Education Commons^™

Module 9: The Learning Cycle

Module 9: The Learning Cycle

It is quite clear in the research related to the work of Piaget that persons need many years of practice in meaningful understanding and manipulating relationships with the aid of concrete-empirical props. Gradually they develop greater facility in performing these operations and they are able to perform the same operations without relying upon props. In other words, "hands-on", "eyes-on" experiences are essential prerequisites for the development of advanced reasoning abilities.

On the basis of this developmental theory, classroom activities may play a central role in the improvement of student reasoning. Given the possible importance of classroom experiences , does it …

Module 8: Self-Regulation

Module 8: Self-Regulation

How can students be made more aware of their own reasoning? This question identifies one aspect of formal thought. It must be answered if students are to proceed to formal operational thought by self-regulation, the process whereby an individual advances from one stage of development to the next. We have alluded to self-regulation in several of the earlier modules but concentrated on the characteristic reasoning patterns associated with each stage. In this module we shall describe self-regulation in detail.

Module 7: Analysis Of Textbooks

Module 7: Analysis of Textbooks

Probably you have had many students at the end of the semester tell you they could not read the text or else they read it and got nothing out of it. One cause of this could be a mismatch between the reasoning skills the student normally uses and the skills the textbook requires. As you read the text excerpts selected for your review, keep in mind the characteristics of concrete and formal reasoning as explained in Module 2. Also, remember that even students using formal reasoning find it easier and probably understand in a more broadly-based way if they can …

Module 6: Analysis Of Test Questions

Module 6: Analysis of Test Questions

You may be wondering how to apply the concept of developmental stages in your college teaching. To help you with this, we have prepared modules dealing with different aspects of instruction. Module 6 concentrates on the analysis and writing of test questions. As you read the examples we have selected, keep in mind the characteristics of concrete and formal reasoning described in Module 2. A matter that we find difficult to resolve concerns how to give all students, those using concrete reasoning and those formal reasoning practice in appropriate levels of problem solving. At the same time, evaluation through tests …

Module 10: Teaching Goals And Strategies

Module 10: Teaching Goals and Strategies

At this time in the workshop you may be wondering how you can begin to use the ideas of stages of reasoning and self-regulation immediately, without writing your own textbook or developing all new laboratory activities. Even though the teaching materials have a strong influence on your course, your own personal actions and approaches to the students can be very important as well. In this module we shall describe procedures that will enable you to make your teaching more effective in stimulating your students to use their existing reasoning patterns and to develop new ones by self-regulation. We shall also …

10-10-2007 Swosu Nursing Student Associationofficers, Southwestern Oklahoma State University

THE BARK ARCHIVE 2007

Officers of the Southwestern Oklahoma State University Nursing Student Association for the 2007-08 year on the Weatherford campus are (front from left): Paula Sharry, Eakly, president; Katey Robison, Sentinel, reporter; and Heidi Nunneley, Gore, Jr. representative. Back from left-Jacey Spiers, Clinton, OKONSA liaison; Sabrina Shell, Ponca City, treasurer; Meggi Bullington, Hollis, Sr. representative; Abigail Basnet, Wister, secretary; and Alishia Gonzales, Clinton, vice president.

Chapman Entrepreneurship Program Ranked In Top 10 Nationally, Chapman University Media Relations

Chapman Press Releases 2003-2011

No abstract provided.

Arête October 2007, Honors College

Arête: Honors College at WKU Newsletter

No abstract provided.

The Spinnaker Vol. 31 No. 10, University Of North Florida

Spinnaker

Student newspaper for the UNF community.

Module 5: College Student Research Findings

Module 5: College Student Research Findings

What is the level of college student performance on Piagetian tasks? You may not have noticed any of the investigations into the reasoning patterns of college students. These investigations tend to support what you have already discovered in this workshop.

Module 4: Interviews Of College Students

Module 4: Interviews of College Students

In Piaget's theory, concrete operational thought is characterized by serial ordering, simple classification, and conservation logic applied directly to objects. A person using concrete reasoning doing a Piagetian task must be able to observe objects and/or manipulate them. Formal operational thought involves proportional reasoning, separations or variables, elimination of contradictions, and class inclusion of exclusion operations. A person using formal reasoning is able to work in situations where one does not deal directly with tangible objects. A person using formal reasoning can apply concrete operations and can go beyond these operating when solving problems.

Naia Volleyball Weekly Honors Moon, Cedarville University

Volleyball News Releases

No abstract provided.

Swinging Bridge - October 10, 2007, Erin Schubert

Student Newspapers & Magazines

No abstract provided.

St. Louis Charter School History, 1996-2005: A Case Study, Tara Kay Little

Dissertations

This particularistic case study of St. Louis, Missouri charter schools examines the history of the charter school movement in St. Louis from the perspectives of those most closely involved in policy-making and school development, covering the period from the local movement?s inception in 1996 through the first sponsor review year in 2005. Transcribed interviews of ten key participants in the policy development and start-up process, as well as archival data, were thematically coded, deconstructed, triangulated, and reconstructed to form the basis of the history as it is presented in this study. This qualitative study reveals the rich narrative of charter …

Alumna Fighting Disease One Germ At A Time, Rachel Hatch

News and Events

No abstract provided.

