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Brain and Development Theory

Lesson 8

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Each Part of the Brain Has a Function

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Right Brain Versus Left Brain

Right Brain does: Spatial abilities Facial recognition Visual imagery Music

Left Brain does: Logic Language Math

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Principles of Brain-based Theories

The brain is a parallel processor. Meaning is gathered by patterning information

together. Emotions are critical to patterning. The brain perceives and creates parts and wholes. Learning comes from a combination of focused and

peripheral perception. Optimal learning happens when one is challenged,

not threatened. Each brain is unique in learning style and ability.

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Activity 1

Form groups of 3 to 5 people. Discuss and reach a consensus on:

Two (2) ways knowledge of left-right brain can help a teacher become a good teacher.

Two (2) characteristics that imply a student leans toward being “left brain” or “right brain.”

Compare group findings with the whole class.

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Theories of Human Development

Piaget’s Cognitive Development. Vygotsky’s Sociocultural Theory. Kohlberg’s Theory of Moral Development. Erikson’s Stage Theory of Child

Development.

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Piaget and Schemata

Piaget believes that learning involves the forming of mental representations which connect new information to existing information.

The “schema” (or scheme) is a mental structure which stores information.

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Schema for “dog”

Four legs tail

fur

Dog

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Assimilation versus Disequilibrium

If a child has limited schema for the concept of “dog,” encounters another dog which fits in his/her schema, assimilation (acceptance) occurs.

If a child has a limited schema for the concept of “dog,” encounters a hairless Chihuahua, which does not have fur, disequilibrium (uncertainty) occurs.

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Accommodation & Equilibrium

Accommodation occurs when the child changes his/her existing schema to include an exception or expands his/her criteria of “dog” by adding more information to “dog” schema.

After the existing schema has been altered, the child reaches equilibrium.

We are always moving towards equilibrium.

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Accommodation

Four legsMay or may

NOT have fur,

tail

Dog

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Piaget’s Stages of Cognitive Development

Sensorimotor (0-2 yrs) Preoperational (2-7 yrs) Concrete Operations (7-11 yrs) Formal Operations (11+ yrs)

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Sensorimotor Stage (0-2 years)

Characteristics of learning at this stage: Sensory input comes from outside world. Limited sensory understanding of the world. Responds with physical reactions. Imitates actions or behaviors. Limited sense of object permanence (what

a baby sees exists, what he/she doesn’t see doesn’t exists).

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Preoperational Stage (2-7 years)

Characteristics of learning at this stage include: Limited logical thinking. Use of rudimentary language to organize world. Egocentric (me) view of reality. Limited to one notion of perception in defining

solutions to various problems. Cannot mentally reverse actions.

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Beaker Problem at the Preoperational Stage

Children at this stage will be fooled by the beaker problem. The child will believe that a taller beaker with water will have more water than a shorter, wider beaker. This occurs even if the child observes how the contents of a shorter beaker fits in the taller beaker.

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Concrete Operations (7-11years)

Characteristics of learning at this stage include: Use of simple logic & reasoning to solve problems. Can reverse operations (solve beaker problem). Logic processing is still confined to concrete

objects. Need to see, touch, play with objects of interest .

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Formal Operation Stage (11+)

Characteristics of learning at this stage include: Able to use abstract reasoning or the ability to

think logically about intangible ideas and concepts. Ability to take on multiple perspectives when

solving a problem.

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Moving from Concrete to Formal

A teacher should: Begin with concrete models and examples

and then “bridge” to the abstract. Give students concrete examples of

abstract concepts and ideas. Guide student understanding in the

relationship between concrete and abstract by using visuals.

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Vygotsky’s Sociocultural Theory of Cognitive Development

Vygotsky emphasized the importance of social interaction and the development of language.

Vygotsky noted a relationship between speech development (especially private talk) and future cognitive development.

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Speech Views of Piaget and Vygotsky

Vygotsky Piaget

Private Speech/ Self Talk

Occurs when child does complex thinking

Egocentric

Solitary Play A way to practice language

One-way logic

Adults Major role in scaffolding

Minimal role

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Scaffolding Learning

Vygotsky called what a child learns alone as their “actual level of development.”

