Reflecting on Classroom Practice
39302COMPETENCIES
2047.2.4 : Reflecting on Classroom Practice
The graduate evaluates classroom practices to determine how theories of child and adolescent psychology, learning, and development are applied in the classroom environment.
INTRODUCTION
Western Governors University employs a three-step developmental framework to support you through your preclinical and clinical experiences. This framework also helps to ensure you exit the program confident in your ability to meet the needs of your future students and school system. This assessment falls under step one of the three-step framework.
In this task and others in this program, you will use Gibbs’s reflective cycle (Gibbs, 1988) as a framework to respond to observations and experiences. Gibbs’s reflective cycle encourages you to think systematically about the phases of an experience or activity, first by describing the experience, then addressing how it made you feel, next by evaluating and analyzing the experience, then drawing a conclusion, and finally by considering how this experience will apply to your future practice.
In this task, you will complete video observations and related reflections focusing on elements of educational psychology and human development in classroom settings.
REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).
Note: Choose videos from the list in Supporting Documents.
A. Watch a video listed in the elementary list and do the following:
1. Describe one example of a teacher applying Piaget’s or Vygotsky’s cognitive development theories.
2. Explain why the example in A1 is an application of Piaget’s or Vygotsky’s cognitive development theories.
B. Watch a video listed in the middle school list and do the following:
1. Describe one learning barrier.
2. Describe one example of a teacher addressing the learning barrier in B1.
C. Watch a video listed in the high school list and do the following:
1. Describe one example of a teacher applying Bloom’s Taxonomy.
2. Explain why the example in C1 is an application of Bloom’s Taxonomy.
D. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
E. Demonstrate professional communication in the content and presentation of your submission.
File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
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