PowerPoint Presentation Cognitive

1
Intelligence, Cognitive Development, and
Instruction
Summer 2003 Week 2 Edu 546A J. Brandenberger
2
What is consciousness? What is the relationship
between mind matter?
An Awakening of Consciousness Children ten
years old wake up and find themselves here,
discover themselves to have been here all along
is this sad? I woke in bits, like all
children piecemeal over the years. I discovered
myself and the world, and forgot them, and
discovered them again. I woke at intervals
until, by that September when Father went down
the river, the intervals of waking tipped the
scales, and I was more often awake that not. I
noticed this process of waking, and predicted
with terrifying logic that one of these years not
far away I would be awake continuously and never
slip back, and never be free of myself again.
Like any child, I slid into myself perfectly
fitted, as a diver meets her reflection in a
pool. Her fingertips enter the fingertips on the
water, her wrists slide up her arms. The diver
wraps herself in her reflection wholly, sealing
it at the toes, and wears it as she climbs rising
form the pool, and ever after. I never woke, at
first, without recalling, chilled, all those
other waking times, those similar stark views
from similarly lighted precipices from which the
distant glittering world revealed itself as a
brooding and separated sceneand so let slip a
queer implication, that I myself was both
observer and observable, and so a possible object
of my own humming awareness. From
An American Childhood, by Annie Dillard, 1987

3
Jean Piaget Gardner Piaget as Swiss
watchmaker, challenging movements of the
mind Good at asking questions Challenged
Binets notion of intelligence interested in why
students produced incorrect answers on
intelligence tests Einstein asked Piaget to
study childrens notions of time, motion,
4
Central Concepts of Piaget's Cognitive
Developmental Theory Human thinking is
organized within cognitive structures that
develop over time Humans construct their
own knowledge structures Intelligence is
an activity vs. a capacity Humans inherit
two basic tendencies organization and
adaption Cognitive structures are
influenced by genetic and environmental
(social) factors
5
Cognitive Complexity Theory Information
Processing Perspective Focus on how people think
(structure) rather than what they think
(content) Differentiation Number of
dimensions utilized Integration
Tendency to integrate dimensions in
higher order rules
6
Information Processing Analogy
Another analogy lens
7
Mindmapping Source Mindmapping J.
Wycoff, 1991
 Facilitates mental activity, bursts of
ideas  Prompts awareness of patterns  Builds
on intuition and taps deeper
thoughts  Enhances intelligence Fosters
system thinking Enhances memory
Version of outlining
Creative
Whole brain
Visually interesting
See also M. Gelb, T. Buzan http//www.think
smart.com/mission/workout/mindmapping_intro.html
http//www.change-management-toolbook.com/cp_03.ht
m
8
http//www.holocene.net/mindmapping.htm
9
Samples
Web Page as Mind Map Peter Russell See also
What? by P. Russell
Source http//www.holocene.net/permaculture.htm
10
The most incomprehensible thing about the
universe is that it is comprehensible.
Albert Einstein The aim isn't to degrade mind to
matter, but to upgrade the properties of matter
to account for mind, and to tell how from the
dust and water of the earth, natural forces
conjured a mental system capable of asking why it
exists. Nigel Calder
11
Scientists are in the strange position of being
confronted daily by the indisputable fact of
their own consciousness, yet with no way of
explaining it. Christian de Quincey

12
I now believe that rather than trying to explain
consciousness in terms of the material world, we
should be developing a new worldview in which
consciousness is a fundamental component of
reality. Peter Russell, From
Science to God, 2003
13

• Learners and Learning
• L. Anderson 1989
• Teachers conceptions about learning and
  development
• are key
• Two Conceptions/Views of Learning
• Cognitive-Mediational
• Constructivist, built on cognitive psychology
• Receptive-Accrual
• Receptive, built on behavioral, stimulus-response
  models

14
Questions What do you want to know about your
students as learners? What do you want to
know about learning?
15
Howard Gardner Developmental Psychologist at
Harvard University The Five-Year-Old
Mind  Consolidated theories and scripts
Dualisms/rigid despite imaginative qualities
Basic narratives e.g. the Star Wars
plot Adults thing often built on habits of the
five-year-old mind
16
Organizing Ideas

• Knowledge is organized, and individuals differ in
  the way in which their knowledge about particular
  topics is organized
• Individuals knowledge structures influence what
  and how they perceive, understand, and remember
  information
• Knowledge structures change as a result of
  information received through instruction and
  experience that leads the learner to construct
  new knowledge prior knowledge structures are
  always the basis for the construction of new
  knowledge structures

