1. Cognitive Development The Middle Years

2. Signs of Increased Intellectual Growth  Advances in intellectual growth between 7 and 12 are extreme  Routines become automatic so brain power can be used for higher level learning  Pre-teens learn more and use their knowledge more efficiently  Recall and apply information like adding and subtracting almost automatically

3. Intellectual Growth  Memory Critical to success in school Critical to success in school Use both short term and long term Use both short term and long term Bring information into short term memory to concentrate on it and then store it in long term memory Bring information into short term memory to concentrate on it and then store it in long term memory Once in long term, you can recall on it at a later time Once in long term, you can recall on it at a later time

4. Awareness and Curiosity  Develop better awareness of themselves and those around them  Become better at planning their own behavior, planning their own behavior, understanding their abilities, and understanding their abilities, and understanding the abilities of others understanding the abilities of others  Begin to show concern about what others think of them

5. Awareness and Curiosity  Begin to think of themselves according to their unique qualities, feelings and beliefs  Can set a goal and strive to achieve it  Evaluate and understand what learning strategies work for themselves  Practice organizational skills  Can take on and understand long term projects

6. Idealism and Abstract Thinking  Begin to adopt moral values that authority figures will approve of  Can recognize complex social problems like prejudice or crime, but do not understand that they are difficult to solve  This idealism can help them become involved in improving their world

7. Attention Span  About age 12, attention spans actually shorten – for unknown reasons to researchers  Tend to learn less because they cannot concentrate very long  Can result in lower academic performance in school

8. Theories of How Children Learn Piaget – Concrete Operations: Children can think logically but still learn best through their own experience  Thinking works effectively on actual (concrete) objects and tasks  Generalize from their own experiences but cannot think abstractly  Begin to develop several important thinking skills

9. Theories of How Children Learn Piaget – Concrete Operations:  Begin to build foundation for school work: Classifying or group objects – but can’t sort in multiple ways Classifying or group objects – but can’t sort in multiple ways Placing objects in a series – ascending to descending or largest to smallest. Placing objects in a series – ascending to descending or largest to smallest. Compare objects to another and make logical connections Compare objects to another and make logical connections Extending relationships – can understand a relationship between two objects, and then extend it to a third item Extending relationships – can understand a relationship between two objects, and then extend it to a third item Conservation – understand that an object has the same characteristics, even if it changes the way it looks Conservation – understand that an object has the same characteristics, even if it changes the way it looks

10. Theories of How Children Learn  Piaget – Formal Operations: Around age 11, children move to this stage Around age 11, children move to this stage Develop the ability to think abstractly Develop the ability to think abstractly  Imagine hypothetical situations  Solve problems by anticipating solutions  Debating issues  Using “if…then” formulas to make decisions  Recognize complex social problems and the complexity of them

11. Theories of How Children Learn  Lev Vygotsky – The more pre-teens interact with others, the more they learn The more pre-teens interact with others, the more they learn Small group and social activities encourage learning Small group and social activities encourage learning  Montessori Believes in self directed learning Believes in self directed learning Group lessons are kept to a minimum Group lessons are kept to a minimum Exercise independence Exercise independence Explore interests in their own way Explore interests in their own way Real life experiences are stressed Real life experiences are stressed

12. Theories of How Children Learn  Gardner – Multiple Intelligences Logical/Mathematical Logical/Mathematical Visual/Spatial Visual/Spatial Musical Musical Bodily/Kinesthetic Bodily/Kinesthetic Interpersonal Interpersonal Intrapersonal Intrapersonal Nauralist Nauralist

13. Theories of How Children Learn  Robert Sternberg Addressed: Addressed:  why some students do well in school but not the work world  Others experience success at work, but not in school  3 kinds of intelligence  Can a variety of each of the 3 intelligences

