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Sunday, March 20, 2011

Chapter 8 in Learning and Cognition - Developmental Theories

The chapter also discusses how to create developmentally appropriate instruction. However, I was struck with the multitude of factors educators should examine for this instruction and how it varies greatly from student to student. For example, we are to look at their transitioning behaviors, bodily changes, financial background, the developmental stages students are in, how they process information and much more. I have used several techniques in the Table 8.6 (pg 348 - “developmentally appropriate instructional practices”) and I have always taken the time to get to know my students but I wonder how other teachers get to know their students and learn about their students in order to help them develop?  

5 comments:

  1. At the beginning of every year, I have my students fill out an info. card. Their name, nickname, hobbies and favorite artists are some of the sections. This method works well, at least, in making the student feel comfortable in class..as far as using nicknames and such. I agree that there were a significant amount of factors listed in the book, one I was very much struck with was the SES factor. I witness the effects of this factor everyday in my students, but reading it in black and white, really made it concrete for me. I agree that we, as teachers, should take these factors into consideration, but I also feel that as a collective whole(Administration, counselors, teachers)we might be able to adress some of these factors more effectively.

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  2. I also use an information card as well as the documentation provided by the central office. However, I have found that the most effective method is to LISTEN. Students will reveal clues about their cognitive stage and what will work for them through their casual interaction with others. I still have those "AHA" moments when I hear a student say something tht lets me know what I need to do to help make them more successful.

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  3. As instructors we need to learn how to communicate with students from day 1 and make them as comfortable so they can be at ease with themselves and their surroundings. This translates to a student who is eager to learn.This concept will work on transfer students or new students coming in from another area.

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  4. At the beginning of the semester I also have an information page that gives me a little background on each student. It includes what their goals are for the semester, what they hope to learn and how they are going to keep motivated. They can also share their family and/or where they work. This helps me to identify early on those students that may need a little more help or guidance. Since I teach at the college level and a Program I have the students for 2 years it always me to have many one to one meetings throughout the semester with each student.

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  5. At the beginning of the year, I ask the students to tell me about themselves, and ask what their goals are for the year. This helps me to see where they are at emotionally and goal wise. For economic and educational background before the start of school I go through each of my students cumulative folder for family information, and prior grades for testing and previous work. This helps to gain a better picture of each student in my room.

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