How Does Knowledge Grow - PowerPoint Presentation

Slide1

How Does Knowledge Grow

Relationships – Doing - ThinkingSlide2

What is a Theory?

The term

theory

is used with surprising frequency in everyday language. It is often used in to mean a guess or hunch. You may even hear people dismiss certain information because it is "only a theory.” as the colloquial use of the term.

In science, a theory is not merely a guess.

A theory is a fact-based framework for describing a phenomenon.

In psychology, theories are used to provide a model for understanding human thoughts, emotions and behaviors.Slide3

Depending on Theorist – Explanation Emphasis

Will DifferSlide4

Maslow’s Hierarchy of Human Needs

Maslow presented the idea that human actions are directed toward goal attainment.

The lower level needs

must

be satisfied before higher-order needs can develop.

http://www.abraham-maslow.com/m_motivation/Hierarchy_of_Needs.aspSlide5
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Esteem

Two levels:

The lower one is

the need for the respect of others

, the need for recognition, attention, reputation, appreciation, dignity, even dominance.

The higher form involves the

need for self-respect

, including such feelings as confidence, competence, achievement, mastery, independence, and freedom.

Note that this is the higher form because, unlike the

respect of others, once you have self-respect,

it’s a lot harder to lose!

Slide7

What do you need to reach

Self-Actualization

In order to be happy you need:

Truth

, rather than dishonesty. 


Goodness

, rather than evil.

Beauty

, not ugliness or vulgarity. 


Unity, wholeness, and transcendence of opposites

, not arbitrariness or forced choices. 


Aliveness

, not deadness or the mechanization of life. 


Uniqueness

, not bland uniformity.

Perfection and necessity

, not sloppiness, inconsistency, or accident. 


Completion

, rather than incompleteness.

Justice and order

, not injustice and lawlessness. 


Simplicity

, not unnecessary complexity.

Richness

, not environmental impoverishment. 


Effortlessness

, not strain.

Playfulness

, not grim, humorless, drudgery.

Self-sufficiency

, not dependency.

Meaningfulness

, rather than senselessness.Slide8

EriksonPsychosocial Theory

Eight stages of social-emotional development across the life span

. Relevant to modern life, from several different perspectives, for understanding and explaining how personality and behavior develops in people.

Personality strengths or weaknesses are formed based on the resolution of the crisis during each stage,

one

acquires

new skills through conflict resolution.

Erikson's theory is useful for teaching, parenting, self-awareness, managing and coaching, dealing with conflict, and generally for understanding self and others. Slide9

Erikson

Stage

Life Stage

Relationship

Issues

Outcome + / -

Trust vs. Mistrust

Infant

(birth – 18 m)

Mother

or

Consistent Caregiver

Feeding, Being Comforted, Sleep,

Teething

+:

Hope, Drive

- : Withdrawal

Autonomy vs. Doubt

Toddler

(2

– 3 years)

Parents

Toileting,

Motor Devlop

+:

Self Control

- : Compulsive

Initiative vs. Guilt

Preschool

(4

– 5 years)

Family

Exploration

Adventure

play

+: Purpose

- :

Ruthlessness

Industry

vs. Inferiority

School Age

(6

-12 years

)

Teachers,

Friends, Neighborhood

Achievement

Accomplish

+:Competence

- : Lack

Interest

Identity vs.

Role Confusion

Adolescent

(12 -18 years)

Peers, Clubs

Discover

“Who Am I”

+: Devotion

- : Denial

Intimacy vs. Isolation

Young

Adult

(18 – 35 years)

Partner,

friends, Coworkers

Healthy

Relationships

+: Love

- : Fear

Generativity

vs. Self Absorption

Mid Adulthood

(35-55 years)

Children, Community

Giving back, Contributing

+: Care

- :

Rejection

Integrity vs. Despair

Late

Adult

(55 years …..)

Society,

The world

Life

Achievements

+: Wisdom

-

: AssumptionsSlide10

Maslow/EriksonSelf – Reflect Activity – Summiting the Mounting of Life

What social concern do you want to impact? What do you need to acquire or accomplish to make a difference?

Erikson:

Identity or Role Confusion

What are you most proud of about yourself – what have you stood up for? Who are you?

Who is there for you – What groups do you associate with?

Where do you feel the most secure, who and what is there?

Do you have your basic rights met: shelter, clothing, medical care, nutritional meals, clean water? Slide11

Piaget http://www.youtube.com/watch?v

=YtLEWVu815o

This theory suggests that our prior knowledge can facilitate or enhance transfer of a learning task. It is also true that prior knowledge can inhibit or interfere with our acquisition of new information

Young children are “egocentric”: they are focused only on their point of view –

The sun follows me and the sun goes to bed when I go to bed.

Language alone doesn’t represent a child’s knowledge and understanding; children know a lot more than they can say.

Children think about the world very differently than adults do. Children are thinkers; children are scientists.

Biology and experience play equal roles in developing a human. Slide12

His research in developmental psychology

had one unique goal:

How does knowledge grow?

Slide13

Answer

Knowledge is built upon.

During all development stages, the child experiences his or her environment using the mental maps

s

/he has been able to construct.

If the experience is a repeated, it fits easily--or is

assimilated

--into the child's cognitive structure so that he or she maintains mental

"equilibrium."

If the experience is different or new, the child loses

disequilibrium.

The child has to alter his/her cognitive structure to

accommodate

the new conditions.Slide14

Logic?

All things in the air are birds.

