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as learners age they progress through
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developmental stages that affect their
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readiness to learn these stages are
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characterized by physical cognitive and
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psychosocial aspects this presentation
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will describe Piaget theory of cognitive
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development identify the developmental
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stages of learners and recommend
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specific teaching strategies that target
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each stage of life
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Jean Piaget described children's
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cognitive development as involving three
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different types of knowledge physical
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knowledge objects in the world that can
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be learned about through the senses
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touch smell taste etc logical
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mathematical knowledge which is more of
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an abstract knowledge concerned with
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actions on objects and social knowledge
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the actions interactions and culture of
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people
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Piaget recognized that children exhibit
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common characteristics as they develop
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and identified four stages of cognitive
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development though children pass through
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the stages in order they vary in age for
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when they reach each stage babies begin
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their learning journey at the sensory
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motor stage they learn about the world
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through play and handling feeling and
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yes tasting objects repetition is great
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at this stage and providing
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opportunities for babies to imitate and
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stimulate their senses is recommended
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around age two or so a young child may
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progress to the pre-operational stage
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which is evident by using symbols and
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language during play dolls and puppets
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can be effective ways to present
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information to children at this stage
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and simple drawings and stories can help
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make the information more memorable for
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these learners around seven years old
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children may mature to the concrete
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operational stage where and they can
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solve many kinds of problems and provide
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logical arguments for some of their
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decisions analogies can be used with
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children at this stage and group
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activities and active involvement can be
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particularly effective as children enter
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adolescence they may develop to the
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formal
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rational stage though some speculate
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that many people never reach this stage
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of cognitive development at this stage
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individuals are able to think
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hypothetically and can be more
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empathetic to others around them
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information that is personalized for the
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learner and room for negotiation of
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content and learning approaches will
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likely be welcomed
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learning doesn't stop once we reach
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adulthood andragogy the study of adult
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learning provides some insights into
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understandings where adults are
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cognitively and how to effectively
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motivate them and help them achieve
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their goals
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Piaget generally classified adult
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learners at the formal operations phase
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and I am going to briefly explain each
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phase of adult learning and how we can
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connect better with adult learners and
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help them achieve their learning goals
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young adults often appreciate being able
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to work at their own pace and be
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self-directed having a problem centered
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focus can also help to provide complex
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subject integrated real world
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experiences into the classroom as adults
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reach 40 they can sometimes reexamine
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their goals and values in achievements
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and success they may seek out
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information that addresses problems and
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issues in their own lives and try to
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improve areas of their lives that are
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less than satisfactory around 65 and
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beyond older adults can be quite diverse
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in their skills and abilities they may
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be experiencing some physical changes in
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their bodies that reduce their senses
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such as hearing and vision and may find
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abstract thoughts increasingly more
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challenging visual aids that accompany
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spoken instructions are often very
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effective with older adults providing
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ample breaks with food and short
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instructional sessions can allow
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students to decrease fatigue and
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increase energy levels for study older
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adults may also appreciate positive
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stories and concepts and slower distinct
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speech
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as individuals advance from one
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developmental stage the next they use
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three mechanisms to make meaning and
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retain information if you watch the
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video introduction to schema theory
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these three mechanisms should sound
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familiar
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assimilation accommodation and
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equilibration children assimilate new
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objects or activities into pre-existing
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schemes of knowledge accommodation
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happens when these pre-existing schemes
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have to be modified
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in order to fit in new information as
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children become aware of deficits in
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their thinking they may equal liberate
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to resolve these issues equilibration
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involves both assimilation and
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accommodation and it happens when
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children recognize some of their
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cognitive shortcomings and then progress
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to the next developmental stage my
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course lacks interactivity and it has no
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point I assumed the software would take
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care of that as educators and designers
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of instruction we can incorporate what
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we know about learner development to
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meet learners where they are and build
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learning activities around the
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developmental readiness of our learners
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while it would be great to have a
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software that could do this for us it
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really is up to us as instructors and
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curriculum developers to be mindful of
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learner cognitive development issues and
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incorporate appropriate strategies based
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on learner characteristics
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there are some key differences between
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child learners and adult learners in
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general adults tend to be more
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self-directed than child learners and
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they draw from the things they have
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learned through experience over the
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years
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adults build relationships make
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connections and seek to find patterns
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and meaning in what they are learning
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here are 12 key ideas for designing
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effective instruction geared toward
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adult learners one relate the material
