Cognitive Growth Model

1
Cognitive Growth Model

• Its about matching instruction to students, not
  students to instruction!

2

• Intelligence processing of data from the
  environment this changes with age/development.
• Development moving from one stage to another
  this is active participation with the
  environment. The learner is the responsible
  party.
• Development is a function of experience and
  maturation. This leads to equilibration.
  Through social transmission understanding is
  communicated.

3

• Teaching creation of an appropriate environment
  where cognitive structures can develop and
  change.
• Learning must be spontaneous. Teachable moments
  are paramount. Problem solving is the focus.
• Learning must match students cognitive
  structures. Students are not all alike, in fact
  students are often quite different in
  developmental structures.

4

• Verbal fluency is not real knowledge
  (figurative). Real knowledge is active and
  evident through presentation, or product
  (operative).
• Real (operative) knowledge only comes with
  development and better problem solving skills.
  You never learn anything completely new in the
  abstract you only make adjustments to what
  youve learned in the past.
• Teaching/Learning must be rich in sensory
  experiences.

5

• Role of the teacher
• 1) organizer of the environment,
• 2) assessment of students thinking,
• 3) initiator of group activities.
• Management style. Logical Consequences. Rudolph
  Dreikurs.

6
Beliefs of Those Who Use the Model

• All children are not alike. Development is a
  critical factor to be considered when organizing
  instruction.
• The purpose of instruction is to increase
  students rate of development.
• Learning is a result of what students know as
  well as what they dont know.

7

• Learning, may be accurate, inaccurate, or
  partially accurate, it is the purpose of
  instruction to allow students to see their own
  inaccuracies or partial accuracies.
• Assessment is on going and constant.
• Long term goals are at least as important as
  short term goals

8

• Students are capable of asking important
  questions that suggest level of developmental
  understanding
• The teachable moment is critical.
• Working in groups is important, because children
  learn from each other as well as from the teacher.