University Of Northern Iowa Graduate College Curriculum Committee Minutes, October 10, 2007, University Of Northern Iowa. Graduate College Curriculum Committee.

Documents - Graduate College Curriculum Committee

Minutes of the committee that oversees the development of the curriculum of the University of Northern Iowa Graduate College.

Meeting Minutes, Wku Student Government Association

Student Government Association

Meeting regarding cookout, end of semester study day, Walk-Out Western and legislation.

Experiences Of Post-Colonial Women In Grassroots Organizations In Mali: The Case Of “L’Association Des Femmes Fabricantes De Savon, Koulikoro Plateau I” (Affskp), Mali, Maimouna Konate

Adult Education Research Conference

This qualitative research conducted in Mali during June-August 2006 explored the perceptions of thirty-eight women of a grassroots organization named “Les Femmes Fabricantes de Savon de Koulikoro Plateau I.” This study examined the experiences of poor women in Mali and sought to include their voices as they told their stories.

Cedarville Vs. Ohio Dominican, Cedarville University

Men's Soccer Statistics

No abstract provided.

The Islands Puzzle

Module 1: How People Reason

The puzzle is about Islands A, B, C and D in the ocean. People have been traveling among these islands by boat for many years, but recently an airline started in business. Carefully read the clues about possible plane trips at present. The trips maybe direct or include stops and plane changes on an island. When a trip is possible, it can be made in either direction between the islands. You may make notes or marks on the map to help use the clues.

The Mealworm Puzzle

Module 1: How People Reason

Some experimenters wanted to test the response of mealworms to light and moisture. To do this they set up four boxes as shown in the diagram below. They used lamps for light sources and constantly watered pieces of paper in the boxes for moisture. In the center of each box they placed 20 mealworms. One day later they returned to count the number of mealworms that had crawled to the different ends of the boxes.

The Treasure Hunt Puzzle

Module 1: How People Reason

At the beginning of his novel The Hamlet, William Falconer mentions a legend of a treasure buried on an old plantation. Readers expect, naturally, that before the novel ends there will be a search for the treasure, and and Faulkner does not disappoint them.

Four major characters are soon introduced: Will, who is chief landowner thereabouts; Jody, Will's son and heir-apparent; Flem, a shrewd fellow working for Will; and Ratliff, an itinerant sewing machine salesman.

Faulkner had to decide who among these four characters would be "in on" the hunt for the buried treasure. Someday you may read the novel …

The Mr. Short / Mr. Tall Puzzle

Module 1: How People Reason

The figure below is called Mr. Short. We used large round buttons laid side-by-side to measure Mr. Short's height, starting from the floor between his feet and going to the top of his head. His height was four buttons. Then we took a similar figure called Mr. Tall and measured it in the same way with the same buttons. Mr. Tall was six buttons high.

Module 2 - Concrete And Formal Reasoning: Introduction

Module 2: Concrete and Formal Reasoning

You have just responded to a few puzzles and examined responses of students answering these same puzzles. Observations of many children and adolescents attempting to perform similar tasks have led Jean Piaget and other psychologists to formulate theories concerning the mental processes individuals use to deal with problem situations. In this module, we shall introduce you to the idea of concrete and formal reasoning, a feature of Piaget's theory we consider important for college teachers. Modules 3 and 4 will give you more details and examples to illustrate what we say here. The later modules will introduce you to other …

The Frog Puzzle

Module 2: Concrete and Formal Reasoning

Professor Thistlebush catches 55 frogs and bands the left hind leg before releasing them back into the pond. The next week he captures 72 frogs, of whom 12 have been banded from the previous capture. Estimate how many frogs are in the pond.

Puzzle Analysis Handout

Module 2: Concrete and Formal Reasoning

To give you some specific illustrations of how the reasoning patterns used by students can be related to Piaget's Theory we have prepared the following general analysis of responses to the puzzles in Module 1 and to the Frog Puzzle.

Module 3 - Formal Reasoning Patterns: Introduction

Module 3: Formal Reasoning Patterns

In Piaget's theory, concrete operational reasoning is characterized by patterns of serial ordering, simple classification, conservation reasoning, and other operations applied to objects that a person is able to observe or manipulate directly. Formal reasoning patterns include these operations but go beyond them to utilize other processes in situations where one does not deal with tangible objects. Formal patterns often involve proportional reasoning, separation of variables, and combinatorial reasoning.

The film "Formal Reasoning Patterns" Davidson Films, 1976) will enable you to watch two interviews (Dr. Karplus and Dr. Peterson) working with several secondary school students who exhibit concrete or formal …

Meeting Agenda, Wku Student Government Association

Student Government Association

Agenda for October 9, 2007 meeting.

Executive Council Meeting Minutes, Wku Student Government Association

Student Government Association

Meeting to discuss banquet, website, plus/minus grading protest, Walk-Out Western and seating chart for SGA.

Seconds, Wku Student Government Association

Student Government Association

Seconds newsletter.