In later chapters the principles developed in this

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Unformatted text preview: articularly those that require students to bring different forms of expertise to the problem. • Learning experiences should extend out into the students’ community. Looking Ahead: Cognitive Developmental/Constructivist Principles and Decision-Making One of the themes of this book is that teachers’ decision-making process is improved through the application of principles from psychological theory. In Chapter 1 we identified these three broad categories of teacher decisions that provide opportunities to apply psychological theories. • Decisions made when planning a lesson, 54 • Decisions made when teaching and managing in the classroom and • Decisions made when assessing the effectiveness of their actions. In later chapters the principles developed in this chapter are used to organize discussions of applications of the cognitive developmental/constructivist theories to the decisions teachers make in the areas of instructional delivery, classroom management, and assessment of learning. Table 5.5 allows you to look forward and see the implications of these principles for the types of decision-making discussed in those latter chapters. (Insert Table 5.5 About Here.) Chapter Study Guide Key Terms Scheme p.# Centration p.# Enactive p.# Representation Organization p.# Conservation p.# Iconic p.# Representation Adaptation p.# Identity p.# Symbolic p.# Representation Assimilation p.# Negation p.# Scaffolding p.# Accommodation p.# Compensation p.# Discovery p.# Learning Equilibration p.# Seriation p.# Guided p.# Discovery Horizontal p.# Decalage Classification p.# Psychology of p.# the Subject Matter 55 Circular reaction p.# Hypothetico- p.# deductive reasoning Spiral p.# Curriculum Object p.# Permanence Propositional p.# Logic Psychological p.# Constructivism Semiotic Function p.# neo-Piagetian p.# Theories Social p.# Constructivism Deferred p.# Imitation Psychological p.# Tools/Signs Situated p.# Cognition Symbolic Play p.# Higher mental p.# Functions Authentic p.# Learning Activities Operation p.# Egocentric p.# Speech Cognitive p.# Apprenticeship Irreversibility p.# Zone of Proximal 5-31 Development Distributed p.# Cognition Egocentrism p.# Alternative Response Items 1. Sally is able to combine her ability to scan the environment with her ability to grasp objects. This creates the more complicated behavior pattern of looking for and grabbing desired objects. From a Piagetian perspective, this is an example of: a. organization b. assimilation c. accommodation d. equilibration 56 2. John, a four-year-old, believes air does not have weight. He learns through science demonstrations that he was wrong. As a result he know believes that air does have weight. This change in understanding is an example of: a. assimilation b. accommodation c. organization d. a scheme 3. Ramona believes that everyone likes dogs because she likes them. What characteristic of preoperational thought is she demonstrating? a. egocentrism b. irreversibility c. centration d. the semiotic function 4. How is formal operational thought...
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This document was uploaded on 03/29/2014 for the course EPS 324 at N. Arizona.

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