Time

Activity

Materials

1:30-1:35

Pass back homework

Introduce guests

Go over the competencies for next week

Competency list

Homework

1:35-1:50

Share rest of orange tapes

Collect the surveys

Tv/vcr

Surveys

1:50-2:15

Review why we study Piaget and what his theory is.

Ask what are some problems with this theory

Remind them about vgotsky’s ideas of cooperative learning and scaffolding

Rote Rehearsal--The brain gives us about 15 seconds to decide to process information or discard it. Rehearsal is key to getting information into long-term memory. It maintains the information in the working memory and it is the mechanism by which we transfer information to long-term memory. Rote rehearsal requires deliberate, continuous repetition of material in the same form in which it entered short-term memory. Therefore, each class I ask why we study the theorists.

2:15-2:20

Put students into teams:

Pass out sheet with piaget

Piaget graphic organizer

Elaborate Rehearsal--The brain gives us about 15 seconds to decide to process information or discard it. Rehearsal is key to getting information into long-term memory. It maintains the information in the working memory and it is the mechanism by which we transfer information to long-term memory. Elaborative rehearsal is giving meaning or making sense of information. This activity of examining different things and applying them to Piaget’s stages is attempting to create elaborate rehearsal.

Cooperative Learning—Vgotsky’s theories of cognitive development include the idea that we do not learn in isolation, but in a social context. Therefore, working in cooperative groups provides that social context to help students learn. Students were placed with a partner for most of the activities and then were grouped later for the lessons on flight in the hopes that they would share information with each other and learn.

2:20-2:30

Call students in front of the room. Show dc and coke can. Ask them to predict what will happen. Put in tank. Ask them to explain why and how to test it. Look at each stage and explain how different levels would do it.

Tape on cognitive learning—first one with gender and then the last one with the college kids

Dc and coke

Tank of water

Active Learning—helps students transfer information to increase learning. Transfer is affected by the degree to which students learn with understanding rather than merely memorizing facts or procedures. This process of being an active participant in learning is designed to help with the transfer process.

2:30-2:35

Hold up puzzles and ask what would happen with the different kids

2:40-2:50

Lego assignment, clue, epitaph

Piaget—with the game of Clue, students who are in the concrete operational stage will be able to make guesses about who did the murder, where and with what weapon, but they are unlikely to develop a logical strategy for testing their hypothesis while students who are in the formal operational stage will be able to make hypotheses and use logic to solve the mystery.