Then they learn the difference between bird and planeSlide15

Logical Thinking

Another Example

These

are all apples because they are redSlide16

4 Development Stages

Sensorimotor

stage

Preoperational stage

Concrete operation

Formal operationsSlide17

Sensorimotor Stage:

Birth - 2 years of age

The child, through physical interaction with his or her environment, builds a set of concepts about reality and how it works.

This is the stage where a child does not know that objects remain in existence even when out of sight,

object permanence

.Slide18

12 to 18 months

Trial and Error: Push a cracker off a high chair and watch it fall to the floor. Then does it again

Can find hidden objects

Understands that objects exist independently

Sensorimotor StageSlide19

Preoperational Stage

2 - 7 years old

The child is not yet able to conceptualize abstractly and needs concrete physical situations.

The child is quite

egocentric

during this stage, that is, he sees things pretty much from one point of view: his own!

His thinking is influenced by fantasy -- the way he'd like things to be -- and he assumes that others see situations from his viewpoint. He takes in information and then changes it in his mind to fit his ideas.Slide20

Conservation

Quantity remains the same despite changes in appearance. If you show a child four marbles in a row, then spread them out, the preoperational child will focus on the spread, and tend to believe that there are now more marbles than before.Slide21

Conservation

Preoperational Stage

They think the same amount of liquid is more when poured into a tall thin glass.

To them taller means more!Slide22

Concrete Operation

7-11 years old

During this stage, the child develops an ability to think abstractly and to make rational judgments about concrete or observable phenomena.

In the past, the child needed to manipulate physically to understand. In teaching this child, giving him the opportunity to ask questions and to explain things back to allows him to mentally manipulate information.Slide23

Formal Operations

11 - 15 years old

This person no longer requires concrete objects to make rational judgments.

At this point, he is capable of hypothetical and deductive reasoning. Teaching for the adolescent may be wide ranging because he'll be able to consider many possibilities from several perspectives.Slide24

Formal Operations Stage

Can think in abstract ways

Understand loyalty and freedomSlide25
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Piaget Slide46

Vygotsky

After age two, the growth of the mind is highly influenced by the child’s culture. Learning occurs when children interact with both the environment and people around them. Children are active participants in their own learning.

In play, children often behave beyond their average age; play is a major source of development. To master and remember these new skills the child needs assistance.

Scaffolding

is how an adult or another child can assist the learner by asking questions, posing problems, modeling or offering new materials that move the child to a new level of learning –

Zone of Proximal Development

(ZPD).

Growing and learning doesn’t always happen naturally.

Zone of Proximal Development

(ZPD)Slide47

Cognitive Constructivist vs. Social Constructivist

Proces

s of Learning

Piaget (Cognitive)

Vygotsky (Social)

Changing of Knowledge BY ….

Individually constructed in social world.

Mutually constructed with others.

How

it happens …

Hands-on experiences to build

upon

prior knowledge. Multiple opportunities and diverse processes to connect what is already known by interaction with others and environment.

Socially and culturally constructed opportunities.

Collaborative

experiences with others through social/cultural setting ~ Authentic experiences and material

Role of peers …

Not necessarily encouraged, but can stimulate thinking, raise questions.

Assume part

of knowledge construction, help define opportunities for learning

Evidence

of learning…

Performance of explanation of reasoning

Ongoing assessment

Participating in collective performances

with reasoning of social performanceSlide48

How would Piaget & Vogotsky teach a skill?

Introduce

Model

Practice – Hands on experienceBuild Upon Prior Skills Slide49

Howard Gardner

Proposed the notion that human beings have not just one type of intelligence, but several. Previously intelligence had been defined by intelligence tests.

Rarely do intelligences work alone, rather they are combined in our activities as one can enhance another.

*What intelligence will you use to analyze, synthesis, and evaluate how knowledge grows?Slide50

Reggio Emilia100 Languages

Depending on the ages and skills of the children, activities engaged are sparked by the children’s interest and moves into project work include drawing, writing, reading, recording observations, and interviewing experts.

The information gathered is summarized and represented in the form of graphs, charts, diagrams, paintings and drawings, murals, models and other constructions, and reports to peers and parents.

In the early years, an important component of a project is dramatic play, in which new understanding is expressed and new vocabulary is used.

Environment plays an important role as ‘third teacher’, the first teacher (the parent) and the second (the classroom teacher, who co-explores with children)Slide51

Multiple Intelligence Support Inquire Based Learning

http://

www.youtube.com/watch?v

=174pYUcwn7whttp://www.youtube.com/watch?v

=kQdAU7Dm9A0&feature=relatedSlide52

Mary Montessori

She became the director of a school for mentally-disabled children. After two years under her guidance, these children, who formerly had been considered uneducable, took a school examination along with typical developing children and passed successfully.

How did she guide them?

Children are grouped in three or six-year spans and have the same teacher for this period

The children’s space is set up so that each child can work independently and everything is accessible. Group work is voluntary.

Materials are displayed on trays so that each child gets the materials for an activity and puts them away when done. Multi-sensory materials for physical exploration

Tools are “real” – real scissors, knives, hammers, pitchers, rulers, etc. so they work.

Individualism with its emphasis on auto-education and self- correcting materials Slide53

Bloom’s Taxonomy

Multi-tiered model of classifying thinking according to six cognitive levels of complexity.

It is like a stairway, "climb to a higher (level of) thought."

The lowest three levels are: knowledge, comprehension, and application. The highest three levels are: analysis, synthesis, and evaluationSlide54

To Create… Using Multiple Intelligence

Verbs

Change, Combine, Compose, Design, Format, Invent

ProductSlide55

Resources

http://

www.aussieeducator.org.au/education/other/theories.html