Piaget meets CEFR

MEETS The Common European Framework of Reference for Languages

Maria Consuelo Velasco B., M.A. Piaget meets the CEFR - Ma. Consuelo Velasco B., M.A.

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Is this classroom developmentally appropriate?

Piaget meets the CEFR - Ma. Consuelo Velasco B., M.A.

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Theoretical Assumptions The CEFR Examples to analyze

Piaget meets the CEFR - Ma. Consuelo Velasco B., M.A.

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Theoretical Assumptions 1. Factors that promote cognitive growth • • • •

Maturation Experience Social interaction Self-regulation – assimilation, accommodation

Piaget meets the CEFR - Ma. Consuelo Velasco B., M.A.

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Theoretical Assumptions 2. Stages in the process of cognitive development.

Piaget meets the CEFR - Ma. Consuelo Velasco B., M.A.

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3. Language development Simultaneous monologues.

Conversations become communicative in nature.

Lots of questions, no answer expected.

Linguistic play with phonemes and sounds, rhythms and sing song games help children realize the flexibility of speech.

Hitting objects in a repeated motion.

Questions become concerned with causality, origins, the physical world.

Skipping from one topic to another.

Repeating a sound or a word, sometimes accompanied by an action.

Monologues: child talks to himself, about himself, for himself.

Real exchanges, negotiating meaning and turn taking. Genuine argument.

Piaget meets the CEFR - Ma. Consuelo Velasco B., M.A.

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2. Stages in the process of cognitive development.

In order to explore the environment, the baby uses his • senses • emerging motor skills

Stages and teaching Babies need • a lot of verbal Interaction • an environment rich in objects • freedom to explore

Piaget meets the CEFR - Ma. Consuelo Velasco B., M.A.

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2. Stages in the process of cognitive development.

At this stage the child is • bound by perception • unable to reason logically discrepant from visual clues • hampered by egocentrism , and centering • Incapable of following transformations and performing reversals

Stages and teaching To build the structures needed for logical thinking, children need to be • confronted with the opinions of others • actively involved with objects and processes

Piaget meets the CEFR - Ma. Consuelo Velasco B., M.A.

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2. Stages in the process of cognitive development.

During this stage, the child begins to be more able to use this logic to analyze relationships and structure his environment into meaningful categories.

Stages and teaching Children therefore, need many interactions with concrete materials

Piaget meets the CEFR - Ma. Consuelo Velasco B., M.A.

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2. Stages in the process of cognitive development.

The period of formal operations is marked by the ability to manipulate concepts abstractly through the use of propositions and hypotheses.

Stages and teaching At this point, • Increase of knowledge, deeper understanding; no new mental structures emerge after age 16.

It is very important for teachers to realize that • 25 to 75 percent of all adolescents and adults have not achieved formal operations • many concrete interactions are needed for comprehension; for example, in math, science, and the humanities Piaget meets the CEFR - Ma. Consuelo Velasco B., M.A.

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3. Language development: egocentric speech

-echolalia: repetition, much like the motor repetitions -delayed echolalia: repetition of others’ language, thinking it’s original -collective monologue: simultaneous monologues, none listens to the others

Piaget meets the CEFR - Ma. Consuelo Velasco B., M.A.

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3. Language development: egocentric speech

Piaget meets the CEFR - Ma. Consuelo Velasco B., M.A.

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3. Language development: socialized speech -adapted information: information exchange; may not be completely logical -criticism: to assert superiority, the criticized child is not expected to respond -commands, requests and threats: definite interaction, intended to achieve a goal -questions and answers: at first, no answer expected, addressed to no one; later, concerns for causality, physical world, origins.

Piaget meets the CEFR - Ma. Consuelo Velasco B., M.A.

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3. Language development: socialized speech Around seven‌ Adapted information:

Piaget meets the CEFR - Ma. Consuelo Velasco B., M.A.

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Piaget meets the CEFR - Ma. Consuelo Velasco B., M.A.

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The Common European Framework of Reference 1. Key points 2. CEFR in schools 3. Estándares Básicos de Competencias en Lenguas Extranjeras: Inglés

http://www.coe.int/t/dg4/linguistic/cadre_en.asp Piaget meets the CEFR - Ma. Consuelo Velasco B., M.A.

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CEFR: key points describes specifications of language-learning targets

reference instrument for organising language teaching and certification description of the process of mastering an unknown language descriptors were created without reference to any specific language descriptors specify progressive mastery of each skill, which is graded on a six-level scale for operators, textbook authors and teachers, the specification may appear excessively broad http://www.coe.int/t/dg4/linguistic/dnr_EN.asp#P31_4359 Piaget meets the CEFR - Ma. Consuelo Velasco B., M.A.

