Culturally Responsive Classroom

Human Growth and Development Theories and Practice

Marie DoveEDU 515Dr. Smith

December 9, 2009

Case Study One:Su’s Human Growth

and Development

The Montessori method is student-directed and

teacher observed. The students are allowed to work at their own

pace and decide what they want to learn and when to move to another subject.

There are many hands-on materials, and students use all their senses throughout the day’s activities.

While it appears that there was a great opportunity for classroom chaos, students actually assumed a share of responsibility to maintain a learning environment.

They are also taught manners and other social

skills.

Montessori Method

Multiple IntelligenceHoward Gardner

Su shows balance in . . . Linguistic Skills Logical (mathematical) Body-kinesthetic Interpersonal Intrapersonal Skills

Demonstrates physical skills necessary

for ordinary indoor and outdoor games Gets along well with other students Has developed values Achieves beyond academic norms Has a healthy attitude of her own self

development

Havighurst Middle Childhood Development

Checklist

First Step of Piaget’s and Kohlberg’s Developmental Stages

Assumes that powerful authorities establish a set of rules She unquestioningly obeys the rules Ties disobedience with punishment Aware of who has veered from the rules - “a tattle-tale”

Case Study Two

Mrs. Sanford’s Third Grade Class

Mrs. Sanford’s teaching methodsreflected the thoughts and

theories ofPiaget, Vygotsky and other

constructivismtheorists.

While Mrs. Sanford quickly reviewed before each lesson, she is assessing prior knowledge. During her instruction time she would inspire students to make text-to-self, text-to-book, and text-to-world comparisons. Obviously, this process had been scaffold because students volunteer the comparisons before Mrs. Sanford had to ask.

She displayed many compare/contrast charts, concept webs, and word boards. The curriculum was presented in a spiraling method (supported by Bruner,) where subjects continually build upon each other.

Mrs. Sanford chose biographies and other reading materials that interested all students.

REFERENCESBybee, R.W. & Sund, R.B. (1982). Piaget for Educators (2nd Ed).

Columbus, OH: Charles Merrill.Gay, G. (1977). Curriculum for multicultural education. In F. H. Klassen

& D. M. Gollnick (Eds.), Pluralism and the American teacher: Issues and case studies (pp. 31-62). Washington, DC:

American Association of Colleges for Teacher Education.Piaget, J. (1929). The Child's Conception of the World. NY: Harcourt,

Brace Jovanovich.Smith, M.K. (2002). 'Jerome S. Bruner and the process of education',

the encyclopedia of informal education http://www.infed.org/thinkers/bruner.htm.Vygotsky, L.S. (1978). Mind and society: The development of higher

psychological processes. Cambridge, MA: Harvard University Press.

Wadsworth, B. (1978). Piaget for the Classroom Teacher. NY: Longman.

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