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EDUC 101
Facilitating Learning
Presented by: Presented to:
Dr. Lourdes Abiog
Aguinaldo Professor
Florentino
Gagbo
Palad
Sayson
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Specific Objectives
Identify Piagets Stages of Cognitive
Development
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BASIC COGNITIVE CONCEPTS Theories help us think about how
children learn.
Enable us to explain to others
Enable us to evaluate childrens learning
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Schema- the skills and concepts that children acquire throughthe
adaptation process.
Assimilation-the process of fitting what the child has
learntfrom new experiences into their schemas.
Accomodationwhich individuals change their way ofthinking,
behaving and believing to come into accord with reality.
Equilibration-proper balance between assimilation
andaccommodation.
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Piagets Stages of Cognitive
Development Stage 1.Sensori-motor Stage-the child begins to
interact with the environment.0-2 year. Object
Permanence
Stage 2.Pre-Operational Stage-the child begins to
represents the world symbolically.2-7 years.
Symbollic Function - Irreversibility
Egocentrism - Animism
Centration - Transductive Reasoning
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Stage 3. Concrete- OperationalStage-characterized by
the ability of the child to think logically but only in
terms
of concrete objects.
Decentering
Reversibility Conservation
Seriation
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Teaching the Preoperational Child
(Toddler and Early Childhood)Principle
Make intructions relativelyshort, using actions as well aswords,
to lessen likelihood thatthe students will get confused.
Do not expect the students tofind it easy to see the worldfrom
someone elsesperspective since they are
likely to Encourage students to explain
how they solve problems.
Application
After giving instructions, ask astudents to demonstrate themas a
model for the rest of theclass.
Avoid lesson about worlds toofar removed from the
childsexperience.
Make sure that atleast some of
the test you give ask for morethan rote memory or one
finalanswer, essay questions.
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Teaching the Concrete Operational Child
( Middle Childhood) Make sure that lectures
are brief and well
organized.
Ask students to deal with
no more than three or
four variables at a time.
Require readings with a
limited number of
characters.
Demonstrate
experiments with a limited
number of steps.
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Teaching Students Beginning to Use Formal
Operations
(Adolescence)
Give students an
opportunity to explain
how they solve problems. Present problems which
require logical analytical
thinking to solve.
Provide consideration of
hypothetical other words
Provide materials such asmind twister, brain
teasers, and riddles.