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CEFR in schools

CEFR

MEN

Sequenced

Logical sequence of aquired skills

Provides a common basis for the explicit description of objectives, content and methods

Allows teachers to evaluate syllabus content

Not written for specific grades or ages

Goals for groups of grades

Descriptors formulated for level of competence

Clear learning and performance criteria

Piaget meets the CEFR - Ma. Consuelo Velasco B., M.A.

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Let’s think…

In groups,

1. Organise the activity or lesson 2. Analyse it in terms of level, justifying your analysis 3. Present it in poster format 4. Record three of the other posters: • • • • •

Lesson or activity Developmental level Justification CEFR level Justification

Piaget meets the CEFR - Ma. Consuelo Velasco B., M.A.

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Now what?

Necessity of social interaction

Stage-based teaching

Experiencce involving action

Uniqueness of individual learning Conceptual development prior to language

Piaget meets the CEFR - Ma. Consuelo Velasco B., M.A.

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Summary of implications  Consider the stage characteristics of the student's thought processes in planning learning activities.  Use a wide variety of experiences rather than drill on specific tasks to maximize cognitive development.  Don't assume that reaching adolescence or adulthood guarantees the ability to perform formal operations.  Remember that each person structures each learning situation in terms of his own schemas; therefore, no two persons will derive the same meaning or benefit from a given experience.  Individualize learning experiences so that each student is working at a level that is high enough to be challenging and realistic enough to prevent excessive frustration.  Provide experience necessary for the development of concepts prior to the use of these concepts in language.  Consider learning an active restructuring of thought rather than an increase in content.  Make full use of wrong answers by helping the student to analyze his thinking in order to retain the correct elements and revise the miscomprehensions.  Evaluate each student in terms of improving her own performance.  Avoid overuse of materials that are so highly structured that creative thought is discouraged.  Use social interaction in learning experiences to promote increases in both interest and comprehension.

Piaget meets the CEFR - Ma. Consuelo Velasco B., M.A.

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"What is desired is that the teacher cease being a lecturer satisfied with transmitting ready-made solutions; his role should rather be that of a mentor stimulating initiative and research“ .

(Piaget, J. in Good and Mellon, 1979)

Piaget meets the CEFR - Ma. Consuelo Velasco B., M.A.

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References and additional reading Consejo de Europa. Departamento de Política Lingüística. Marco común europeo de referencia para las lenguas: aprendizaje, enseñanza, evaluación. Publicación digital en la web: http://cvc.cervantes.es/obref/marco/ Good, R., Kronhout , R.A. , and Mellon, E.K.(1979) "Piaget's Work and Chemical Education." Journal of Chemical Education (vol . 56) n o . 7 Pulaski, M.A.S. (1978) Your baby’s mind and how it grows. Piaget’s theory for parents. New York: Harper & Row Singer, D. G. & Revenson, T.A. (1996) A Piaget Primer: How a Child Thinks; Revised Edition.

New York: Plume.

The Council of Europe http://www.coe.int/t/dg4/linguistic/cadre_en.asp Webb, P.K. (1980) Piaget: Implications for Teaching. in Theory Into Practice, (Vol. 19 ) Issue 2, p 93 http://www.childdevelopmentinfo.com/development/piaget.shtml

Developmentally appropriate activities http://sciencespot.net/Pages/classgen.html#Anchor-sillysci http://www.superteacherworksheets.com/ http://ehlt.flinders.edu.au/education/DLiT/2000/Piaget/tests.htm#logical http://www2.scholastic.com/browse/lessonplans.jsp Piaget meets the CEFR - Ma. Consuelo Velasco B., M.A.

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Images http://little-blossoms-childminding.blogspot.com/2010_04_01_archive.html http://www.archivesjeanpiaget.ch/ http://kpscience.blogspot.com/2011/01/theory-of-constructivism.html http://elperiodicodelagustina.blogspot.com/2011_02_01_archive.html http://www.funderstanding.com/v2/theory/piaget-and-the-young-mind/ http://www.ehow.co.uk/info_8678126_concrete-operational-classification.html http://www.google.com.co/imgres?q=children+and+walkie+talkies http://s3ezk5f.edu.glogster.com/developmental-theories/

Piaget meets the CEFR - Ma. Consuelo Velasco B., M.A.

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Thank you!

Over and out.

Piaget meets the CEFR - Ma. Consuelo Velasco B., M.A.

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