Vygotsky says:
‘the only good learning is that which is in advance of
development’
In other words, learning tasks that are well within the child’s capability do not provide
the challenge that stimulates cognitive growth.
http://www.youtube.com/watch?v=TRF27F2b
n-A (0.57)
Challenge
Probing questions
Objective: to understand the differences
between melting and dissolving
Dissolving and melting are the
same because…..
Both melting and dissolving involve a solid changing state
The rate of both melting and dissolving are increased by hot water
Melting and dissolving both involve an increase in the disorder of the
particles
How could you convince this HMI that each of their points, although correct, do
not mean that melting and dissolving are the same?
THAT IS TRUE……but
Challenge
Cognitive conflict – restructuring of ideas
Objective: to develop your understanding of
the properties of water
Cognitive conflict
1.
Measure 50 cm3 of ethanol into a measuring
cylinder
2.
Add 50 cm3 of water into a separate measuring
cylinder
3.
Pour the ethanol into the water and record the
total volume
Can you explain this observation?
How could you test your
hypothesis?
Challenge
Construction: new knowledge built by the
pupil by putting bits of information together
Objective to state and understand the
relationship between salinity and ocean
depth.
In different oceans the chemical composition of seawater at
different depths is nearly identical relative to one another.
Surface global sea water is at a salt concentration of 35 parts per
thousand. If you collect 1 litre of seawater and remove all water
by evaporation what mass of salt would you have?
Now calculate the average density of this sea water in g/ml
How do you think salinity will change with ocean depth?
What assumptions have you made in your calculations above ?
Go forth and challenge
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Deep end practical work: off you go…
Struggle time: allow mistakes
Probing questions: get them thinking
CASE: cognitive conflict and others
Pace: a time limit
Synoptic Tasks: pull information form other
areas
Cognitive conflict: new explanatory models required by the child
which restructure their ideas
http://www.youtube.com/watch?v=TRF27F2b
n-A (0.57)
Children do not think like adults
Children move to new stages in their cognitive
development when their current thinking no longer fits
the world around them and they have to change their
cognitive structure to accommodate the new stimuli
Sensory motor stage (object permanence ) 0-2 years
•child learns he is separate from the environment
•Teaching geared to sensory
Preoperational stage (curiosity) (2-6)
•Struggles with time
•Cannot cope with the idea of conservation
•Thinks about things and events not in the present
Concrete operational (7-11)
•Follows rules but cannot do abstract reasoning
Formal operational (11+)
•Thinks abstractly
Vygotsky says:
‘the only good learning is that which is in advance of
development’.
In other words, learning tasks that are well within the child’s capability do not provide
the challenge that stimulates cognitive growth.
The student must construct this for himself, and this is bound to be a slow
process.
Metacognition means simply ‘thinking about your own thinking’, although as
an extremely fashionable notion in cognitive psychology the word has been
used in many different ways (Brown, 1987)
http://headguruteacher.com/2013/01/31/grea
t-lessons-3-challenge/