Standard #1: Learner Development The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
INTASC Standard, Description and Rationale
Standard # 1 Learner Development: The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. (INTASC, 2011)
Brief Description: As party of my Child and Adolescent Growth course EDUC 121 taken the spring semester of 2013 at Ivy Tech Community College, I created a Multicultural Education Evaluation Checklist For this assignment, I observed, took detailed notes, questioned the child and mother, and performed a development checklist to determine where in development I believe this child to be. Through this assignment I demonstrate my ability to recognize and prove where a child to be in development.
Rationale: To document my understanding of INTASC Standard One: Learner Development I have chosen to use my child case study. The study required me to use a professional development plan to prove my findings. Used as a guide the development plan assists educators to determine where their students are or are not in development while understanding development varies across the cognitive, linguistic, social, emotional, and physical areas. Knowing these areas will further assist the educator in developing appropriate and challenging learning experiences.
Standard # 1 Learner Development: The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. (INTASC, 2011)
Brief Description: As party of my Child and Adolescent Growth course EDUC 121 taken the spring semester of 2013 at Ivy Tech Community College, I created a Multicultural Education Evaluation Checklist For this assignment, I observed, took detailed notes, questioned the child and mother, and performed a development checklist to determine where in development I believe this child to be. Through this assignment I demonstrate my ability to recognize and prove where a child to be in development.
Rationale: To document my understanding of INTASC Standard One: Learner Development I have chosen to use my child case study. The study required me to use a professional development plan to prove my findings. Used as a guide the development plan assists educators to determine where their students are or are not in development while understanding development varies across the cognitive, linguistic, social, emotional, and physical areas. Knowing these areas will further assist the educator in developing appropriate and challenging learning experiences.
Child Case Study
Introduction
When I began my child case study, I wanted to study a child that is close to the age that I will be teaching. The individual that cares for my two year old, has four children. Two of them are in their twenties and the other two are twelve and thirteen. I choose the thirteen year old to study.
We will refer to the child in this case study as John. John lives with his family in the town of Pendleton, in an old farm house and they do a small amount of farming. I will relate the three domains of development from our text to John.
Introduction
When I began my child case study, I wanted to study a child that is close to the age that I will be teaching. The individual that cares for my two year old, has four children. Two of them are in their twenties and the other two are twelve and thirteen. I choose the thirteen year old to study.
We will refer to the child in this case study as John. John lives with his family in the town of Pendleton, in an old farm house and they do a small amount of farming. I will relate the three domains of development from our text to John.
Physical Domain of Development
From my observation and speaking with the parent, John’s health and well-being are very good. He wrestles, runs track, and cross-country that’s helps keep him in good shape. He is very active and likes a wide variety of activities including faming, tractors, working, swimming, riding bikes, 4-wheelers, welding, skeet-shooting, hunting, and building things. According to our text (McDevitt, Ormrod 2013, pg165) I believe John has hit puberty and his growth spurt. His mother stated a few months before his voice had changed and he has not been getting much wear out of his pants. He keeps growing out of them.
Since my first visit with John I have not observed any noticeable physical changes with the exception of him hyperextending his left thumb. Luckily he did not break it. His mother also stated that there have been no changes.
From my observation and speaking with the parent, John’s health and well-being are very good. He wrestles, runs track, and cross-country that’s helps keep him in good shape. He is very active and likes a wide variety of activities including faming, tractors, working, swimming, riding bikes, 4-wheelers, welding, skeet-shooting, hunting, and building things. According to our text (McDevitt, Ormrod 2013, pg165) I believe John has hit puberty and his growth spurt. His mother stated a few months before his voice had changed and he has not been getting much wear out of his pants. He keeps growing out of them.
Since my first visit with John I have not observed any noticeable physical changes with the exception of him hyperextending his left thumb. Luckily he did not break it. His mother also stated that there have been no changes.
Cognitive Domain of Development
Observing John, I believe him to be the proto-typical thirteen year-old. From his humor, to the way he holds himself, and his actions.
Piaget’s theory of cognitive development has four stages. My case study child tops out of the last stage. I will relate my case study child to last stage as best I can. Piaget’s theory of cognitive development formal operations stage begins at about age eleven or twelve. They can think logically about abstract concepts, hypothetical ideas, and statements that contradict what they know to be true in the real world (McDevitt, Ormrod 2013, pg. 203,204). According to Piaget I believe John has surpassed this stage and continuing to advance in cognitive abilities. He has good control over his body; he has a concrete belief system, and has his own ideas about the way he believes things should be.
Vygotsky studied in an environment where children did activities only with the assistance of more competent individuals. He has key elements of his theory two of which are ZPD (zone of proximal development) and scaffolding is the guidance or structure provided by more competent individuals to help children perform in their ZPD (McDevitt, Ormrod 2013, pg. 219, 223). My last visit to John, he was in his truck playing. When I got out of my van he asked me to come to him. When I got there he asked me to look at his truck door because it would not close. When I started to look at it he immediately was watching everything I was doing. I knew immediately that he wanted to learn.
