Lifespan Perspective Julieta Renton PSY/375 April 01, 2013 Heather Harrison Life-span Perspective A person’s life-span is from the moment of conception through his or her death. In the field of psychology, life-span development is the various stages that an individual passes through as he or she develops. The perspective of life-span development includes understanding the changes that occur in human development. Freud and Piaget offered different theories concerning life-span development. Freud’s theory is a basis of id, ego, and superego, whereas Piaget’s theory offers an explanation of human development as being cognitive and occurring over a person’s lifetime.
ACADEMIC WRITING: REPORT 4.1 Overview 4.2 Reactions 4.3 Transferring 5. CONCLUSION REFERENCE LIST APPENDICES EXECUTIVE SUMMARY This report is a self- reflection about the Continuing Development Studies module. It aims to demonstrate the student’s understanding of the conventions of a “classical” report writing and provide an opportunity to reflect on the extent to which this process developed the student’s readiness to undertake. The findings reveal that, through this module, students are able to be aware of the transferability of select aspects of “Good Scholarship” beyond the academic world, increase their techniques, and improve their techniques associated to a scholarly study. 1.
Lifespan development is a process beginning at conception that continues until death. The progression begins with the fetus. As the unborn child enters the world the environment in which the child is brought into has a huge influence on the child’s development (WGBH Educational Foundation, 2001). Lifespan development can be defined as a methodical, intra-individual change associated with progressions corresponding to age. The development progresses in a manner showing the level of functioning.
INTRODUCTION Interdisciplinary teaching has been defined as a method or set of methods used for teaching a unit across different curricular disciplines (Wikipedia, 2010). It involves a conscious effort to apply knowledge, principles and/or values to more than one academic discipline simultaneously. The disciplines may be related through a central theme, issue, problem, process or topic of experience (Jacobs, 1989). The organisational structure of interdisciplinary teaching is called a theme, thematic unit or simply unit, which is a framework of goals/outcomes that specify what students are expected to learn as a result of the experiences and lessons that are a part of the unit. Interdisciplinary Approach to Teaching Interdisciplinary teaching is often seen as a way to address some of the recurring problems in education such as fragmentation and isolated skill instruction.
It follows that “challenge-based learning experiences” are being included already in bachelor and master-level education. Challenge-based learning is also addressed on the program level, where it is argued that a program that addresses grand challenges should include research experience, have an integrated curriculum, train entrepreneurship, provide a global dimension and offer service learning. According to Apple Inc. 2010, challenge-based learning mirrors the 21st century place so the teacher’s task is to work with students to take multidisciplinary standard-based content, connect it to what is happening in the world today, and translate it into an experience in which students make a difference in their community. People need to begin to educate themselves on information management skills such as producing, collecting, evaluating, searching and presenting data by creating information systems and on how to spread information effectively both in and outside of organizations. Student work in collaborative groups and use technology to tackle real-world issues in the context of their school, family, or local
Assume that all trainees have college degrees but need KSAs in all other areas listed in the Qualifications section. The training objectives of the CSS training program are to develop supervisory skills, computing skills required for word processing, and spreadsheet applications. In addition, there would be the training objective of teaching the candidates the ability to read, write and interpret instructions. The training objectives will be to teach communication skills, problem-solving abilities, and conflict management skills. The training objective will be to make the participants familiar with knowledge and understanding of university.
Critical thinkers need to have the ability to classify and identify groups, compare and contrast. They are required to be able to explain concepts, evaluate and most importantly be able to problem solve. Creative thinking is expansive, open-ended invention, open to new approaches and the discovery of possibilities. Students are able to brainstorm, question, imagine, and be entertaining and creative. Communicating is the process of sharing thoughts, questioning ideas and sharing solutions.
CREATIVITY Yes, creativity skills can be developed, by learning and applying creative thinking processes. Researchers' findings have produced proof that creativity can be developed. It is especially in the classroom where specific different methods and techniques are used that creative thinking can flourish. For example, following an instructional plan that encourages creativity can help both right‐brain people as well as left‐brain people to develop their creativity. TEACHERS ROLE IN DEVELOPING CREATIVITY In order to develop learners creativity , teachers have to understand the concept of teaching for creativity .
Development of Student Skills in Reflective Writing Terry King University of Portsmouth, United Kingdom Abstract: Due to the increasing importance of critical reflection as part of the key skills agenda in higher education in the UK, staff and students need to develop an awareness of the stages of reflection and how these may be employed to develop better quality reflective writing and more controlled and informed assessment of that writing if required. This paper considers the role of reflection in the learning process and its link to deep learning in taxonomies of learning objectives. A simplified model of the stages of reflection is used as the basis for two workshops where staff and students are encouraged to consider the importance of reflection, the development of reflection from the most simple observations to higher levels, where issues and problems may be resolved, and then evaluate pieces of reflective writing for quality. An analysis of the initial results of student work after these workshops shows that the key factors in improving the quality of student reflection are time to reflect, reinforcement of the process and stages of reflection, an institutional culture of reflection and assessment. In conclusion, the paper discusses a future student-centred initiative and considers how the development of a culture of critical reflection depends not just on awareness but also has curriculum and resource implications.
This essay will discuss my perception of the role of a teacher in the lifelong learning sector. It will cover a teacher’s roles, responsibilities and boundaries. It will also evaluate different methods of assessment and discuss approaches to embedding inclusive learning and teaching into learning activities. I have broken the essay down into several headings: Roles, responsibilities and boundaries Teaching and learning methods Assessment methods Equality, Diversity and Inclusion Functional skills in the lifelong learning sector. Background For background information, I am studying teaching in order that I can have an understanding of how my students are learning, and some experience of teaching, so that when I come to assess them for their NVQs I appreciate how they got to the point of submitting their workbooks to me.