EDUC 101 Facilitating Learning

Presented by: Aguinaldo Florentino Gagbo Palad Sayson

Presented to: Dr. Lourdes Abiog Professor

Specific Objectives
Identify Piagets Stages of Cognitive Development

BASIC COGNITIVE CONCEPTS

Theories help us think about how children learn.

Enable us to explain to others

Enable us to evaluate childrens learning

the skills and concepts that children acquire through the adaptation process.

Schema-

Assimilation- the process of fitting what the child has learnt

from new experiences into their schemas.

Accomodation which individuals change their way of

thinking, behaving and believing to come into accord with reality.

Equilibration- proper balance between assimilation and

accommodation.

Piagets Stages of Cognitive Development

Stage 1. Sensori-motor Stage- the child begins to interact with the environment.0-2 year. Object Permanence Stage 2. Pre-Operational Stage- the child begins to represents the world symbolically.2-7 years. Symbollic Function - Irreversibility Egocentrism - Animism Centration - Transductive Reasoning

Stage 3. Concrete- Operational Stage-characterized by the ability of the child to think logically but only in terms of concrete objects.

Decentering Reversibility Conservation Seriation

Teaching the Preoperational Child (Toddler and Early Childhood)

Principle Make intructions relatively short, using actions as well as words, to lessen likelihood that the students will get confused. Do not expect the students to find it easy to see the world from someone elses perspective since they are likely to Encourage students to explain how they solve problems. Application After giving instructions, ask a students to demonstrate them as a model for the rest of the class. Avoid lesson about worlds too far removed from the childs experience. Make sure that atleast some of the test you give ask for more than rote memory or one final answer, essay questions.

Teaching the Concrete Operational Child ( Middle Childhood)

Make sure that lectures are brief and well organized. Ask students to deal with no more than three or four variables at a time.

Require readings with a limited number of characters. Demonstrate experiments with a limited number of steps.

Teaching Students Beginning to Use Formal Operations (Adolescence)

Give students an opportunity to explain how they solve problems. Present problems which require logical analytical thinking to solve.

Provide consideration of hypothetical other words Provide materials such as mind twister, brain teasers, and riddles.