17
Organizing Ideas (Anderson cont.)

• 4. During learning and problem solving, learners
  regulate their cognitive process.
• 5. Metacognitive knowledge and experiences are
  associated with successful performance in school.
• The capacity for self-regulation develops over
  time, and is influenced by the social
  environment, especially interactions with more
  knowledgeable adults or peers during problem
  solving efforts.
• Note responsive elaboration

Metacognition
18
Metacognition Cognition about cognition, or
knowing about knowing Santrock, p. 126
Self-Regulation and Learning
Self-Evaluation and Monitoring
Goal Setting and Strategic Planning
Monitoring Outcomes And Refining Strategies
Putting a Plan into Action and Monitoring It
Developed by Santrock, p. 127
19
Organizing Ideas (cont.)

• Expectations for success on an academic taska
  critical determinant of a students motivation to
  perform that taskare determined by (a) an
  individuals self-perceptions, particularly
  beliefs about competence in the academic domain,
  and beliefs about control over outcomes in that
  domain and (b) beliefs about cause-effect
  linkageswhat behaviors lead to success and
  failures.

Motivation
20
Organizing Ideas (cont.)

• Students hold general orientations toward
  academic tasks that are associated with different
  student goals. The task-related goals are
  associated with different cognitive activities
  and thus determine whether students choose to
  utilize available metacognitive strategies while
  performing school tasks.
• Students motivation is affected by the classroom
  social and task structure

21
Classroom Instruction Linda Anderson, 1989

• Organizing Ideas
• 1. Lessons in which learners perceive links among
  main ideas are more likely to contribute to
  content learning
• 2. Teacher-Student interactions about academic
  content are also an important means through which
  students come to perceive links among ideas (and
  thus to construct knowledge). Scaffolding is
  key

22
Organizing Ideas (cont.)

• 3. Teachers facilitate learning by engaging
  students in active cognitive processing about
  academic content through academic tasks. The
  teachers selection and presentation of tasks
  will determine the quality of cognitive
  processing by students.

What are academic tasks? How/why do you create
them?  What is the impact of grades and, concern
about evaluative aspects
23

• Teachers decisions about classroom structure and
  organization have implications for students
  beliefs about themselves and about school tasks.

Consider  Student choice and locus of
responsibility  Evaluation and feedback
processes (self-eval) Motivational strategies
24
Intelligence
What is it? What determines? Can it be
changed? Traditional focus on individual
differences One definition The mental ability
to adapt to and learn from lifes
experiences Santrock, 2003 Piaget
Intelligence as activity vs. capacity
25
Intelligence Tests Another definition of
intelligence the ability to do well on
intelligence tests
Alfred Binet First tests developed in early
1900s Attempted to assess Mental Age (relative
to others) Intelligence Quotient MA/CA Many
revisions, yielding the Standford-Binet Items
define disproportionate, regard compare
idleness and laziness Normal distribution
(assumed)
26
Wechsler Scales of Intelligence WPPSI-R, WISC-R,
WAIS-R Items in what ways are boats and trains
the same use blocks to develop a patter shown in
a picture But wait American children seem to
be getting smarter. Studies show that if
children took the 1932 version of the
Stanford-Binet test today, half would score
above 120 on the 1932 scale (compared to only
about 14 in 1932). And 1/4 would be defined as
having very superior intelligence, vs. 3
Santrock, 2003, p. 134
27

• Today Halftime
• More intelligence for the intelligent
• Sternberg insights
• Class organizing ideas and principles
• Misc topics in adolescence
• Class notes, assignments, etc.

28
Issues of Intelligence
Malleability of Intelligence  Myth fix
quantity/capacity set for life  Research of
course it can change Ethnicity and Culture As
African Americans have experienced improved
social, economic, and educational opportunities,
the gap between African American and White
adolescents on conventional intelligence tests
has declined (page 134 of Santrock,
2003) Recent efforts to reduce cultural bias
built into intelligence tests (question is it
better to be quick or slow of thought?)
29
Theories of Multiple Intelligence
g vs. s Sternberg Triarchic Theory
analytical creative practical
Owl to another you are wise, but you lack tree
smarts
30
Howard Gardner Frames of Mind

• Verbal skills
• Mathematical skills
• Spatial skills
• Bodily-kinesthetic skills
• Musical skills
• Interpersonal skills
• Intrapersonal skills
• Naturalistic skills

