Part 2: FOCUS ON THE lEARNER Educ 221 - Facilitating Learning Melanie Jeane C. Galvez Ateneo de Davao University

Piaget’s Stages of Cognitive Development The principal goal of education is to create men (people) who are capable of doing new things, not simply repeating what other generations have done – men (people) who are creative, iInventive and discoverers. Jean Piaget

Cognitive Concepts Schema Assimilation Accommodation

Cognitive Concepts Assimilation Accommodation Equilibrium

Stages of Development 4 3 2 1 Formal Operational Concrete Operational Sensori-motor Pre-operational Concrete Operational Formal Operational 3 2 1 -hypothetical -analogical -deductive -decentering -reversibility -conservation -seriation -symbolic function -egocentrism -centration -reversibility -animism -transductive reasoning Object permanence

Principles (Piaget’s Theory) Children provide different explanations of reality at different stages Cognitive development is facilitated by providing activities or situations that engage learners and require adaptation Learning materials and activities should involve the appropriate level of motor and mental operations for a child at a given age Use teaching methods that actively involve students and present challenges

Piagetian-based Learning Activity Plan Instructions: Read the matrices found in the book Make a simple Piagetian-based learning activity plan Formulate learning objectives Pick 2-3 applications from the matrix to help achieve the objectives you make Subject: Lesson Topic: Grade/Year Level: Objectives Application Specific Activity plan Highlight significant events in Rizal’s life Provide timelines for history class Ask students to make a timeline of Rizal’s life

Erikson’s Psycho-Social Theory of Development Healthy children will not fear life if their elders have integrity enough not to fear death. Erik Erikson

Sensory maladjustment Stage 1 Infancy Too much trust Too little mistrust Sensory maladjustment Trust vs. Mistrust Withdrawal Hope & Drive

Will power & Determination Stage 2 Toddler hood Too much shame Too little doubt Impulsiveness Autonomy vs. Shame & Doubt Compulsiveness Will power & Determination

Stage 3 Preschool Initiative vs. Guilt Purpose & Direction Too much initiative Too little guilt Ruthlessness Initiative vs. Guilt Sociopathy Purpose & Direction

Stage 4 School Age Industry vs. Inferiority Competency Too much industry Too little inferiority Narrow virtuosity Industry vs. Inferiority Inertia Competency

Identity vs Identity Confusion Stage 5 Adolescence Too little Identity confusion Too much identity Ego Identity Identity vs Identity Confusion Repudiation Fidelity & Devotion

Stage 6 Young Adulthood Intimacy vs. Isolation Love & Affiliation Too much intimacy Too little isolation Promiscuity Intimacy vs. Isolation Exclusion Love & Affiliation

Stage 7 Care Middle Adulthood Generativity vs. Stagnation Too much generativity Too little stagnation Overextension Generativity vs. Stagnation Rejectivity Care

Stage 8 Wisdom Late Adulthood Integrity vs. Despair Presumption Too much integrity Too little despair Presumption Integrity vs. Despair Disdain Wisdom

Synthesis of concepts Infancy Hope & Drive Life Stage/ Psychosocial Crisis Significant Relationship Virtue Suggestions for the Teacher Infancy Hope & Drive What teachers should do in order to facilitate learning and development of virtues in each stage Toddlerhood Willpower & Self Control Preschool Purpose & Direction School Age Competence & Method Adolescent Period Fidelity & Devotion Young Adult Love & Affiliation