hese are the Class Session Power Point Files for my EDP 370: Applied Child Development Course: Unit 3 on Conceptual Development and Conceptual Change. In this unit, we specifically focus on the Schema Theory and Self-Regulation Theory. This course is taught as a 'hacked' course. Lectures are prerecorded for students to listen to at home, we complete activities in-class. The culminating project is the Children's Thinking Project (adapted from Penelope Oldfather & West, 1999). Thus, we integrated a series of interviews from American Public Media: Dick Gordon's The Story radio program into the pedagogy for students to develop their interviewing skills. Flipped Videos can be accessed via the course ebook: https://itunes.apple.com/us/book/edp-370-handbook/id705427002?mt=11

1. Adaptive Teaching and
Learning
Quick write in NOTES: How can we use observation tools /
survey assessment as ways to develop relationships with
children?
vkgill@ncsu.edu
Make Commitments!
Please Sit in Groups to
Discuss: Zimmerman (FIRST
Name A-H):
Rohrkemper Corno (I-Z)
Open MOODLE and Review
CTP Guidelines

2. Agenda April 1 (No Foolin‟!)
• Review Quick Write
• Discuss Children‟s Thinking Project Guidelines
• Partner Share our Schemas for our CTP Project
• Identify 3 People to Share in Class
• Group Reciprocal Teaching Activity
• Developing Skits for teaching SRL/Adaptive Learning
• Discuss Field Report #3

3. What is Self-Regulated Learning?
• SRL Theories seek to explain how people improve their
performance using a deliberate and systematic method of
learning.
• Instead of focusing on sustaining the status quo, SRL
researchers seek to understand how learners adapt to
dynamic contexts by constantly enhancing their skill.
• The ability to SRL is considered the pinnacle skill of
adolescence.
• SRL skills are often implicitly learned, not explicitly taught.
Represent a form of cultural capital that some parents hand
down to their children allowing some children to be
successful in school

4. Zimmerman‟s Phases of Self-Regulation
Self-Regulation is a viewed as
cyclical process.
Students who successfully
self-regulate are viewed as
completing the entire cycle.
There essentially six
„break down‟ points in
the model.
• Breakdowns can
occur during each
phase
• Breakdowns can
occur between phases.

5. What are the implications for parents and teachers of this
model?
Children must see you self-regulate your own learning if they are to
emulate the behaviors and bring them under self-control.
Zimmerman‟s
Developmental Phases

6. Activity #1:
Preparing Field Report #3
• What kind of data do you have?
• Observations and interactions with children at field site.
• What did they say? Do? How might their thoughts and behavior
reflect understandings of a concept? Reflect their emerging adaptive
learning / SRL skills?
• How might their understanding of a „concept‟ reflect using different
Piagetian Tools (awareness / lack of awareness; symbols, underlying
principles etc.)?
• Survey Data (Aligned with Adaptive Learning / SRL Framework)
• Play Observations (“see” adaptive learning in play behaviors)
• K-5 Learning at Home and School Data
• Adolescent SRL Data
• How does your child‟s data align with the reported data from the field of
developmental psychology?

7. Field Report #3:
Conceptual Development
• What Theories Can You Work With?
• Schema Theory (Textbook; Class Activity)
• Adaptive Learning (Rohrkemper & Corno Article)
• SRL (Zimmerman Article)
• Piaget‟s “Tools”
• Other Concepts from Textbook on Development of
Strategies and/or Developmental Characteristics of
Cognitive Processing (Santrock exceprt on Moodle)
• Criteria: Specificity & Accuracy, Integration
• *** You MUST use a pseudonym / alias in this
reflection or you will loose points.

8. Field Report #3:
What does it mean to be child focused?
• Try to take the perspective of the child you observed,
collected data from.
• Use theories to try to understand the processes he/she may
be going through.
• How is he/she approaching (academic / social) tasks?
• To what extent is he/she assuming responsibility for his/her
learning?
• How well does he/she adapt to challenges / failure?
• Perspective Taking Activity

9. Field Report #3:
How could I be Self-Focused & Future
Oriented?
• What can you do to promote conceptual development /
conceptual change? (Consider your planning,
instruction, and assessment)
• Focus on your vulnerabilities. Where are you in your
own self-regulation? How might this affect your ability to
be an effective teacher / parent?
• Focus on what you can do to promote adaptive learning
/ the development of self-regulation skills development
in your class (at home):
• Consider how you will titrate challenge for your students
• Consider how you will create opportunities for students to
develop SRL skills (remember the different phases)

10. Piaget‟s Theories of Learning
and Cognitive Development
• Learning Theory (Inquiry Activities)
• How do people make or “construct” meaning out of
their experiences?
• How do learners contribute to the process of
meaning making?
• Theory of Cognitive Development
• How is children‟s thinking systematically different
from our own?

11. Central Tenets of
Piaget‟s Learning Theory
• Maturation
• Organization & Schemes
• Activity / Exploration
• Disequilibrium
• Adaptation
• Assimilation
• Accommodation
“Pedagogically
Sound”
constructivist
activities will
contain all of
these
elements.

12. Working Memory
Top Down vs. Bottom Up
Processing
Capacity, Complexity,
Effort
Sensory
Memory
Long Term
Memory
Semantic, Procedural, &
Declarative Knowledge
Subject Matter
Episodic Memories
Social Scripts
Beliefs about Self
Attention
Perception
"Priming"
Operate
Here
<<< Theories of Self-Regulation: Forethought, Performance, Self-Reflection>>>
"Priming"
Memory
Strategies
Metacognition
Operate Here
Transfer
Learning
Operate
Here
Cognitive Science Theories of Learning & Development: The Information Processing Model
Theories about the Nature &
Structure of Knowedge:
Schema Theory
Development of Expertise
Theories of Mental
Processing:
Memory Strategies
Metacognition
Experience of
Recognition and
Retrieval
Metacognition
Operates HerePerformance

13. Acquisition of Cognitive Tools
• Knowing Piaget‟s Stages of Development Does
NOT Help Educators
• You cannot apply the stages
• Acquire Tools in a Sequence
• Your understanding is limited by the tools you
have not yet acquired
• Potential to Acquire and Master Each Tool
Somewhat Predicted by Age
• Object Permanence
• Symbolic Thought
• Conservation (Set of Skills)
• Decentration of Thought (Set of Skills)
“Pedagogically sound”
constructivist teaching will
account for
developmental
differences in students’
thinking.