August 24, 2023

How you can incorporate learning theories, including major concepts and key principles into your future teaching practice.

It is important for educators to know and identify milestones of the stages of child and adolescent development to implement appropriate strategies that meet the cognitive, linguistic, social-emotional, and physical needs of all students. This information is needed to identify the major concepts, principles, and learning theories related to the stages of development. This information will help in determining effective teaching practices, based on learning theories and research on child and adolescent development.

Part 1: Characteristics and Milestones

Utilizing the topic Resources and your own research, complete Part 1 of the “Stages of Child and Adolescent Development” template by identifying the characteristics and milestones of each developmental area (cognitive, linguistic, social-emotional, and physical) for each grade band.

Part 2: Learning Theories

Complete Part 2 of the “Stages of Child and Adolescent Development” template by identifying at least one learning theory for each developmental area and explaining how it supports the area. Discuss key concepts and major principles that support each learning theory identified.

Part 3: Reflection

Write a 250 word reflection examining instructional strategies across developmental domains. Include the following in your reflection:

How you can incorporate learning theories, including major concepts and key principles into your future teaching practice. Include in your discussion the differences between at least two of the grade bands and how this will affect your teaching at those levels.

How does understanding the unique aspects of development guide you to engage and meet the academic abilities of students with various abilities and exceptionalities (e.g., learning disabilities, ELLs, cultural factors, gifted/talented, and early finishers)?

Choose the grade band in which you are most interested in teaching and provide one instructional strategy for each of the developmental areas you could use to support students and their individual needs in the classroom.

Support your assignment with 2-3 scholarly resources.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.https://www.understood.org/en/articles/developmental-milestones-for-grade-schoolershttps://www.stanfordchildrens.org/en/topic/default?id=the-growing-child-school-age-6-to-12-years-90-P02278

Book: Psychology of Learning for Instruction By: Marcy P. Driscoll (Chapters 4 & 5)

Requirements: 250

Stages of Child and Adolescent Development Part 1: Characteristics and Milestones Identify the characteristics and milestones of each developmental area for each grade band. Part 2: Learning Theories, Principles, and Concepts Identify and explain a learning theory that supports each developmental area. In addition, describe key concepts and major principles that support each learning theory identified. Developmental AreasGrades K-1Grades 2-3Grades 4-5Grades 6-8Cognitive LinguisticSocial-EmotionalPhysicalDevelopmental AreasLearning TheoryConcepts and Principles© 2023. Grand Canyon University. All Rights Reserved.

Stages of Child and Adolescent Development

Part 1: Characteristics and Milestones

Identify the characteristics and milestones of each developmental area for each grade band.

Part 2: Learning Theories, Principles, and Concepts

Identify and explain a learning theory that supports each developmental area. In addition, describe key concepts and major principles that support each learning theory identified.