John’s mother stated he had always been right on target or a little ahead in his cognitive development. Based on Piaget and Vygotsky’s theory’s (McDevitt, Ormrod 2013, pg.219, 223) John will continue to be on target or ahead of the standard set forth.
Observing John, I believe him to be the proto-typical thirteen year-old. From his humor, to the way he holds himself, and his actions.
Piaget’s theory of cognitive development has four stages. My case study child tops out of the last stage. I will relate my case study child to last stage as best I can. Piaget’s theory of cognitive development formal operations stage begins at about age eleven or twelve. They can think logically about abstract concepts, hypothetical ideas, and statements that contradict what they know to be true in the real world (McDevitt, Ormrod 2013, pg. 203,204). According to Piaget I believe John has surpassed this stage and continuing to advance in cognitive abilities. He has good control over his body; he has a concrete belief system, and has his own ideas about the way he believes things should be.
Vygotsky studied in an environment where children did activities only with the assistance of more competent individuals. He has key elements of his theory two of which are ZPD (zone of proximal development) and scaffolding is the guidance or structure provided by more competent individuals to help children perform in their ZPD (McDevitt, Ormrod 2013, pg. 219, 223). My last visit to John, he was in his truck playing. When I got out of my van he asked me to come to him. When I got there he asked me to look at his truck door because it would not close. When I started to look at it he immediately was watching everything I was doing. I knew immediately that he wanted to learn.
John’s mother stated he had always been right on target or a little ahead in his cognitive development. Based on Piaget and Vygotsky’s theory’s (McDevitt, Ormrod 2013, pg.219, 223) John will continue to be on target or ahead of the standard set forth.
Psychosocial
Based on Erik Erikson’s theory of psychosocial development John is in stage five, Identity versus Role confusion. In Erikson’s view, most adolescents eventually achieve a sense of identity regarding who they are and where their lives are headed (McDevitt, Ormrod 2013, pg419). John has a strong sense of who he is and what his likes and dislikes are. His mother states he is a perfectionist and gets upset easily if things do not go as he plans.
My first observation he had a girlfriend, the second they were broke-up, and the third they were back together again. He is a very joyful, playful, and honest young man that at my second visit I knew something was on his mind. After we got to talking I found out that he was broke-up with his girl-friend. He was visibly mentally and physically hurt, an amazing difference in personality. My final visit John and his girl-friend were together again. His demeanor was back to that of my first visit.
He is a well-rounded young man that has manners, is lively, loves to joke, loves his family, and loves life.
Recommendations
From my time with John and his family they are not perfect but, we all would be so fortunate to have such a loving family. This family is the type of people you want on your side, they all, would do anything for anyone. My recommendation is for this family to be held as an example for us all to aspire too.
Conclusion
My Child Case Study was an enjoyment and pleasure. The three domains of development have been successfully covered in this paper. I believe John continuing on his current path will be an ideal citizen. He is a great role model for other children and a bright young man.
Having a theory as a baseline to draw from allows educators and caretakers a source to look at and assess their classroom or other environment for targeted growth. If we have children that are behind in a development area we can identify them and get them the assistance they need to get caught up.
Applying these theories are not concrete rather a guide for identifying above or below the averages in these theories. Applying these theories is easy. They are useful tools in helping educators and caretakers ensuring for the best possible care for children.
References
McDevitt, T. M. & Ormrod, J. E. Child Development and Education, Pearson Education, Inc., Fifth edition, 419-421
Based on Erik Erikson’s theory of psychosocial development John is in stage five, Identity versus Role confusion. In Erikson’s view, most adolescents eventually achieve a sense of identity regarding who they are and where their lives are headed (McDevitt, Ormrod 2013, pg419). John has a strong sense of who he is and what his likes and dislikes are. His mother states he is a perfectionist and gets upset easily if things do not go as he plans.
My first observation he had a girlfriend, the second they were broke-up, and the third they were back together again. He is a very joyful, playful, and honest young man that at my second visit I knew something was on his mind. After we got to talking I found out that he was broke-up with his girl-friend. He was visibly mentally and physically hurt, an amazing difference in personality. My final visit John and his girl-friend were together again. His demeanor was back to that of my first visit.
He is a well-rounded young man that has manners, is lively, loves to joke, loves his family, and loves life.
Recommendations
From my time with John and his family they are not perfect but, we all would be so fortunate to have such a loving family. This family is the type of people you want on your side, they all, would do anything for anyone. My recommendation is for this family to be held as an example for us all to aspire too.
Conclusion
My Child Case Study was an enjoyment and pleasure. The three domains of development have been successfully covered in this paper. I believe John continuing on his current path will be an ideal citizen. He is a great role model for other children and a bright young man.
Having a theory as a baseline to draw from allows educators and caretakers a source to look at and assess their classroom or other environment for targeted growth. If we have children that are behind in a development area we can identify them and get them the assistance they need to get caught up.
Applying these theories are not concrete rather a guide for identifying above or below the averages in these theories. Applying these theories is easy. They are useful tools in helping educators and caretakers ensuring for the best possible care for children.
