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Week 3 Notes

by: Maddy Hodgman


Maddy Hodgman
GPA 3.83
Educational Psychology
Carey Dimmitt

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About this Document

This week's notes for Ed Psych 305, MWF 10:00 with Carey Dimmitt! Monday -- snow day Wednesday -- Brain Development (debate) Friday -- Cognitive Development (with a little Brain review at the ...
Educational Psychology
Carey Dimmitt
Class Notes
educational psychology, Education, Psychology, ed psych, brain development, brain, development, cognitive
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This 6 page Class Notes was uploaded by Maddy Hodgman on Friday February 6, 2015. The Class Notes belongs to EDUCATION 305/PSYCHOLOGY 305 at University of Massachusetts taught by Carey Dimmitt in Spring2015. Since its upload, it has received 58 views. For similar materials see Educational Psychology in Psychlogy at University of Massachusetts.

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Date Created: 02/06/15
Friday February 6 2015 Educational Psychology Week 3 Cognitive Development Cognitive Development theories general issues Piaget Vygotsky Neuroscience in education link observed behaviors with brain activity some theories based solely on observation have been challenged by imaging ex neuroplasticity bilingualism What is Cognition thinking knowing sensation and perception language development memory skills problem solving metacognition other factors of intellectual functioning not the same for everyone reasoning involves logic working to an end point Nature vs Nurture biology inherent individual differences v environment contexts work together in environment always a combination interaction between the two maturation unfolding biological changes that naturally occur over time as a result of gene cs Biological Maturation process pretty individualized Friday February 6 2015 reaction range each person s unique genetically determined response to the environment enriched environments are correlated with increased possibilitycapability ex height artistic ability reading math musicality Twin studies success that many traits are at least partially genetic 50 of traits are genetic the other 50 are influence factors correlation causation hard to separate genetichereditary factors and environment because they are highly correlated often causality is hard to determine the relationship is bidirectional genes impact behavior Why does it matter making assertions about what someone is capable of is limiting to them Educational outcomes may be correlational rather than causation Piaget Swiss 1920s first to describe the ways kids come to know the world create internal cognitions through experience key idea children are able to create meaning through experience children s thinking evolves organization people organize their thoughtsbehaviors into coherent systems schemes when faced with new information there is adaptation we make use of existing schemes to make sense of the world and try to fit the new information into what we know assimilation we change our existing schemes or create new schemes to respond to a new situation accommodation Friday February 6 2015 sometimes schemes are changed consciously and intentionally ex to trust people more other times it is unconscious based on accepted beliefs and external in uences if something is too unfamiliar often it is ignored Piaget was a stage theorist 4 major stages in book cognitive development follows a predictable sequence based on biological maturation and life experience teachers must assess misconceptions prior to new units theorists have added info processing research to understanding Piaget NeoPiagetians Vygotsky another theorist complex mental processes begin as social activities and evolve into individual mental activities internalization Zone of Proximal Development appropriate level of difficulty for student learning to be successful Wednesday February 4 2015 Educational Psychology Week 3 The Brain and Development Arguments for and against the relevance of neuroscience in the classroom Brain is the control center for the entire body Psychologists gt Brain Educators gt Mind Brain hardware Mind software Differences between the brain and the mind Brain you can see it studied using CAT scans MRls Mind can t see it studied using selfreflection and analysis Line between brain science and its usefulness in the classroom Factors that impact brain development nutrition prenatal and early life especially sleep memory storage physical growth occur drugs and alcohol environmental toxins lead pollution secondhand smoke stress on a lesser scale than other factors chronic stress can impede growth and development however brainbased learning meaningless what other kind of learning is there Neuron Development by 20th week of fetal development gt 200 billion neurons neural pruning eliminating or weeding out unnecessary neurons toddlers brains have 2x more synaptic connections than college students total brain size does not vary much after about age 6 Myelin Wednesday February 4 2015 fatty substance that speeds up neural transmissions rates of myelin development are agerelated handeye coordination about 4 years old focusing attention about 10 years old thinking reasoning and executive function not complete until adolescence Factors impacting brain development continued gene cs brain structure interaction between genetics and environmental stimulation environmental stimulation Brain Activity in Learning according to neuroscience learning involves the strengthening of existing synapses and the formation of new synapses to develop more elaborate and lasting neural connections need significant time attention practice need emotional personal and survival connections synaptic pruning cont d use it or lose it eliminates redundant connections makes the brain more efficient Current Research reading instruction is likely ineffective pre3 or 4 years old individuals with reading disabilities show decreased functioning but is this a cause or a result of their LD math factsprocedures stored in different parts of the brain Wednesday February 4 2015 Class Discussion role of brain science in the classroom is it relevant YES not addressing known information is dangerous new discoveries made every day how to be more effective at teaching what doesn t work and need to get rid of can vary teaching styles based on multiple ways students learn easier to study the brain than the science of learning useful even if not necessary can be a good teacher without brainbased knowledge but it s still good to have a knowledge of NO complexity requires improvisation students are complex learning is more complex than brain research can capture BUT have to know something about teaching and how kids learn to be a good improviser temperament and emotion change all the time responsiveness in teaching so many factors in learning and teaching how do we decide which are relevant MAYBE brain science tells us where to look in terms of teaching both sides in form the other we should be skeptical consumers CONCLUSION both arguments are complementary to each other we should acknowledge brainbased knowledge but account for other factors for a wellrounded view of students and teachinglearning as a whole


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