITY

3. Children’s COGNITIVE STRUCTURES develop over time

4. Children are ACTIVE participants in the learning process

5. Cognitive development entails the acquisition of SYMBOLS

BRUNER DISAGREES WITH PIAGET

BRUNER AGREES WITH PIAGET BRUNER DISAGREES WITH PIAGET

1. Development is a CONTINUOUS PROCESS – not a series of stages

2. The development of LANGUAGE is a cause not a consequence of cognitive development

3. You can SPEED-UP cognitive development. You don’t have to wait for the child to be ready

4. The involvement of ADULTS and MORE KNOWLEDGEABLE PEERS makes a big difference

5. Symbolic thought does NOT REPLACE EARLIER MODES OF REPRESENTATION

Bloom 6 Levels of Taxonomy

Remember

Understand

Apply

Analyze

Evaluate

Create

Three Basic Components To Piaget's Cognitive Theory:

sensorimotor

preoperational

concrete operational

Four mediational processes proposed by Bandura:

1. Attention:

2. Retention:

3. Reproduction:

4. Motivation:

Maslow's original hierarchy of needs five-stage model includes:

1. Physiological needs - these are biological requirements for human survival, e.g. air, food,

drink, shelter, clothing, warmth, sex, sleep.

If these needs are not satisfied the human body cannot function optimally. Maslow considered

physiological needs the most important as all the other needs become secondary until these

needs are met.

2. Safety needs - protection from elements, security, order, law, stability, freedom from fear.

3. Love and belongingness needs - after physiological and safety needs have been fulfilled,

the third level of human needs is social and involves feelings of belongingness. The need for

interpersonal relationships motivates behavior

Examples include friendship, intimacy, trust, and acceptance, receiving and giving affection

and love. Affiliating, being part of a group (family, friends, work).

4. Esteem needs - which Maslow classified into two categories: (i) esteem for oneself

(dignity, achievement, mastery, independence) and (ii) the desire for reputation or respect

from others (e.g., status, prestige).

Maslow indicated that the need for respect or reputation is most important for children and

adolescents and precedes real self-esteem or dignity.

5. Self-actualization needs - realizing personal potential, self-fulfillment, seeking personal

growth and peak experiences. A desire “to become everything one is capable of

becoming”

Notes from EDWF 5770 BGSU

BGSU Education Curriculum and Teaching

Saturday, November 27, 2021

Google's Gutenberg's Press - Growth Mindset Edition

Wednesday, October 27, 2021

Educational Vocabulary

Saturday, January 23, 2021

Disiplinary Literacy

Disciplinary Literacy