Cognitive acceleration
Cognitive acceleration or English cognitive acceleration (CA) was developed as a teaching concept to promote, strengthen and dynamize the general thinking ability of learners. Michael Shayer and Philip Adey developed 'cognitive acceleration' from 1981 at King's College London . The concept builds on the work of Jean Piaget and Lev Vygotsky . It's a constructivist approach.
Theoretical background
Based on Piaget, CA assumes that there are levels in intellectual development. The most important transition in school happens from concrete to abstract thinking. Concrete thinking relates to facts and descriptions. Abstract thinking includes all mental processes as such. CA adopts the concept of the Zone of Next Development (ZDN) from Vygotsky. It is about the difference between what a learner can do with and without help. The CA method requires the mediator to be able to ask questions that allow a kind of "guided self-discovery". Mediation is effective between peers . It encourages students to introduce themselves to problem solving in groups.
documents
The first teaching materials were written for science classes in grades 7 and 8 (ages 11 to 13). The project was originally called “Cognitive Acceleration through Science Education” (CASE). After three years, the results of science class interventions were compared in a dozen classes. This also included control classes that had been taught using the usual methods. The CASE learners were not only one grade better on their GCSE “Natural Science” certificate, but they also got one grade better in mathematics and English. Such transfers of learning in other subjects are rarely found in educational research.
The CA concept was also used in mathematics (CAME) teaching in primary and secondary level 1, where it led to similar effects.
Subsequent development work expanded the range of teaching activities in elementary science subjects from the basic level to the fifth grade. In addition, activities were developed in 2012 for teaching English to secondary level 1 (= Key Stage 3 of the state schools in England and Wales, editor's note ). Several articles highlight the effectiveness of the CASE and CAME activities. They have been published in the Times Educational Supplement (TES) . The “Let's Think” forum (LT) produces CA packages for core topics in primary and secondary levels.
The lesson structure
CA takes into account a number of sub-competencies that support abstract thinking. Following constructivism, it is assumed that concepts cannot be learned in the same way as facts and descriptions. Learners have to "construct" meanings for themselves. The lessons focus on a challenge that can only be mastered with an abstract idea. Initial CASE lessons focused on topics such as classification, scale, ratio, proportion, probability, variables and fair testing.
- Role of mediator
The teacher creates a good framework for learning. She intervenes to lead the learner to achieve the learning objective. A mediator asks supplementary questions: “What do you think?” “What heats up the most?” “What happened to the atoms?” The supplementary questions gradually lead the learners to discover the answer for themselves. The mediator can give pointers, he guides the learners in such a way that the chances of successful thinking are increased.
Lessons that directly develop abstract thinking have the following structure:
Setting up the scene: The concrete preparation serves a similar purpose as the section “Building bridges”. It links the activity with the current state of knowledge, it explains the task and checks the vocabulary.
Challenge: It must be set just above the current level of safe knowledge - high enough to be a challenge, but not so high that the learners switch off. In a science lesson, this can take the form of a demonstration with an unexpected effect. In English, it could be reading a text whose meaning is only hinted at.
Group work: the teacher cannot be the mediator for every child in the class. There are several advantages when students work in groups and discuss their ideas (social construction):
- The group members act as mediators for each other, suggesting solutions, trying out ideas.
- People feel less at risk. You feel able to participate.
- Random ideas from group members are recognized and offered by the mediator as clues.
Plenary: As soon as the groups have solutions, the ideas are exchanged in the class. The teacher doesn't give the answer, but he asks a group for a solution. Then he asks another person if they agree or not and why. The discussion continues until an agreement is reached. The teacher guides the group through questions towards the answer.
Metacognition: During group work and in plenary sessions, the teacher asks questions that reveal the thought process and metacognition. It was shown that knowledge could be effectively secured in this way. The learner has to formulate a train of thought - which makes the process tangible for the others.
Building bridges: Knowledge that is isolated from the secured knowledge of the learner is usually lost. The learner has to build bridges between the existing experience and the new learning. CA lessons conclude with a discussion of where the ideas could be used in everyday life. It's the same concept as "scaffolding" in constructivism.
literature
- P. Adey, M. Shayer: Really Raising Standards. Routledge, London 1994.
- P. Adey (Ed.): Let's Think! Handbook: A Guide to Cognitive Acceleration in the Primary School. GL Assessment, London 2008, ISBN 978-0-7087-1782-0 .
- M. Shayer, PS Adey (Ed.): Learning Intelligence: Cognitive Acceleration across the curriculum from 5 to 15 years. Open University Press, Milton Keynes 2002.
CASE project
- PS Adey: Accelerating the development of formal thinking in Middle and High school students IV: three years on after a two-year intervention. In: Journal of Research in Science Teaching. Volume 30, No. 4, 1993, pp. 351-366.
- M. Shayer: Cognitive acceleration through science education II: its effects and scope. In: International Journal of Science Education. Volume 21, No. 8, 1999, pp. 883-902.
- PS Adey, M. Shayer, C. Yates: Thinking Science: Student and Teachers' materials for the CASE intervention. Macmillan, London 1989.
CAME project
- M. Adhami, DC Johnson, M. Shayer: Thinking Maths: The curriculum materials of the Cognitive Acceleration through Mathematics Education (CAME) project - Teacher's Guide. CAME Project / King's College, London 1995.
- M. Adhami, A. Robertson, M. Shayer: Let's Think Through Maths !: Developing thinking in mathematics with five and six-year-olds. nferNelson, London 2004.
- M. Adhami, M. Shayer, S. Twiss: Let's Think through Maths! 6-9. nferNelson, London 2005.
ACTION RESEARCH
- M. Capiaghi: Thought training strengthens everyone. Cognitive acceleration in motivating topics in school math. Master thesis. Intercantonal University for Curative Education, Zurich 2018. (recherche-portal.ch , accessed on January 15, 2019)
- C. Schreiner: Think while playing, play thinking. Mathematical game project on the subject of "money". Unpublished Practice project. Intercantonal University for Curative Education, Zurich 2016. (interview.hfh.ch , accessed on February 19, 2020)
Web links
Individual evidence
- ↑ a b c P. Adey, M. Shayer: Really Raising Standards. Routledge, London 1994.
- ↑ a b c M. Shayer, PS Adey (Ed.): Learning Intelligence: Cognitive Acceleration across the curriculum from 5 to 15 years. Open University Press, Milton Keynes 2002.
- ^ Cognitive Acceleration (CASE and other projects). King's College London, accessed July 27, 2016 .
- ↑ M. Adhami, A. Robertson, M. Shayer: Let's Think Through Maths !: Developing thinking in mathematics with five and six-year-olds. London: nferNelson 2004.
- ^ Times Educational Supplement Magazine storyline 379714
- ↑ letsthink.org.uk: Free Resources. let's think • cognitive acceleration, accessed on July 27, 2016 .
- ↑ a b c d e f g h P. Adey (Ed.): Let's Think! Handbook: A Guide to Cognitive Acceleration in the Primary School. GL Assessment, London 2008.