For classroom applications, see Torff, B.
(2000), in Encyclopedia of Psychology NY
APA See also Gardner, (2002), Learning From
Extraordinary Minds, in M. Ferrari (Ed.) The
Pursuit of Excellence Through Education
31
Emotional Intelligence
Social orientation Ability to monitor feelings
and emotions of self and others and use
information for action (paraphrase
of Santrock, p. 133, 2003) Daniel Goleman,
1995 Emotional Intelligence  Developing
emotional self-awareness  Managing
emotions  Reading emotions  Handling
relationships
See also R. Coles, The Moral Intelligence of
Children
32
(Intelligent) Lessons

• Understand assumptions about intelligence, and
  how to challenge when necessary (in self,
  students, colleagues, parents, policy makers)
• Look for strengths and multiple intelligences to
  counter weaknesses
• Use knowledge of intelligence test scores with
  caution, or forget
• Teach for future intelligence rather than from
  past limitations

33
R. Sternberg Yale UnivSuccessful
Intelligence

• Rationale for principles
• The goal of instruction is the creation of
  expertise through a well and flexibly organized,
  easily retrievable, knowledge base.
• Instruction should involve teaching for
  analytical, creative, and practical thinking, as
  well as for memory learning.

34
R. Sternberg Principles (cont.)

• 3. Assessment should also involve analytical,
  creative, and practical as well as memory
  components.
• Instruction and assessment should enable students
  to identify and capitalize on their strengths.
• Instruction and assessment should enable students
  to identify, correct, and, as necessary,
  compensate for weaknesses.

35
Take-to-class organizing ideas and principles
1. A teacher must actively seek to teach to
students' age-appropriate cognitive level. 2.
Regardless of the content area, a good teacher
should strive to make connections between his or
her class and other content areas, through
intricately planned interdisciplinary units. 3.
The physical structure of the classroom as well
as the manner in which class is conducted should
be consistent with the maturity of the students.
(i.e. strict procedures and sitting in rows in
not necessary for high school seniors) 4.
Assessment of students must correlate directly
with class objectives and instruction, and should
reward multiple intelligences in the classroom.
5. Teachers must foster morality in the
classroom by demonstrating it indirectly by
creating a caring environment - NOT by directly
teaching morals that doesn't work!
Principles of Brian Hayes

36
1. Engaging students from the beginning of a
class is beneficial to learning as it increases
interest and time on task. 2. Drawing parallels
between ideas or concepts learned in previous
chapters increases the integration of information
into appropriate schemas and increases a
students ability to remember that
information. 3. Procedural knowledge is best
learned in a modeled or scaffolded manner. 4.
Knowledge structures change as a result of
experience. Students construct new knowledge as a
result. 5. Students learn my watching others,
therefore a structured social environment of
peers and adults is necessary. 6. Expectations of
students (teacher and self) influence the
performance of a student in class and on
assignments outside of class. From Lindsey
Durbin
37
1. Students must be able to construct
conceptual frameworks based on inquiry
learning. 2. Students should be able to
articulate ideas and responses through different
media including verbal and mathematical when
appropriate. 3. Instruction should integrate
declarative and procedural knowledge into
realistic assessments. 4. Unit assessments
should satisfy the unit goals for each student on
an independent and individual basis. 5.
Instruction and assessment should cater to a
variety of learning styles and modalities. 6.
Instruction should be scaffolding including
metacognitive strategies for self- improvement.
From M Kloser
38
Choice in Adolescence
See Anderson, 1989b, Organizing Idea 4 Its
our choices, Harry, that show what we truly are,
far more than our abilities. Aludus
Dumbledore to Harry Potter (Bk 2)
39
Assignments Writing Misc
Evaluation of Assignment 1 100 points
(average of 3 components) Grading scale 70
B, etc. (my kids are shocked) Standards not
large part of grade (mastery) See grid
40
Writing/Organization
Organize your writing outline use subheadings
or clearly define components Summaries
should be detailed, dense, integrated Make
every word tell Due to the fact that he felt
hunger, Steve spent not a great deal of time in
seeking out the location of the nearest eating
establishment. Hungry, Steve looked with
anticipation for the nearest restaurant. Show
integration and voice
41
Developmental Standards
 Elaborate on fewer standards and indicators
rather than listing many that may be associated
with a concept/behavior Begin with research
findings, then apply to your classroom plans,
citing relevant standards get in to the
details To meet a performance standards, cite
research and elaborate on a teacher behavior you
developed or will develop To meet a knowledge
indicated, summarize research in a domain and
show how you understand in relation to class
practice
42
Next Week
Theme Self, Identity, Risk, Resilience More
large-group meetings (room 126) Assignment for
Monday Remember plan poster!