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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. 1

Piaget meets CEFR

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Page 1: 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. 1

Page 2: Piaget meets CEFR

Is this classroom developmentally

appropriate?

Piaget meets the CEFR - Ma. Consuelo Velasco B., M.A. 2

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Piaget meets the CEFR - Ma. Consuelo Velasco B., M.A. 3

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Theoretical Assumptions The CEFR Examples to analyze

Piaget meets the CEFR - Ma. Consuelo Velasco B., M.A. 4

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Theoretical Assumptions

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1. Factors that promote cognitive growth • Maturation • Experience • Social interaction • Self-regulation – assimilation, accommodation

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

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Piaget meets the CEFR - Ma. Consuelo Velasco B., M.A. 7

Hitting objects in a repeated motion.

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

Skipping from one topic to another.

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

Simultaneous monologues.

Conversations become communicative in nature.

Lots of questions, no answer expected.

Questions become concerned with causality,

origins, the physical world.

Linguistic play with phonemes and sounds, rhythms

and sing song games help children realize the flexibility

of speech.

Real exchanges, negotiating meaning and turn

taking. Genuine argument.

3. Language development

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2. Stages in the process of cognitive development.

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

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

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

Stages and teaching

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2. Stages in the process of cognitive development.

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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

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

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

Stages and teaching

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2. Stages in the process of cognitive development.

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

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

Children therefore, need many interactions with concrete materials

Stages and teaching

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2. Stages in the process of cognitive development.

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

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

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

Stages and teaching

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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

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3. Language development: egocentric speech

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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.

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3. Language development: socialized speech

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Adapted information:

Around seven…

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

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The Common European Framework of Reference

http://www.coe.int/t/dg4/linguistic/cadre_en.asp

1. Key points 2. CEFR in schools 3. Estándares Básicos de Competencias en

Lenguas Extranjeras: Inglés

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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

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CEFR in schools

CEFR MEN

Clear learning and performance criteria

Goals for groups of grades

Allows teachers to evaluate syllabus content

Logical sequence of aquired skills

Descriptors formulated for level of competence

Not written for specific grades or ages

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

methods

Sequenced

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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

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Piaget meets the CEFR - Ma. Consuelo Velasco B., M.A. 21

Now what?

Stage-based teaching

Uniqueness of individual

learning

Conceptual develop-

ment prior to language

Experiencce involving

action

Necessity of social

interaction

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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.

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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)

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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

Piaget meets the CEFR - Ma. Consuelo Velasco B., M.A. 24

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

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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/

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Thank you!

Over and out.

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