14. Theories of How Children Learn  Robert Sternberg Analytical Intelligence: Analytical Intelligence:  Ability to recall, recognize, analyze, compare and contrast, evaluate, and explain problem solving strategies Creative Intelligence: Creative Intelligence:  Imagine, pretend, invent and design  Feels schools prohibit or limit this intelligence  Don’t always follow directions well or score high on tests Practical Intelligence: Practical Intelligence:  Helps apply experience or knowledge to solve “real-world” problems  Considered to be street smart  Not top test takers, but can easily become leaders

15. Learning Methods  Learn primarily through imitating others\  Teachers present material in a variety of ways Direct Learning Direct Learning Peer Learning Peer Learning Independent Learning Independent Learning

16. Learning Methods  Direct Learning Learning goes from activity based to language based Learning goes from activity based to language based Acquire facts from reading and listening Acquire facts from reading and listening Take notes and read textbooks Take notes and read textbooks Progress of mastering skills is gradual Progress of mastering skills is gradual Measured by tests, quizzes, and essays Measured by tests, quizzes, and essays

17. Learning Methods  Peer Learning Students observe and listen to each other Students observe and listen to each other Work in pairs, small groups or as a class on a project or task Work in pairs, small groups or as a class on a project or task Provides an environment where a student may feel less awkward about questions or confusion Provides an environment where a student may feel less awkward about questions or confusion Improves students’ ability to cooperate, communicate, and manage time/resources Improves students’ ability to cooperate, communicate, and manage time/resources

18. Learning Methods  Independent Learning Allows a student to work on their own and use the information they have gathered Allows a student to work on their own and use the information they have gathered Prepares them for long term assignments in high school, college and the work world Prepares them for long term assignments in high school, college and the work world Teachers may assign a topic and then have time to research and complete the assignment final project Teachers may assign a topic and then have time to research and complete the assignment final project May need to complete each step by a given time May need to complete each step by a given time

19. Middle Schools  A place for transition  Developing social skills  Too old for childlike setting of elementary, but not ready for high school setting  Middle schools allow for personal connections to still be made but with more independence

20. Standardized Tests  Tests that are created and given to thousands of other students of the same age  Are created to assess how well children are able to lean and how much they have learned  Normally take at least one standardized test between the ages of 7 and 12

21. Standardized Tests  Teams of scientists and educators design standardized tests for schools  Tests are repeatedly tested and revised before actual use  Three properties necessary to be considered “good tests”

22. Standardized Tests  3 Properties: Validity – measures what it Validity – measures what it is supposed to measure is supposed to measure Reliability – Must be consistent. Test is reliable if it can be given to the same age group again and again with similar results Reliability – Must be consistent. Test is reliable if it can be given to the same age group again and again with similar results Practicality – Must be practical for schools to be able to use. Must be affordable, easy to give, quick and easy to score Practicality – Must be practical for schools to be able to use. Must be affordable, easy to give, quick and easy to score

23. Standardized Tests  Kinds of Standardized Tests: Learning Ability Test: Learning Ability Test:  Help educators to predict how well a student might do in a particular situation  All students take the same test and their scores are compared  Most require a student to read questions and write answers

24. Standardized Tests  Kinds of Standardized Tests: Achievement Tests: Achievement Tests:  Used to help measure what students have actually learned about a particular topic or subject  Most prevalent standardized test used in schools  Give educators a sense of what progress students are making

25. Standardized Tests  Kinds of Standardized Tests: Aptitude and Interests Tests Aptitude and Interests Tests  Measure of students’ talents and preferences  Students select what they like best from different groups of activities, ideas, or situations  Patterns in their answers are analyzed to see where their interests are strongest

26. Standardized Tests  Uses and Misuses: Tests have limitations Tests have limitations Measure only a small sample of a student’s abilities or achievements Measure only a small sample of a student’s abilities or achievements Scores can vary due to outside factors Scores can vary due to outside factors Can be considered to be culturally biased Can be considered to be culturally biased Teachers feel pressure to have their students score high – then are criticized for teaching “to the test” Teachers feel pressure to have their students score high – then are criticized for teaching “to the test”