NEW INFORMATION
**6/8/08: The science lecture slides have now been posted**
1) Review Sessions: Friday June 6 1:30-2:30 and Monday June 9 11:00-Noon. Both Sessions will be held in the EDS Conference Room in Pepper Canyon Hall #304. Bring your questions as no formal lecture will be given.
2) Here's some information about the US Open and how it will affect our final on June 10 at 8:00AM [doc]
3) ETA #2 due Thursday June 5 in class - bring paper copy to class. Here are some additional instructions if you need them [doc] [pdf]
4) Also, here's the link to the dyslexia research discussed in lecture on Tuesday, May 27 [pdf]
5) Talk to Alycia to pick up your Midterm #2
COGNITIVE DEVELOPMENT AND EDUCATION
Instructor: Prof. Gedeon Deák TA: Alycia Cummings
Office: 162 CSB Office: CogSci Kitchen/Patio
Email: tep115@cogsci.ucsd.edu Email: tep115@cogsci.ucsd.edu
Office Hrs: M 11-11:50 and F 2-3 Office Hrs: T/Th 11:15-12:15
Overview: EDS 115 surveys behavioral, cognitive, and social research relevant to preschool and elementary education. It emphasizes critical evaluation of teaching practices based on data on children's learning, thinking, and communicating.
Readings: Required readings will be on e-reserves: http://reserves.ucsd.edu. You are expected to do all readings before class, and bring copies of the reading to class.
Class website: http://cogsci.ucsd.edu/~deak/classes/EDS115/ Up-to-date class schedule, lecture slides, and supplementary materials will be posted on the website.
Class Policies:
Both the TA and the instructor will hold office hours to answer questions about class content. If you cannot make office hours, email us for an appointment. Try to do this before an exam if you are having trouble.
You are responsible for knowing all information given on the syllabus, in class, and in the readings. You are responsible for any information provided by e-mail. You are responsible for monitoring all emails sent to your ****@ucsd.edu account.
We will make reasonable efforts to answer questions and provide assistance. In addition to office hours, we will respond to emailed questions, usually within 36 hours. We will NOT normally respond to emails asking questions about information that is clearly stated in the syllabus/website or was clearly stated more than once in class. If there are extenuating
Exams will be given only at the scheduled time and cannot be re-scheduled or made up. An exception will be made in the event of serious illness. This requires a note signed by a physician, documenting that regular attendance was not safe on the exam day.
All students are expected to know, and to abide by, UCSD Academic Honesty policies. Cheating in any form will not be tolerated. All assignments are to be done independently. We will report any/all cases of dishonesty to the appropriate dean’s office for , and at minimum give no credit for the assignment in question. There are no exceptions to this. During exams everyone must turn off cell phones, sit with an empty seat between them (if possible), put all written materials well away and out of sight, and take off hats. If we suspect cheating we will take action immediately.
Requirements and Grade Distribution:
Midterm exams 50% (2 x 25%)
Final exam 40%
ETAs[1] & quizzes 10%
EDS 115 SCHEDULE OF TOPICS AND ASSIGNMENTS |
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Date |
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Assignment |
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MODULE #1: Cognitive and Language Development |
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Tuesday April 1 |
Syllabus & intro: “What should teachers know about cognitive development?” |
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Thursday April 3 |
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Tuesday April 8 |
History continued, and current trends in cognitive development research |
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Thursday April 10 |
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Tuesday April 15 |
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Thursday April 17 |
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Tuesday April 22 |
Beyond the information given: Inference, conversation, & cognitive development |
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Thursday April 24 |
MIDTERM #1: Bring Scantron Form 882-E and a blue book |
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MODULE #2: Getting Schooled: Children in Instructional Contexts |
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Tuesday April 29 |
Does schooling change cognition? Varieties of instruction across cultures |
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Thursday May 1 |
Differences in educational practices between cultures: East and West Video: Starting school in 3 cultures |
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Tuesday May 6 |
