Developmental Standards By: Somer Bainbridge For 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.

Content Piaget'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

Content Vygotsky'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

Content Information 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

Content Gardner'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

Content Personality 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

Content Bronfenbrenner'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) 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 (3 rd ed.). New York: Elsevier. Steinberg, R.J. (2012). Cognitive psychology (6 th 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 (3 rd ed.). New York: Wiley