References
McDevitt, T. M. & Ormrod, J. E. Child Development and Education, Pearson Education, Inc., Fifth edition, 419-421
Outer Space
Mr. Ray’s 2nd grade Classroom is having a literacy night for his second grade class and the students’ family.
March 19, 6:00-8:00
A fun filled night for the whole family. Siblings are welcome.
Pizza will be dinner for the night after all the activities.
All activities will be set up in the gym and will be numbered per activity
Stations will be rotated every 15 minutes
Pizza after everyone has completed each station
Have fun!!!!
Station 1- Day and Night
Students cut and paste pictures and sort them into the following categories: objects seen at night, object seen during the day, and object seen both times. (materials provided)
Station 2- Pixar
Day and Night Pixar Short Activity: This activity includes a link to YouTube to view the Pixar Short "Day and Night." This video goes perfect with comparing the day and night sky. After showing this video, there is a printable activity for students to complete where they draw night sky objects in the "Night" character, and day sky objects in the "Day" character. They then write about what they saw. Students will be doing this activity on IPad.
Station 3-"MY OUTER SPACE BOOK"
The principle will read the book “My Outer Space Book”. Each page includes facts and allows students to write information or answer questions, and most pages include a space for students to illustrate. This comes with the choice of a full cover color, or a black and white coloring book style cover for students to color on their own. (copies provided)
Station 4- Write about the moon
"Pretend that you have landed on the moon! Describe what you see, what you hear, and what is going around you. Be sure to use descriptive words and voice in your writing. Grab your reader’s attention with an exciting opening sentence. Be creative!"
Station 5- Astronaut addition
Astronaut Addition: MISSION: MISSING NUMBER -- Help the Addition Astronaut’s complete “Mission Missing Number” and gets them to the moon! Match the fact card to the number missing in the addition sentence. A worksheet to record their answers is included! The worksheet can be taken home if wanted.
Station 6 – Alien Sort
ALIEN sort: Students sort aliens with odd or even numbers into two columns labeled "ODD" and "EVEN" in this fun cut and paste activity!
Standards:
MA.2.2 2000 – Computation
MA.2.2.2 2000
Add two whole numbers less than 100 with and without regrouping.
MA.2.2.3 2000
Subtract two whole numbers less than 100 without regrouping.
SCI.2.2 2010 - Earth and Space Science
SCI.2.2.7 2010
Investigate how the sun appears to move through the sky during the day by observing and drawing the length and direction of shadows.
SCI.2.2.8 2010
Investigate how the moon appears to move through the sky during the day by observing and drawing its location at different times.
SCI.2.2.9 2010
Investigate how the shape of the moon changes from day to day in a repeating cycle that lasts about a month.
Mr. Ray’s 2nd grade Classroom is having a literacy night for his second grade class and the students’ family.
March 19, 6:00-8:00
A fun filled night for the whole family. Siblings are welcome.
Pizza will be dinner for the night after all the activities.
All activities will be set up in the gym and will be numbered per activity
Stations will be rotated every 15 minutes
Pizza after everyone has completed each station
Have fun!!!!
Station 1- Day and Night
Students cut and paste pictures and sort them into the following categories: objects seen at night, object seen during the day, and object seen both times. (materials provided)
Station 2- Pixar
Day and Night Pixar Short Activity: This activity includes a link to YouTube to view the Pixar Short "Day and Night." This video goes perfect with comparing the day and night sky. After showing this video, there is a printable activity for students to complete where they draw night sky objects in the "Night" character, and day sky objects in the "Day" character. They then write about what they saw. Students will be doing this activity on IPad.
Station 3-"MY OUTER SPACE BOOK"
The principle will read the book “My Outer Space Book”. Each page includes facts and allows students to write information or answer questions, and most pages include a space for students to illustrate. This comes with the choice of a full cover color, or a black and white coloring book style cover for students to color on their own. (copies provided)
Station 4- Write about the moon
"Pretend that you have landed on the moon! Describe what you see, what you hear, and what is going around you. Be sure to use descriptive words and voice in your writing. Grab your reader’s attention with an exciting opening sentence. Be creative!"
Station 5- Astronaut addition
Astronaut Addition: MISSION: MISSING NUMBER -- Help the Addition Astronaut’s complete “Mission Missing Number” and gets them to the moon! Match the fact card to the number missing in the addition sentence. A worksheet to record their answers is included! The worksheet can be taken home if wanted.
Station 6 – Alien Sort
ALIEN sort: Students sort aliens with odd or even numbers into two columns labeled "ODD" and "EVEN" in this fun cut and paste activity!
Standards:
MA.2.2 2000 – Computation
MA.2.2.2 2000
Add two whole numbers less than 100 with and without regrouping.
MA.2.2.3 2000
Subtract two whole numbers less than 100 without regrouping.
SCI.2.2 2010 - Earth and Space Science
SCI.2.2.7 2010
Investigate how the sun appears to move through the sky during the day by observing and drawing the length and direction of shadows.
SCI.2.2.8 2010
Investigate how the moon appears to move through the sky during the day by observing and drawing its location at different times.
SCI.2.2.9 2010
Investigate how the shape of the moon changes from day to day in a repeating cycle that lasts about a month.