1. What negative experiences in each of the sub-periods of early adolescence, middle adolescence, and emerging adulthood could affect the learning development of students in secondary classrooms? 2. Choose one of the developmental theories (i.e., biological, psychoanalytical, cognitive, or social learning) and describe how it might be used to influence the planning and delivery of lesson instruction.
Each Question requires 100 words and 1 resource EACH
1. What negative experiences in each of the sub-periods of early adolescence, middle adolescence, and emerging adulthood could affect the learning development of students in secondary classrooms?
2. Choose one of the developmental theories (i.e., biological, psychoanalytical, cognitive, or social learning) and describe how it might be used to influence the planning and delivery of lesson instruction.
3. Many students face adverse childhood experiences (ACEs), resulting in social, emotional, or cognitive impairments. Select one ACE and explain the behavioral and cognitive repercussions that might appear as a result in your classroom. Offer an example, and how to support and guide students with compassion and care.
4. What tools are available for secondary teachers to help engage students? Discuss how you might facilitate student learning in your classroom using technology. Share 2-3 technological tools you would use and why.
5. Explain the concept of pubertal timing, its effect on adolescent development and on classroom behaviors/interactions.
6. Due to frequent usage of social media, many students are exposed to an abundance of information. Occasionally, social media has the potential to cause harm to students due to unwanted or unwarranted exchanges of information or images. Imagine you are beginning your class, and you hear students having side conversations about a student on campus and something that has been shared on social media regarding this student. You can sense the conversation is not appropriate, and you do not want your students to be engaged in or sharing information about another student that could potentially cause harm. Using the College of Education’s Professional Dispositions, select two Professional Dispositions you would use to mitigate the conversation and to also re-focus students on their learning. To support your answer, consider identifying one or two specific virtues or scriptures within the Christian Worldview that could also help guide you through your response.
7. Discuss either the strengths or critiques of Piaget’s stages of cognitive development theory. How might classroom learning for adolescents be affected, according to Piaget’s theory? Do you agree? Why or why not? Are there other theorists that you feel more strongly towards regarding the theories of adolescence?
8. Adolescents process information and make decisions differently than in other developmental periods during the lifespan. Explain how and why this is the case. Provide specific examples.
9. How can the teacher support or guide adolescent students in restoring hope and concern for the common good within their community? Provide examples of how that work would promote student learning and well-being.
10. What are some of the effects that trauma can have on adolescent development (emotionally, socially, and cognitively)? Identify a trauma that an adolescent might face (bullying, death, divorce, anxiety, etc.) and then explain the effects of this trauma on how adolescents develop emotionally, socially, and cognitively.
11. How can technology motivate learning, support student success, and spark innovation, effective communication, and research? Identify 2-3 digital tools that effectively support student learning. Rationalize your choices.
12. As an educator, you will encounter students who do not want to be in school and do not want your help. How will you reach these students? Describe 2-3 practices or interventions that will help in creating a positive classroom environment and motivate this type of student.
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