Cognitive Development Learning Log

What?

Throughout this chapter we have discussed the impact of neruonetworks and how it relates to learning. I have learned that the more you 'strengthen' or use your brain, the more it will be useful for the future and be able to make more connections later. Cognitive Development, or the ability to think and make connections, is associated with the kinds of life experiences we have and our brain plasticity (whether we have a fixed or growth mindset). In this chapter we went over two different theories. Piaget's theory consist of four different stages of child cognitive development. These stages included Sensorimotor- ages 0-2, Preoperational-ages 2-7, Concrete Operational-ages 7-11, and Formal Operation-ages 12+. Piaget believes that cognitive development involves Biological maturation (or that of Nature), active exploration of the physical environment (nurture), social experiences, and equilibration (self-regulation). Equilibration is the process of which when you are presented with new information or a troubling situation, you are in disequilibrium and your brain uses assimilation or accommodation to find that equilibrium again! Assimilation is relating that information to what you already know, and accommodation is finding a bran new folder for it in your brain. This is also related to the idea of schema! Vygotsky is the other theorist who centralized on the development of the adult learner. The main differences of these theorist is that Piaget involves individual constructivism, the role of the environment, and the interactions with peers. Vygosky, however, focuses on social constructivism, the role of culture, and interaction with adults. Both theorist, however, do derive their ideas from observation.

So What?

This chapter is beneficial for future teachers to learn about because it helps us understand the different levels of comprehension and cognitive development of our students. With Piaget's four stages of development, you would think that our students in the junior high and high school level will all be in the fourth stage or even higher, however, unfortunately, there will be students, even in the high school level, who are in the 2nd and 3rd stages. It is nice to know the different levels of development so that we know what to look for as we're assessing students and know where the students need special attention. I found that the fixed and growth mindsets are very important to know as a teacher and we need to find ways to motivate students and let it be known to them that the sky is the limit. That there is no 'I can't' or 'I won't' attitudes. These are devastating words to hear from students and it's our job as teachers to give the students the confidence they need to believe in themselves. If a student has a 'fixed' mindset, we need to help change that!

Now What?

I think I've already covered part of this question when I talked about fixed mindset. I will take that information and be aware of it in my classroom. No one likes to see students struggling or failing, and many times that is because they don't believe in themselves. I know from experience that happens with reading and writing. It wasn't until last year (junior year in college) that I finally became confident in writing a report or research paper. I always thought my writing was elementary and no good. Same with my reading, however, I still feel that way with reading sometimes. I HATE reading aloud. This is a fear that I've grown up with all through school and still haven't overcome unless I have prep time to go over it. Sometimes I get embarrassed for being so insecure about that, however, in the past semester I have realized that I'm not alone and that there are others that feel the same. Once I get in the classroom I will definitely understand those students who feel as I did growing up, however, I will do something to help them. In school, if I didn't volunteer to read aloud, I never would get asked to and so I never had to face my fear and get over that. As a teacher, if I see a student in this position, I will allow them the "opportunity" to get over that insecurity. Giving students a heads up about when I want them to read until they get more comfortable with it will help them past that log in the road so they can progress sooner than a junior in college. ;)