ANALYZING COGNITIVE DEVELOPMENT, PART 1

Your goal: Pick one concept (Wild Card is your choice), provide evidence to illustrate the concept. That’s all for today. Aspect of Cognitive Development(Concepts)

Evidence to support or illustrate your claim

Implications of this concept for your student’s learning

Piaget stage

Zone of Proximal Development

Asset-based teaching

Behavioral principles to support learning

WILD CARD: Pick at least one optional cognitive concept (you can add more)

Overall analysis of cognitive development. In one concise paragraph, summarize your student’s cognitive development by describing their cognitive strengths and challenges

How to link evidence to a concept

• Take some kind of detailed notes in addition to your journal—you want a lot of details so use later– Running log– On-off task– Notes from an activity (Example: 20 Questions; Coin

game, etc.)– Notes about what teacher and students do and say

• Know how to link concepts to the notes—let’s practice

Your goal: Pick one concept (Wild Card is your choice), provide evidence to illustrate the concept. That’s all for today. Aspect of Cognitive Development(Concepts)

Evidence to support or illustrate your claim

Implications of this concept for your student’s learning

Piaget stage

Zone of Proximal Development

Asset-based teaching

Behavioral principles to support learning

WILD CARD: Pick at least one optional cognitive concept (you can add more)

Overall analysis of cognitive development. In one concise paragraph, summarize your student’s cognitive development by describing their cognitive strengths and challenges

You also have to understand the concepts. . . For first one-Piaget stage• Know the stages• Know the skills linked to teach stage• Ask yourself what skill the learner can and

cannot do. . . • Begin to collect information about your

learner

Questions you need to answer—with evidence.

What would they be able to do? What would you see?

What would they NOT be able to do? What would you see?