With adult guidance, children could learn at a higher or “potential level of development.”

The zone between the two levels is called the “zone of proximal development (ZDP).”

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Scaffolding Learning

A “scaffold” is a structure that supports an ongoing project with previous and present information, much like a scaffold around a building under construction.

Teachers can use scaffold learning to connect old, and relevant ideas to new ideas.

Assisted learning and guided participation are terms that describe a teacher who scaffolds student learning.

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Scaffold Learning Uses…

Webbing/concept maps. Structured outlines. Cooperative pair problem-solving. Cooperative teaming. “Think alouds.” Task analysis.

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Kohlberg & Moral Development

Kohlberg believes that learning is a result of a series of moral judgements made by students about a lesson. Kohlberg identified six stages of moral decision making, where each stage’s moral perspectives depended on a specific age range.

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Strategies to Promote Moral Development

Conventional Strategies—use examples, stories, and sets of rules, moral custom, and social beliefs of right and wrong.

Post-Conventional Strategies—challenge students to question moral and legal issues, have debates about moral and ethical issues, evaluate moral examples.

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Activity 2

Form groups of 3 to 5 people. Within each group, create a table with

Piaget and Kohlberg across the top and moral beliefs, use of concrete examples, and abstract reasoning down a column.

Compare and contrast Piaget and Kohlberg on these 3 points.

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Erikson’s Stage Theory

Basic trust vs. basic mistrust

Birth – 12-18 months

Feeding

Autonomy vs. shame/doubt

18 months – 3 years

Toilet training

Initiative vs. guilt 3 – 6 years Independence

Industry vs. guilt 7 – 12 years school

Age Main Issue

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Erikson’s Stage Theory Cont.

Identity vs. role confusion

Adolescence Peer relationships

Intimacy vs. isolation

Young adulthood Love relationships

Generativity vs. stagnation

Middle adulthood Parenting

Ego integrity vs. despair

Late adulthood Reflection and acceptance of life

Age Main Issue

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Industry vs. Inferiority

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Industry vs. Inferiority:

The Teacher’s Role

Develop strategies to ensure that all students are successful.

Praise students and offer encouragement.

Foster a sense of self-respect and pride in work and performance.

Involve parents and family members in supporting the child’s education.

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Identity vs. Role Confusion

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Identity vs. Role Confusion: The Teacher’s Role

Encourage self-reflection. Have activities that ask students to

make personal value judgments. Introduce students to a variety of future

occupations or areas of study. Allow for student choices, input, and

interpretations.

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A Statement About Brain Differences and Gender

Let’s take a quick test about brain differences and potential ability.

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Brain Differences and Gender

Answer with TRUE or FALSE. Girl brains mature faster than boy brains. Girls tend to develop verbal and

linguistic abilities faster before boys. Girl’s have a more developed corpus

collosum (connecting tissue between brain halves).

Girls have better cross-talk.

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Brain Differences and Gender

Answer with TRUE or FALSE. Boys tend to be right-brained focused and

girls tend to be left brain focused. When using words or language, girls

communicate better than boys. Girls have better hearing and sensory

perception than boys. Boys often communicate by using physical

displays and nonverbal communication.

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Brain Differences and Gender

Answer with TRUE or FALSE. Boy brains usually secrete much less serotonin,

creating the perception of sleepiness or restlessness.

Boy brains get large doses of testosterone, resulting in more aggressive, socially ambitious, and dominant striving behavior.

Girls have a strong tendency to “bond” and “nurture” due to high progesterone levels.

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Brain Differences and Gender

Answer with TRUE or FALSE. Boys are “task focused” and tend to “stick to

the plan” until the job is done. Girls can store more in short term memory than

boys, especially random things. Boys can store more information in long-term

memory than girls if information is organization in a coherent format.

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Activity 3

Form groups of 3 to 5 people. Agree on three (3) classroom applications

for the information in this presentation. Present your group’s findings to the class. Compile a “master list” of applications from

all groups.