Piaget's+Theory

= Week Piaget´s Theory =

Topic(s)

 * Cognitive development
 * Stages of cognitive development
 * Piaget´s Conversational tasks
 * Objective(s) **
 * **Students will be able to __Explain__ Piaget´s stages of cognitive development**
 * Students will be able to __identify__ the Characteristics for the different stages of development according to Piaget
 * Students will be able to __evaluat__e Piaget´s theory
 * ** Students will be able to replicate different Conversational tasks in order to determine someone´s developmental stage. **
 * Students will be able to __identify__ a developmental stage in a video of a typical child. Justifying their answer.
 * Students will be able to __practice__ these tests on each-other.

**Activities / Strategies**
 * **Name** || **Level** || **Description -** ** Instructions ** || **Type** || **Handout / File** ||
 * Cognitive development || S-L || The teacher will show the Power Point presentation, and explain key concepts. Students will take turns reading the PP presentation and will be taking notes.

Show students the video and ask them to write down the reasons of why the child in the video is in the pre-operational stage. (you can prepare a handout if you like) || Individual || ||
 * Piaget's experiment's, replication.

Conversational task || S-L || During the class with one volunteer student we will replicate Piaget's Conservation experiments, with play dough and the one with glasses of water.

First, the teacher will do the following conversational test on the students:
 * Differentiation:** you can tell the HA to prepare this activity as HW for the rest of the class, but make sure they understand it thoroughly.

- H aving seen several conservation tasks and discussed Piaget's stages, give the students a demonstration of a conservation task. - Bring to class two small bins with 25 trinkets (e.g., marbles) in each of two colors. Ask, "does this bin have more red trinkets, does this bin have more blue trinkets, or do both bins have the same number of trinkets." Time permitting you can have a volunteer count, but I usually brush over this step and have students trust me that there really are 25 in each. "Now watch what I do. I am going to take 5 from the red bin and 5 from the blue bin." Exagerate reaching in and counting out 5 from each. "Now I'll switch them so there are 5 blue in the mostly red bin and 5 red in the mostly blue bin." Shake them up. "Now I am not going to look and I am going to pull 5 at random from the mostly red bin. And 5 at random from the mostly blue bin. Now I'll put them in the opposite bins. From their seats, students can't see exactly how many you pulled of each color. Remember to do this slow and deliberately so students follow what is happening. "This leads us to a question and you should vote for one of these choices:" Which bin has more of the other color?
 * ___ The mostly red bin has more blue.__
 * _ The mostly blue bin has more red.
 * ___ Both bins have the same amount of the other color.__
 * _ You can not know because of chance.

- The vote should be overwhelmingly that you can not tell. But count out and they will see it's exactly the same. Tell students it has to be the same. Many won't belive you, so do it again (faster) and you will have the same number again. Still not convinced? Let students tell you how many of each odd color to pull from each bin. No matter what they choose, it's the same."

- Have a discussion about why. The easiest answer is that you did not put any in and you did not take any away. So for every blue in the mostly red bin, you mist have moved a red into the mostly blue bin. It's much harder to explain the multiple dimensions (how many of the odd color that's pulled from each bin). But you can suggest students set it up for themselves with 9 nickels and 9 pennies, and testing each possibility from 0 to 3 randomly chosen on the second switch.

- The most important discussion to have is easy to raise, with a simple provocative question, "So does this mean all of you are stuck in pre-operational thinking?" They'll say "no." They might mention the chance element makes it confusing. Ask then "so you got confused by focusing on chance. Doesn't that mean you were centrating on the probability instead of considering all the elements? So you are thinking pre-operationally!" But they'll still put out the task has more steps and not seeing everything means you have to keep more in mind. Incidentally point out that this is called "working memory." Lead the conversation so students note that it's not about a kind of thinking but about qualities of the task.

Sometime in the conversation. Make sure students realise that the trinket game is actually a Piagetian formal operations task because we're taking the physically-apparent concrete operations and making them abstract (formal). But keep this point minimal. || Whole class, three volunteers.

Whole class (teacher led) ||  ||


 * Homework || [[file:Piaget's Key concepts..docx]] ||


 * ~ Level Key ||
 * H . || Higher achiever ||
 * S || Standard achiever ||
 * L || Lower achiever ||


 * ~ Type Key ||
 * Individual . || Activity performed completely by the student himself. ||
 * Pairs || Acitivty performed in pairs to either to share, check or generate results. ||
 * Group || Activity performed in groups, strongly recommended in groups of 3 or 4 and assigned by the teacher. ||
 * Peer-Assess . || Activity that will be marked by peers. mark scheme should be provided before hand and explained. ||
 * Self Assess . || Activity that will be marked by one self. Mark scheme should be provided before hand and explained. ||

**Assessment**
 * **Name** || **Description** || **Link / File** || **Mark scheme** || **Example** ||

**Homework**
 * **Objective** ||  ||
 * **Outcome** ||  ||
 * **Instructions** ||  ||
 * **Example** ||  ||
 * **Link / File** ||  ||

**Resources**
 * **Name** || **Description** **/ Link** ||
 * Video of a typical child in pre-operational stage || http://www.youtube.com/watch?v=gnArvcWaH6I ||
 * Video on the importance of playing with building blocks || [] ||
 * parallel play || [] ||
 * Studying imagination in play || [] ||
 * File on the importance of play to go along the play videos || [[file:The importance of play Developmental.docx]] ||

**Cross- curricular links**
 * **Subject** || **Description** ||