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Thursday May 8 |
Note: This pdf contains all the pages for all future Byrnes readings (those in the next module) |
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Tuesday May 13 |
Individual differences, group differences, and school success Intelligence and learning disabilities |
Note: Tallal will appear on the midterm (i.e., you will be responsible for it). A definition of some of the terms used in the article can be found here. Note: Fuchs et all will appear on the midterm only in an extra-credit question. You will not have to be responsible for it unless you want to attempt the question. |
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Thursday May 15 |
MIDTERM #2: Bring Scantron Form 882-E and a blue book |
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MODULE #3: Learning the Content of Elementary School |
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Tuesday May 20 |
The politics of reading instruction Beginning readers |
Byrnes, ch. 6 (pp. 122-144). Note: these pages are in the middle of the pdf |
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Thursday May 22 |
Challenges to literacy |
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Tuesday May 27 |
Byrnes, ch. 9 (pp. 211-238) |
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Thursday May 29 |
Scientific thinking |
Byrnes ch. 10 (pp. 260-273) |
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Tuesday, June 3 |
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Thursday June 5 |
How to improve problem solving in math and science |
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FINAL EXAM: Bring Scantron Form 882-E and a blue book Tuesday, June 10, 8:00 – 11:00 am |
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Readings
Bjorklund, D.F. (2000). Children’s thinking: Developmental function and individual differences (3rd ed.). Belmont, CA: Wadsworth/Thompson. [For Memory lecture: pp. 122-130, pp. 140-149, pp. 239-244, and pp. 263-270. For Thinking lecture: pp. 130-136 and pp. 213-333]
Brown, A. L., & Campione, J. C. (1995). Guided discovery in a community of learners. In K. McGilly (Ed.), Classroom Lessons: Integrating cognitive theory and classroom practices (pp. 229-270). Cambridge, MA: MIT Press.
Bruer, J. T. (1993). Schools for though (ch. 3). Cambridge, MA: MIT Press.
Byrnes, J. P. (2001). Cognitive development and learning in instructional contexts (2nd ed.). Needham Heights, MA: Allyn & Bacon.
Donaldson, M. (1978). Children’s minds (pp. 9-25, 47-56). New York: Norton.
Flavell, J. H., Miller, P.H., & Miller, S.A. (2002). Cognitive development (4th ed.) (ch. 1, pp. 1-28). Upper Saddle River, NJ: Prentice-Hall.
Fuchs, D., Fuchs, L.S., et al (2002). Exploring the importance of reading programs for kindergartners with disabilities in mainstream classrooms. Exceptional Children, 68, 295-311.
Gaskins, I.W. (1995). Classroom applications of cognitive science: Teaching poor readers how to learn, think, and problem solve. In K. McGilly (Ed.), Classroom Lessons: Integrating cognitive theory and classroom practices (pp. 157-200). Cambridge, MA: MIT Press.
Goswami, U. (2003). Why theories about developmental dyslexia require developmental designs. TRENDS in Cognitive Sciences, 7, 534-540.
Greenfield, P., & Lave, J. (1982). Cognitive aspects of informal education. In D. A. Wagner & H. W. Stevenson (Eds.), Cultural perspectives on child development (pp. 181-207). San Francisco: Freeman.
Harris, P.L. (2001). Thinking about the unknown. Trends in Cognitive Sciences, 5, 494-498 .
Keil, F.C. (2003). Folkscience: Coarse interpretations of a complex reality. TRENDS in Cognitive Sciences, 7, 368-373.
Pan, B. & Snow, C. (1999). The development of conversational and discourse skills. In M. Barrett (Ed.), The development of language (pp. 229-249). Hove, UK: Psychology Press.
Posner, M.I. & Rothbart, M.K. (2005). Influencing brain networks: Implications for education. TRENDS in Cognitive Sciences, 9, 99-103.
Resnick, L. B. (1995). Inventing arithmetic: Making children’s intuition work in school. In C. A. Nelson (Ed.), The Minnesota Symposium on Child Psychology: Vol. 28. Basic and applied perspectives on learning, cognition, and development (pp. 75 – 101). Hillsdale, NJ: Erlbaum.
Siegal, M. (1997). Knowing children: Experiments in conversation and cognition. (pp. 43-68). Hove, UK: Psychology Press.
Stevenson, H. W., & Stigler, J. W. (1991). The learning gap: Why our schools are failing and what we can learn from Japanese and Chinese education (pp. 13-51). New York: Simon & Schuster.
Tallal, P. (2004). Improving language and literacy is a matter of time. Nature Reviews: Neuroscience, 5, 1-9.
Tobin, J. J., Wu, D. Y., & Davidson, D. H. (1989). Preschool in three cultures (pp. 12-38). New Haven, CT: Yale.
[1] Educational Thinking Assignments