1 LT Inside.Cover 2011 FINAL Teaching As （1 LT。）.pdfVIP

Cognitive Development Chapter Two I. Thematic Lessons from Cognitive Development II. Grade-Specific Lessons from Cognitive Development A. Primary Grades B. Upper Elementary Grades C. Junior High School D. High School In the last chapter, we considered a handful of learning theories that have direct implications for teachers dealing with a classroom full of students. We examined a model for evaluating the rigor of lesson objectives according to their cognitive demands. We explored the variations among students’ learning modalities and intelligences, and we discussed strategies for ensuring lasting memory of what we are teaching. Another idea from the field of learning theory that helps teachers purposefully design instruction is the concept of cognitive development. Cognitive development theory segments and categorizes the characteristics of students at different stages in their growth. Some familiarity with cognitive development is important to you as a teacher making instructional and management decisions. In this chapter, primarily through a series of tables, we will provide an overview of children’s cognitive, physical and social development. We will then focus on the implications of those generalizations for teachers in planning lessons and managing a classroom at various grade levels. I. Thematic Lessons from Cognitive Development The core notion of cognitive development is that children develop skills and abilities in more or less predictable Understanding cognitive development allows us sequences. While not all children develop at the same to properly select curriculum and activities and rate, they do all pass through common phases of to scaffold instruction so that students are cognitive, physical, and social d