AED 200 Week 5 Appendix B - Educational Philosophies Use the Educational Philosophies Table in Appendix B. Classify each philosophy as either student-centered or teacher-centered and describe the characteristics of each philosophy. Compare the behaviorist and constructivist learning theories. In what situations do you think either theory will be more effective in the classroom? Why? AED 200 Week 6 Assignment - Classroom Management Paper View the “Classroom Management” video clip from Chapter 11 on the textbook companion website
The typical first step of Tier Three is to give the student a Functional Behavior Assessment (FBA). (Horner et al, 2010; Fairbanks et al, 2007; Rodriguez, 2010; Sayeski & Brown, 2011) The FBA requires school personnel, other than the teacher, to conduct observations, do interviews of student, teacher, parents, etc, and use other assessment tools available for behavior. Once the FBA is done, it is used to create an intervention plan that is child specific. (Fairbanks et al, 2007). It is at this point that a child is usually referred to the Special Education department and an Individual Education Program is developed for the child.
A study of computer-assisted learning examined the learning of “Blissymbols" by children. Blissymbols are pictographs (think of Egyptian hieroglyphs) that are sometimes used to help learning-impaired children communicate. The researcher designed two computer lessons that taught the same content using the same examples. One lesson required the children to interact with the material, while in the other the children controlled only the pace of the lesson. Call these two styles “Active” and “Passive.” Children were assigned at random to Active and Passive groups.
Teacher’s opinions on the use of Social Studies classroom in Social Studies Education. Educational Sciences: Theory and Practices, 12, 2, 1015-1021. Miso, Thomas., & Patterson, Nancy., & Dopen, Frans. Policy in the way of practice: how assessment legislation is affecting social studies curriculum and instruction. Journal of Education Policy and Leadership, 6, 107, 1-13.
Discuss Lev Vygotsky’s concept known as scaffolding and how can you or when can you utilize it in a Preschooler classroom? Lev Vygotsky theorized that children learn not just by interacting with objects, but also with adults and more-experienced peers. These adults and peers extend children’s learning through conversations that use what the children already know to introduce new information – a concept know as scaffolding. Scaffolding can be used any time you are observing the children in the classroom and should be individualized based on each child’s skills, abilities, interests, and needs. 2.
The article reviews a study of when a teacher should intervene in the conflict that arises between preschoolers. The question of whether conflict resolution occurs naturally through a preschooler’s interaction with other children is discussed in this article. The study discusses if the teacher intervention should be after physical aggression or verbal aggression (Roseth, Pellegrini, Dupuis, Bohn, Hickey, Hilk, and Peshkam, 2008). First element Contact is the first element in conflict resolution and peacemaking. Staying in proximity with the individual or individuals in the conflict may have either negative repercussions or may have a positive influence such as friendships forming.
Jean Piaget focused his research on studying children and observing their thought processes. With the use of observations, dialogues and small-scale experiments, Piaget argued that to achieve reason and logic children experienced stages of ‘intellectual development’ (Smith, Cowie & Blades, 2003, p.514). According to Passer, M., Smith, R., Holt, N., Bremner, A., Sutherland, E., & Vliek, M. (2009) the four stages of cognitive growth that Piaget founded were the sensorimotor stage (from birth to two years of age), the pre-operational stage (ages 2 to 7), the concrete operational stage (ages 7 to 12) and finally the formal operational stage (ages 12 onwards). In the first stage infants “understand the world through sensory and motor experiences” and learn of object permanence. Object permanence is
5. Identify and define child development principles, theories, and stages. 6. Apply a systems framework to examine the dynamics of the biophysical, affective, social, psychological, cultural, and cognitive domains of child development. Program Competencies Addressed in this Course: The following competencies are addressed in this course: * It is expected that this course will contribute to student competence to analyze and critique the range of social structures and systems such as health, legal, and economic that affect family
Whether to work with disadvantaged children who help preschoolers get ready for school, they all want to help children on their own way and have a specific desire to that discourse community. In conclusion, as you can see here teachers have a unique discourse community of their own. Discourse communities can be unique to the individual or be as broad a being a citizen of the United States. The idea is that the members of the discourse community share interest, values, and language specific to that group. Being a teacher, you share many interests, values, certain language, specific child developmental language and purpose for doing the work they
Parental Involvement in a Student’s Education | Reaction Paper February 27, 2011 | Introduction In the school district that I work in parental involvement is so insignificant. This one particular class that I push into is a 4th grade class. This class of about 22 students has many students who don’t read at their grade level. Maybe 5 read on a 4th grade level. The other 10 on a 3rd grade level and the rest on a 2nd grade level.