Part 3: Reflection

References

Reflection on How Students Learn – RubricRubric CriteriaTotal110 pointsCriterion1. No Submission2. Insufficient3. Approaching4. Acceptable5. TargetHow Students LearnHow Students Learn0 pointsNot addressed.15.18 pointsDescription of how studentslearn in various modalities isinsufficient. Principles andtheories related to thedevelopment and acquisition ofknowledge are flawed.16.28 pointsDescription of how studentslearn in various modalities islacking detail. Principles andtheories related to thedevelopment and acquisition ofknowledge are somewhatinaccurate.19.14 pointsDescription of how studentslearn in various modalities isdetailed. Principles and theoriesrelated to the development andacquisition of knowledge areaccurate.22 pointsDescription of how studentslearn in various modalities is in-depth. Principles and theoriesrelated to the development andacquisition of knowledge areadvanced.Classroom CollaborationClassroom Collaboration0 pointsNot addressed.11.39 pointsStrategies to teach collaborationin the classroom environmentare poor. The technology toolineffectively supportscollaboration and expandsstudentsÕ authentic, real-worldexperiences by helping themengage virtually with otherslocally and globally.12.21 pointsStrategies to teach collaborationin the classroom environmentare shallow. The technology toolvaguely supports collaborationand expands studentsÕauthentic, real-worldexperiences by helping themengage virtually with otherslocally and globally.14.36 pointsStrategies to teach collaborationin the classroom environmentare sound. The technology tooleffectively supportscollaboration and expandsstudentsÕ authentic, real-worldexperiences by helping themengage virtually with otherslocally and globally.16.5 pointsStrategies to teach collaborationin the classroom environmentare novel. The technology toolskillfully supports collaborationand expands studentsÕauthentic, real-worldexperiences by helping themengage virtually with otherslocally and globally.Monitoring Work and Self-ReflectionMonitoring Work and Self-Reflection0 pointsNot addressed.11.39 pointsStrategies for encouragingstudents to monitor their workand engage in self-reflection in away that also promotesmotivation are inappropriate.12.21 pointsStrategies for encouragingstudents to monitor their workand engage in self-reflection in away that also promotesmotivation are overly simplistic.14.36 pointsStrategies for encouragingstudents to monitor their workand engage in self-reflection in away that also promotesmotivation are appropriate.16.5 pointsStrategies for encouragingstudents to monitor their workand engage in self-reflection in away that also promotesmotivation are ideal.Teaching StylesTeaching Styles0 pointsNot addressed.7.59 pointsDescription of different teachingstyles, how the styles aredemonstrated, and the type ofclassroom environment theycreate is inadequate.8.14 pointsDescription of different teachingstyles, how the styles aredemonstrated, and the type ofclassroom environment theycreate is underdeveloped.9.57 pointsDescription of different teachingstyles, how the styles aredemonstrated, and the type ofclassroom environment theycreate is complete.11 pointsDescription of different teachingstyles, how the styles aredemonstrated, and the type ofclassroom environment theycreate is exceptional.Supporting Various LearningPreferencesSupporting Various LearningPreferences0 pointsNot addressed.7.59 pointsDescription of how teachingpractices will support variouslearning preferences of studentsis unfitting and unrelated toresearch-based learningtheories.8.14 pointsDescription of how teachingpractices will support variouslearning preferences of studentsis artificial and minimally basedon researched learning theories.9.57 pointsDescription of how teachingpractices will support variouslearning preferences of studentsis noteworthy and reasonablybased on researched learningtheories.11 pointsDescription of how teachingpractices will support variouslearning preferences of studentsis superior and proficientlybased on researched learningtheories.Supporting All StudentsÕLearningSupporting All StudentsÕLearning0 pointsNot addressed.7.59 pointsWays a teacher can ensure allstudents are learning whenthere are diverse needs in theclassroom are unconvincing.8.14 pointsWays a teacher can ensure allstudents are learning whenthere are diverse needs in theclassroom are ambiguous.9.57 pointsWays a teacher can ensure allstudents are learning whenthere are diverse needs in theclassroom are credible.11 pointsWays a teacher can ensure allstudents are learning whenthere are diverse needs in theclassroom are meaningful.OrganizationOrganization0 pointsNot addressed.7.59 pointsAn attempt is made to organizethe content, but the sequence isindiscernible. The ideaspresented arecompartmentalized and may notrelate to each other.8.14 pointsThe content is not wellorganized even though itprovides the audience with asense of the main idea.9.57 pointsThe content is logicallyorganized. The ideas presentedrelate to each other. The contentprovides the audience with aclear sense of the main idea.11 pointsThe content is well-organizedand logical. There is a sequentialprogression of ideas that relateto each other. The content ispresented as a cohesive unitand provides the audience witha clear sense of the main idea.Supporting Research andDocumentation of SourcesUses appropriate designatedstyle and formatting todocument sources in citationsand references.0 pointsNot addressed.3.8 pointsSupporting research isineffective. Documentation ofsources is inconsistent orincorrect, as appropriate toassignment and style, withnumerous formatting errors.4.07 pointsSupporting research is minimaland somewhat inaccurate.Sources are documented, asappropriate to assignment andstyle, although several minorformatting errors are present.4.79 pointsSupporting research is credibleand relevant. Sources aredocumented, as appropriate toassignment and style, andformat is mostly correct.5.5 pointsSupporting research iscompelling and thorough.Sources are completely andcorrectly documented, asappropriate to assignment andstyle, and format is free of error.Mechanics of WritingIncludes spelling, capitalization,punctuation, grammar, languageuse, sentence structure, etc.0 pointsNot addressed.3.8 pointsErrors in grammar or syntax arepervasive and impede meaning.Incorrect language choice orsentence structure errors arefound throughout.4.07 pointsFrequent and repetitivemechanical errors are present.Inconsistencies in languagechoice or sentence structure arerecurrent.4.79 pointsFew mechanical errors arepresent. Suitable languagechoice and sentence structureare used.5.5 pointsNo mechanical errors arepresent. Skilled control oflanguage choice and sentencestructure are used throughout.LISTGRIDPRINT TO PDF

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How you can incorporate learning theories, including major concepts and key principles into your future teaching practice.

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