1. Summarizing cognitive development

2. RUBRIC FOR PART III: Observations and Evidence Regarding Cognition RELATIONALMULTISTRUCTURALUNISTRUCTURALPRESTRUCTURAL Observation Notes 5 Notes are clearly written and provide in-depth examples to illustrate human development concepts. 5 Descriptive notes are coherent and provide detailed examples linked to human development concepts. 4-3 Descriptive notes are provided but lack detailed, clear examples linked to human development concepts. 2 Notes are incomplete and/or difficult to read 1-0 Use of evidence and concepts 10 Evidence strongly supports analysis with sufficient detail and clarity. Evidence includes contextual factors. 10-9 Evidence is clear and has some detail and is used to appropriately support analysis. 8-7 Evidence provided, but lacks clarity or detail. May not clearly relate to important developmental areas. 6-5 There is no or very limited use of evidence and/or description presented. <5 Analysis of development 10 Strong analysis consistently throughout with analysis adequately supported by evidence and linked to many course concepts. Analysis covers a comprehensive array of cognitive development characteristics. 10-9 Generally strong analysis, usually supported with appropriate evidence, and use of course concepts to analyze several aspects of cognitive development, including discussion of strengths and challenges. 8-7 Some support of analysis with appropriate evidence. Some use of course concepts in analysis. 6-5 Limited analysis provided, or limited or inaccurate support of analysis with evidence. Analysis show weak link to course concepts. <5

3. Summary components. 1.What Piaget stage and why? (use evidence) 2.What does your evidence say about student’s ability to learn? (ZPD? Preferred reinforcers? Teacher’s use of assets? 3.How can you summarize overal potential?

4. Summary Tips Summary must use concept terms (list of important course concepts; those in table) Summary must include your own observations and evidence to illustrate what you say. Summary must end with an overall estimate of student potential.

5. SUMMARY Chandler is in the Piaget stage, Pre-operational. He has a egocentric attitude and loves to carry on egocentric speech. When asked questions his answers were always from his own point of view.. He also is unable to grasp the concept of identity constancy. These all point to him being in the pre- operational stage of Piaget. He has great strengths in remembering and retaining questions and stories. But he has a hard time identifying words from the word wall. His zone of proximal development is challenged daily by his teachers. They work to build on his previous knowledge and for him to gain the knowledge they are teaching. Throughout my visits I have seen that his Zone of Proximal Development has moved up greatly since I started my observations. For example: At the start of my observations, he was unable to write out or even understand the alphabet. Now he knows all his letters and can do more with them (see attached work). In summary, though Chandler has some learning challenges, with the right kind of scaffolding and keeping high standards for his success, he can make many academic gains. I believe he has average cognitive potential.