1. Culturally Responsive Classroom Human Growth and Development Human Growth and Development Theories and Practice Theories and Practice Marie Dove EDU 515 Dr. Smith December 9, 2009

2. Case Study One: Su’s Human Growth and Development

3. The Montessori method is student-directed and teacher observed. teacher observed. The students are allowed to work at their own The students are allowed to work at their own pace and decide what they want to learn and pace and decide what they want to learn and when to move to another subject. when to move to another subject. There are many hands-on materials, and There are many hands-on materials, and students use all their senses throughout the students use all their senses throughout the day’s activities. day’s activities. While it appears that there was a great While it appears that there was a great opportunity for classroom chaos, students opportunity for classroom chaos, students actually assumed a share of responsibility to actually assumed a share of responsibility to maintain a learning environment. maintain a learning environment. They are also taught manners and other social They are also taught manners and other social skills. skills. Montessori Method

4. Multiple Intelligence Howard Gardner Su shows balance in... n Linguistic Skills n Logical (mathematical) n Body-kinesthetic n Interpersonal n Intrapersonal Skills

5. Demonstrates physical skills necessary for ordinary indoor and outdoor games Demonstrates physical skills necessary for ordinary indoor and outdoor games Gets along well with other students Gets along well with other students Has developed values Has developed values Achieves beyond academic norms Achieves beyond academic norms Has a healthy attitude of her own self development Has a healthy attitude of her own self development Havighurst Middle Childhood Development Checklist

6. First Step of Piaget’s and Kohlberg’s Developmental Sta First Step of Piaget’s and Kohlberg’s Developmental Stag es Assumes that powerful authorities establish a set of rules She unquestioningly obeys the rules She unquestioningly obeys the rules Ties disobedience with punishment Ties disobedience with punishment Aware of who has veered from the rules - “a tattle-tale” Aware of who has veered from the rules - “a tattle-tale”

7. Case Study Two

8. Mrs. Sanford’s Third Grade Class Mrs. Sanford’s teaching methods reflected the thoughts and theories of Piaget, Vygotsky and other constructivism constructivism theorists.

9. While Mrs. Sanford quickly reviewed before each lesson, she is assessing prior knowledge. While Mrs. Sanford quickly reviewed before each lesson, she is assessing prior knowledge. During her instruction time she would inspire students to make text-to-self, text-to-book, and text-to-world comparisons. During her instruction time she would inspire students to make text-to-self, text-to-book, and text-to-world comparisons. Obviously, this process had been scaffold because students volunteer the comparisons before Mrs. Sanford had to ask.

10. She displayed many compare/contrast charts, concept webs, and word boards. She displayed many compare/contrast charts, concept webs, and word boards. The curriculum was presented in a spiraling method (supported by Bruner,) where subjects continually build upon each other. Mrs. Sanford chose biographies and other reading materials that interested all students.

11. REFERENCES Bybee, R.W. & Sund, R.B. (1982). Piaget for Educators (2nd Ed). Columbus, OH: Charles Merrill. Gay, G. (1977). Curriculum for multicultural education. In F. H. Klassen & D. M. Gollnick (Eds.), Pluralism and the American teacher: Issues and case studies (pp. 31-62). Washington, DC: American Association of Colleges for Teacher Education. Piaget, J. (1929). The Child's Conception of the World. NY: Harcourt, Brace Jovanovich. Smith, M.K. (2002). 'Jerome S. Bruner and the process of education', the encyclopedia of informal education http://www.infed.org/thinkers/bruner.htm. http://www.infed.org/thinkers/bruner.htm Vygotsky, L.S. (1978). Mind and society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Wadsworth, B. (1978). Piaget for the Classroom Teacher. NY: Longman.

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