Developmental Standards

By: Somer BainbridgeFor EDPSY 251

Introduction

Will explain how to use Developmental Standards in a classroom and how to relate them to course concepts.

Teaching Japanese as a Foreign Language

Targeted towards freshman through seniors in high school.

ContentPiaget's Theory

Hypothetical-Deductive Reasoning and Operational Though Patterns.

An adolescent's ability to be able to systematically conclude the best answer to a problem.

Formal Operational Stage starts from 11 to 15 years of age, when they develop abstract, idealistic, and logical thought.

Classroom Application: Give questions and assignments that make

students think critically and creatively. Projects are a great way for students to show their logic and creativity.

Standard 2, Sub Standards 2.1, 2.2, 2.5, and 2.6

ContentVygotsky's Theory

Social Constructivist Approach. Emphasizes social contexts of learning and

construction of knowledge through social interaction. Language and cultural context plays a large role in learning.

Classroom Application: Interaction with others through cooperative

activities such as group work or giving questions about new material that requires the teachers guidance such as grammar.

Standard 5, Sub-standards 5.1 and 5.4

ContentInformation Processing Model

Attention and Memory

Attention is concentration and focusing of mental effort, and memory is retention of information over time.

Executive Functioning

A higher order of cognitive processes that involves decision making and also takes practice.

Classroom Application:

Remind students of previous lessons, use repetition, highlight important info, and organize info into categories for easier learning.

Standard 2 and Substandards 2.2, 2.4, and 2.5

ContentGardner's Multiple Intelligences

Eight Multiple Intelligence Skills:

Verbal Mathematical Spatial Kinesthetic Interpersonal Intrapersonal Naturalistic Musical

Classroom Application: Try to meed the

needs of all the students strengths and types of thinking. Integrate classroom lessons with different approaches.

Standards 1, 2, and Substandards 1.6 and 2.1

ContentPersonality Development

Core Personality Traits:

Opennesss Conscientiousnes

s Extraversion Agreeableness Neuroticism

Classroom Application: Having an

understanding of not only the types of learners there are, but also different types of personalities can be important about knowing how to understand the student's needs and wants.

Standards 1 and 5, and Substandards 1.1, 1.2, 1.4, 5.3, and 5.5

ContentBronfenbrenner's Ecological

Systems Model Classroom Application:

Knowing and sharing students background and diverse culture in order for them to make more connections and sense of belonging.

Standard 5 with Substandards 5.1, 5.3, 5.4, and 5.5

Reference (1)

Reflection of Developmental Standards

Personal Interpretation

Developmental Standards are important in teaching, because it gives good guidelines and ideas for teachers to have, but it is not meant to be rigorously followed.

My strengths are making lessons that can be related to the students interests by using media and current events for cultural understanding.

My weaknesses are thinking of ways to keep the curriculum challenging for students who learn easier, but not overwhelming for those who struggle with the class.

Goals

To maximize student learning time Using a students own cultural background as a means

of developing interests and awareness.

References

(1) http://www.aifs.gov.au/growingup/pubs/reports/krq2009/keyresearchquestions.html

Steinberg, R.J. (2011b). Individual differences in cognitive development. In U. Goswami (Ed.), Blackwell handbook of childhood cognitive development. Malden, MA: Blackwell.

Steinberg, R.J. (2011c, in press). Intelligence. In B. McGaw, P. Peterson, & E. Baker (Eds.), International encyclopedia of education (3rd ed.). New York: Elsevier.

Steinberg, R.J. (2012). Cognitive psychology (6th ed.). Boston: Cengage.

Campbell, B. (2008). Handbook of differentiated instruction using the multiple intelligences. Boston Globe, p. 44.

Roberts, D.F., Henriksen, L., & Foeher, U.G. (2009). Adolescence, adolescents, and the media. In R. M. Lerner & L. Steinberg (Eds.), Handbook of adolescent psychology (3rd ed.). New York: Wiley