Lesson Plan Cognitive Development

Lesson Plan Activity #1

Procedure:

The class will be participating in a Spot- IT like math activity. The directions are as followed,
1. Each player will be given one card face down
2. They must find a partner, if there is an odd number there can be one group of three.
3. Each player must face each other, and hold out their card still face down in the palm of their hand so
they and the other player can see both cards.
4. At the same time both players will flip over their cards, and the first to spot and say the symbol that is
shared between the card wins that round.
5. Rotate players and cards as many rounds as you want.

We tweaked Spot- IT so that the images were math related.

Goals:
Goal #1 Students will be able to accurately explain componential analysis and cognitive analysis in their own
words
Goal #2 Students will understand how componential analysis and cognitive analysis applied to the lesson and
Spot- IT
Goal #3 Students will be able to come up with ideas of how to use componential analysis and cognitive
analysis in their own classroom.
Goal #4 Students will participate in a group activity and express their ideas and comments in small and large
group discussions.

Learning Theory Concepts

Componential analysis: Analyzes intelligence in terms of the underlying information-processing components

that give rise to intelligent behavior. Development is the process of a novice becoming an expert. Intelligence
is made up of three types of information-processing components: metacomponents, performance components,
and knowledge-acquisition components.
Metacomponents: executive processes used in planning and decision making in task performance ie.
determining the problem and how to solve it.
Performance Components: processes involved in in the actual completion of a problem solving task ie.
encoding and comparing.
Knowledge-Acquisition Components: learning new information to solve a problem at hand ie.
selectively encoding information, interpretation, integration of previous knowledge.

Cognitive Development: The transformation of the childs undifferentiated, unspecialized cognitive abilities
into the adults conceptual competence and problem solving skill.
Assessment
For this activity, students will be informally assessed based on the completion and effort they put into solving
Spot- IT . Julianna and Lydia will be walking around ensuring students understand directions and
participate in pairs. This activity can be used in a math, history, science or sociology class. There are different
concepts in the activity that can be emphasized to fit the needs of different subjects. They will also be assessed
based on their participation in group and classroom discussion of how this activity relates to the two concepts
cognitive analysis and componential analysis. Lydia and Julianna will join groups to ensure productive
conversation and sharing of ideas is happening. Students will also be assessed based on completion of
worksheet and the effort they put into drawing or summarizing different images they would include in their
Spot- IT game. Depending on prior knowledge and the study area of your class, you can increase the
difficulty of Spot- IT .
Name _______________________________ Date _____________

Spot- IT Math

The creators of spot it say it is an, Award-winning game of

visual perception for the whole family. Between any two
cards there is always one and only one matching symbol.
Spot it fast to win. Develops focus, visual perception skills,
speech-language skills, and fine motor skills.

Learning Theory Concepts

Componential analysis: Componential theory of human intelligence analyzes intelligence in terms of
the underlying information-processing components that, in combination, give rise to intelligent
behavior. Development is the process of a novice becoming an expert. Intelligence is made up of three
types of information-processing components: metacomponents, performance components, and
knowledge-acquisition components.
Metacomponents: executive processes used in planning and decision making in task
performance ie. determining the problem and how to solve it.
Performance Components: processes involved in in the actual completion of a problem solving
task ie. encoding and comparing.
Knowledge-Acquisition Components: learning new information to solve a problem at hand ie.
selectively encoding information, interpretation, integration of previous knowledge.

Cognitive Development: Cognitive development is the transformation of the childs undifferentiated,

unspecialized cognitive abilities into the adults conceptual competence and problem solving skill.
 Discussion Questions

1. How does the game Spot- IT promote intelligence and the three information-processing components:
metacomponents, performance components, and knowledge-acquisition components?

2. Does cognitive development slow down when you become an adult? Explain. If you answer yes, why do you
believe so? If you answer no, how can you promote cognitive development throughout your whole life?

3. Describe other ways (projects, games, etc) in how you can promote cognitive development and componential
analysis in your classroom.

Activity: Draw 4-6 images that you would use for a Spot- IT game in your discipline.
 Reflection Chapter 6 Mini Lesson

My peers seemed from the positive feedback, that they enjoyed the activity. The friendly competition allowed

the class to compete in a low stakes environment while getting out of their seats to walk around person to person.

Each student was included in the classroom - proving that this activity can support inclusiveness. One peer wrote,

Very engaging and fun! Im so mind blown how they all connect! Fun to get up and move around. I believe that

teachers need to have at least once a class a small activity that promotes movement or social interactions to get the

class out of their seats. Although some may see it as a distraction, I think little activities like this will promote

attention more.

My peers, from the activity, also learned, how metacomponents are used in everyday thinking and learning,

as one student wrote in their peer reflection. They also learned how to promote problem solving skills and how to,

have students develop their own problem solving skills in a fun way. They all seemed to grasped the two concepts

of componential analysis and cognitive development by the end of the activity and group discussion. My peers

enjoyed the game, and appreciated that we showed them the website we used. Everyone gave great examples of how

they would tweak this activity to support their own classroom and subject.

If we were to do this activity again, we would focus on instruction. It seemed our peers were confused in the

beginning, but after a couple rounds they understood quite well. Perhaps we could have been more prepared with

written instruction. Two reflection sheets said that we should check to make sure that students spot the right figure

instead of trusting their word. I agree with their comments, this will eliminate cheaters and those who just try to be the

first person. Other than this, we received great positive and constructive feedback.