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being taught to an immediate need
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problem or deficit for instance adults
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may reach out to health care
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professionals to learn how they can keep
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a healthy status and minimize effects of
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stress and chronic illnesses this is an
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opportune time to provide the
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information they need to address these
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concerns
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to design learning experiences so that
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the learners can volunteer and
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self-initiate three
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Center instructional materials on people
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and problems for structure learning
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activities so that learners can be
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self-directed and self controlled
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written patient materials and
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computer-based instruction enable adult
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learners to self-paced their learning
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independently
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five come alongside learners as
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facilitator to serve as a resource and
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guide as needed six narrow the breadth
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of instructional content to mainly
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provide information and assignments that
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are pertinent to the learners
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seven connect new information to
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learners past experiences helping to
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clarify and expand their prior
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understandings as Susan boss table and
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colleagues recommend in working with
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older adults reminiscing is a beneficial
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approach to use to establish a
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therapeutic relationship memories can be
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quite powerful talking with older
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persons about their experiences marriage
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children grandchildren jobs community
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evolvement and the like can be very
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stimulating furthermore their answers
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will give the health professional
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insight into their humaneness their
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abilities and their concerns eight
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provide a challenging educational
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environment without threatening the
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learners self concepts one way to do
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this is through a one-to-one
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instructional approach for older adults
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this format of instruction provides a
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non-threatening environment for older
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adults in which to meet their individual
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needs and goals
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nine engage learners to actively
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participate in learning activities and
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even presentations of content
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demonstrations games and role-playing
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activities can be used but be sure to
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provide adequate instructions on how to
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operate any needed technologies
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ten coordinate opportunities for group
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based learning groups allow adult
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learners to interact with others who may
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be in similar situations such as
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preparing for child birth group based
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learning allows adult learners to build
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relationships and draw support from
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fellow learners
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eleven add variety to the learning
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activities by changing up the types and
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formats frequently in 12 enable learners
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to apply their learning in their own
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lives and practices and provide timely
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specific feedback that can encourage
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them and guide them to further improve
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because adults have responsibilities
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with work family and civic commitments
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they are often dividing their time
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energy and focus among all of these
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areas in addition to their learning thus
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the more targeted practical relatable
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and approachable the instructional
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experience is the better going back to
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our initial enquiry into Piaget theory
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of cognitive development it comes down
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to this there are three valuable
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instructional applications based on
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Piaget and based classrooms that can be
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applied to the teaching of learners from
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childhood through adulthood one the
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learning environment should support the
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activity of the learner
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Piaget recognized the importance of
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engaging learners with hands-on
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activities that foster experimentation
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manipulation exploration and questioning
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for instance being able to play with
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materials allows child learners to
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discover the features of the materials
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and generate understandings about how
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they work what they are made of and how
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they interact with other objects adult
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learners too can benefit from
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opportunities to work with physical
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materials but more importantly they can
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benefit from active learning approaches
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that help them to focus relate new
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experiences with prior ones and see
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relationships among concepts
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to learners interactions with their
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peers are an important source of
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cognitive development one characteristic
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of pre-operational children is their ego
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centrism and Piaget saw that peer
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teaching and interactions were healthy
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ways to help children expand their
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thinking beyond themselves group
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interactions are also beneficial for
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adult learners for the interpersonal
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relationships that they offer as well as
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the support given and received through
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being a part of a learning community
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three adopt instructional strategies
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that make learners aware of conflicts
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and inconsistencies in their thinking
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stemming from Piaget z' notion of
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equilibration helping learners identify
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incomplete or faulty thinking will
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enable them to assimilate new
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information into their existing
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cognitive structures and adjust that is
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accomodate those structures to be able
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to move to the next developmental stage
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with adults a Socratic dialogue approach
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can be used to help learners make
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explicit their rationale and logic
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through questioning and appropriate
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supportive feedback by the instructor
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when using this approach though keep in
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mind the importance of maintaining a low
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threat to self learning environment in
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which learners will be able to be
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vulnerable in exposing their
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misconceptions so that they can receive
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constructive feedback to improve and
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develop cognitively
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these three Piaget and based
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instructional recommendations really are
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good practices for learners at all
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stages of development so as you develop
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your instructional experiences take into
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account learner cognitive development
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and consider incorporating into your
00:15:43
course or instructional program these
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recommendations and the many teaching
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strategies targeted for specific stages
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of development that were described in
00:15:53
this presentation
