Agenda for March 25th

Understand Schema TheoryAnalyze Self-SchemasAnalyze Schemas for How the US

became a countryAnalyze Voting SchemasCreate and ‘Expert Schema’ for our

Interview Concept

Objectives for Unit 3

Understand what is a “concept” and understand why developmental psychologists use “conceptual understanding” as the standard for assessment. Schema Theory Piaget’s Theory* (Unit 4)

Understand how concepts systematically change: Content: Schema Theory Structure: Schema Theory & Piaget’s Theory (Unit

4)

Understand the conditions needed for conceptual change: Adaptive Learning & Piaget’s Theory (Unit 4) Self-Regulation Theory

A Concept Is...  a central idea something of primary importance a set of understandings a topic, an objective It can be symbolic it can be tangible or abstract it can be vague or specific & developed it is an an explanation; describes who you are;

describes the way something works (the why) it can be a idea that supports another idea it can be an opinion, an underlying meaning, a

bias it is formed from past experience 

Concepts are mental representations of something that “exists” in the physical or social world.

Grow and change over time Can be simplistic (uni-dimensional) or complex (multi-

dimensional, hierarchical, contain conditional information)

Intro to Unit #3:What is a Self-Concept?

Is our identity the same thing as our personality? It it the same as our sense of self? (Chapter 12)

Personality Perspective Big Five (Extraversion, Agreeableness, Conscientiousness,

Neuroticism, Openness) Stable Characteristics; Genetically Derived Temperament Characteristics are ‘Precursors’

Schema Theory Perspective Self-concept (descriptions; schema)

Multi-dimensional; hierarchically organized Formed largely through social comparison

How stable is our self?

What about Self-Esteem? Self-worth (value) / Self-esteem (emotion) Evaluate the self-concept and assign relative weight to the

descriptions Who’s evaluations matter? (Feedback / praise / reflection)

Mapping your Self-Schema using Total Recall

Mind-Mapping (as a process) Become aware of the pieces of knowledge we have

stored Become aware of the connections we see Pushes us to organize information in a meaningful

way What is the value in having children engage in mind-

mapping?

Open up Total Recall Mind Map your Self-Schema Begin by making lots of ‘nodes’ Then think about how they are organized. Can you

identify any core nodes? Move nodes around and color code to denote if they should be grouped together.

What are the critical ‘links’?

What did you learn by reviewing your partner’s self-schema?

What did you learn by constructing your own self-schema?

How did thinking about thinking change?

Development of categories, subcomponents

“Pseudoexpertise”

Become more specific, more detailled

Domain specific (school related / concrete) to domain general (outside school / abstract / symbolic)Conditional knowledge

Reduction in redundancy; Parsimony

LTM Structure of Knowledge: Schemas

Knowledge organized into “webs/maps” of information.

Maps/Webs Serve as Lens (+) Direct Attention, Identify Relevant Information,

Interpret Ambiguity (-) Old structures are resistant to change; “Invested”

in existing schemas; Tied to “affective” experiences

Spread Activation Controlling Recall and Recognition (via “Prime”) Controlling the Acquisition of New Knowledge Teaching to a Prototype Activating Misconceptions and Teaching via

Negative Case

How do Schemas Develop? ‘Novice’ Self-Schema

How do Schemas Develop? ‘Expert’ Self-Schema

A’Darius and Chris’ Expert Schemas

How do Schemas Develop? ‘Developing Expertise’Dr. D. calls these: “Pseudo” Experts

Developing Expertise: DeOnte and Lakiya

Small Group Activity #1: Examining Changes in Concepts (p. 233 text)

Read student’s passage What are the nodes? (pieces of knowledge) What are the links? (connections they have made) Are there any core nodes? (organizing principles)

Note: Core nodes may not be stated explicitly. Are there any conditional links?

Using Total Recall, Magicalpad or GROUPBOARD - create a map of the student’s schema. At the bottom of the schema write the # of nodes,

# links, # of core nodes, # of conditional links.

What did you learn about the ‘typical’ characteristics of children’s schemas at this age?

Create 1-2 slides to teach what you learned.

Use Mind mapping / GroupBoard to Create a Mind Map as a Group to Explain How This Child Understands “How the U.S. Became a Country.”Scribe: Synthesis of Discussion, and Post BOTH the image and the notes to Forum #3 on Moodle

Central Concept: How did the United States Become a

Country?

Discussion: What did you learn about the ‘typical’ characteristics of children’s schemas at this age?

LTM Structure of Knowledge: Schemas Development of Expertise

Content (# of nodes) in a map Cohesion (# of links) in a map Organization (# of core nodes; refinement of links;

procedural/conditional links; structure imposed)

Experts vs. Novices Experts have elaborate structures organized

around “central” or “underlying” principles (This organization around underlying principles really distinguished the expert from a “pseudo-expert” / student developing expertise)

Experts have extensive conditional knowledge and as a consequence take more time to identify and understand problems as well as recognize patterns

Novice schemas may have misconceptions

Activity #2: Mapping the ‘expert’ schema for your project

In order to teach conceptually, we must do two things: Collect data concerning our students’ incoming

schemas Map the “expert” schema that you want to

‘teach’

Brainstorm what you know about the topic for your CTP project. Generate an ‘expert’ schema. Practice mapping it using Total Recall or Magicalpad Your group must select 1 expert schema to

share.

What did you learn about your topic by having to ‘map’ the expert schema?

Analyzing 5-Year Old Hannah’s Concept of Voting / Selecting a Leader

Work with a Partner

Discuss the interview you listened to: Step 1: How did the child in the interview think

about voting? Step 2: What were the home/school influences on

the child’s thinking? Step 3: Create a Map to represent your

understanding Step 4: Analyze the difference between Hannah’s

Schema for Voting and the child in your interview? Step 5: Submit to Dr. D. Label the file:

MiddleSchool[Your Name][Your Name] Family[Your Name][Your Name]

Teaching for Concept Development At the start of a new unit, acquire information

about students’ existing schemas How do we acquire information about students’ existing schemas?

(listing, journals, concept maps, quick writes)

Before instruction, MUST have representation in mind of what the “expert schema” should look like: nodes, links, structure, procedural and conditional knowledge. Engage in activities that bring the novice schema

closer to expert Begin teaching using prototypical cases

Exposure via reading and discussion Articulating relationships between concepts Develop of more efficient processing

Organize and reorganize information Helping students identify central concepts and

underlying principles via’ negative’ or atypical cases

After instruction, use a variety of primes to assess conceptual change

How the United States became a Country

2000 Days•how long America has been ours

George Washington •given as a gift

Since child is in second grade their thoughts are not fully developed.2 nodes1 link

Why might there be so much change from 2nd to 3rd Grade?

How the United States

became a

country

British

Revolutionary war

Country

Kings

Independent

New World

U.S.A. beat British

Sixth Grade

How the United States Became a Country

Journey

expeditions

New World expectations

Immigrants’ feelings

Christopher Columbus

Desire to expand

A right

satisfieddispleased

coaxed

curiosity

eagerness

Instant wealth

freedom

Right to share their opinions

Golden roads

Free land

Why might there be so much change from 6th to 8th Grade?