Cognitive Growth Model webpages认知发展模式网页.uncc.ppt

Cognitive Growth Model It’s about matching instruction to students, not students to instruction! Intelligence = processing of data from the environment – this changes with age/development. Development = moving from one stage to another – this is active participation with the environment. The learner is the responsible party. Development is a function of experience and maturation. This leads to equilibration. Through social transmission understanding is communicated. Verbal fluency is not “real” knowledge (figurative). Real knowledge is active and evident through presentation, or product (operative). “Real” (operative) knowledge only comes with development and better problem solving skills. You never learn anything completely new in the abstract; you only make adjustments to what you’ve learned in the past. Teaching/Learning must be rich in sensory experiences. Role of the teacher: 1) organizer of the environment, 2) assessment of students thinking, 3) initiator of group activities. Management style. Logical Consequences. Rudolph Dreikurs. Beliefs of Those Who Use the Model All children are not alike. Development is a critical factor to be considered when organizing instruction. The purpose of instruction is to increase students’ rate of development. Learning is a result of what students’ know as well as what they don’t know. Learning, may be accurate, inaccurate, or partially accurate, it is the purpose of instruction to allow students to see their own inaccuracies or partial accuracies. Assessment is on going and constant. Long term goals are at least as important as short term goals Students are capable of asking important questions that suggest level of developmental understanding The “teachable moment” is critical. Working in groups is important, because children learn from each other as well as from the teacher. * * Teaching = creation of an appropriate environment where cognitive structures can develop and change. Learning must be spontaneous.