PIAGET


 * SEPT. 11, MONDAY **

How knowledge is constructed in the human being when information comes into contact with **existing knowledge (schema)** that has been developed by experiences. According to Piaget, constructing knowledge involves a process of solving problems in order to eliminate disequilibrium. This is accomplished through recurring processes of **assimilation - disequilibrium and equilibrium - to accommodation.**
 * Constructivism: and PIAGET'S theory of Cognitive Development[[image:Screen Shot 2016-09-11 at 12.12.22 PM.png width="417" height="284" align="right"]] **
 * 1. What is your existing knowledge about Piaget's theory of cognitive development? **


 * Textbook: Chapter 2, pages 38-49 **
 * [|Piaget theory and information] **


 * [|Piaget's 4 stages in 5 minutes] **
 * 2. Have you tried the conservation experiment with children? What is the difference between concrete and abstract thinking? **

** Piaget's Development from a collection of video clips with children **
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 * Examples of children in Piaget's stages of cognitive development. (Good illustrations regardless of spelling errors in presentation.)**
 * 3. How do Erikson's psychosocial stages compare to any of these examples of Piaget's cognitive stages of development? **


 * [|Sensorimotor/Preoperational: Language development]**


 * [|Sensorimotor/Preoperational: Babies constructing knowledge from the world around them]**

**CONCRETE VS. ABSTRACT THINKING - Due Wednesday, Sept. 14**

 * [|PIAGET ASSIGNMENT - Read article on Concrete and Abstract Thinking]**
 * [|PIAGET ASSIGNMENT - Read article on Teaching Implications]**
 * [|OPTIONAL READING - Teenagers and abstract thinking in MATH]**
 * Come to class with prepared notes from the first two articles (the third article is optional). Look for comparisons and key points made between articles. List several examples of concrete and abstract thinking. **
 * // (About a page of notes in any form that can be emailed to me, or brought to class and turned in at 8:30.) //**

REVIEW CHAPTER 2 VOCABULARY Constructivism, Cognitive Development

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 * View this to understand SCHEMA, Assimilation, Equilibrium, Disequilibrium and Accommodation **


 * We CONSTRUCT our knowledge, or SCHEMA, by the world around us. Our SENSES help build that knowledge. **


 * [|Identify objects 1-20 using sight and schema] **


 * [|Identify the sound] (12 ) Pick the sounds that were most common to everyone's Schema. Which were least common? Why? How would you assimilate and then accommodate by making new schemas for the unfamiliar things? **

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Five-year-olds' classroom

[|LINK: Review Piaget's stages]

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