Teaching Students at Different Ages and Developmental Levels Paper

Written analysis (3-5 pages) on teaching effectively across different ages and developmental levels, including an assessment of teaching strategies applied in your own educational setting.
Step 1. Choose a Teaching Model
Choose a particular teaching model to apply related to one of the specific families of educational psychology. In the resources, you are provided with background information associated with each of these models for you to consider.
Social.
Teaching Model: Collaborative/Cooperative.
Information Processing.
Teaching Model: Inquiry-Based Learning Model.
Personal.
Teaching Model: Non-Directive Teaching Model.
Behavioral Systems.
Teaching Model: Direct Instruction Model.
Constructivism.
Problem-Based or Project-Based Learning.
Step 2. Write a 3–5 page paper discussing both research and practical application of theory as it relates to your current school/teaching environment. Do the following:
Analyze your current teaching/school environment.
Reflect on the developmental practices that are evident when teachers are working with different age groups, integrating research and theories into your analysis of current practices being employed.
Evaluate whether the current practices in your educational setting are in line or not aligned with research and theory.
RESOURCES
Sousa, D. A. (2017). How the brain learns (5th ed.). Thousand Oaks, CA: Corwin. Available from the bookstore.
Introduction and Chapter 1, “Basic Brain Facts,” pages 1–41. You might consider completing the following self-assessments for self-reflection:
What Do You Already Know?
How Brain-Compatible Is My Teaching/School/District?
Preferences survey in the Practitioner’s Corner section. Consider how your own preferences influence your teaching practice.
Chapter 3, “Memory, Retention, and Learning,” pages 86-134.
Chapter 5, “Brain Organization and Learning,” pages 187-241
Wolfe, P. (2010). ‹Brain matters: Translating research into classroom practice. Alexandria, VA: ASCD.
Chapter 1, “Opening the Black Box of the Brain,” pages 3–15
TEDx Talks. (2015, December 14). Lara Boyd: After watching this, your brain will not be the same [Video] | Transcript. Retrieved from
Texas Instruments. (2012, July 6). Texas Instruments – 2012 T3 International Conference keynote presentation [Video] | Transcript. Retrieved from
Dr. Sousa is the author of the How the Brain Learns text. He has spent years researching how the brain learns. In this keynote address he discusses many of the topics that will be discussed in the 5th edition of his book. The video provides a nice background to start from.
View the following media piece to see a timeline overview of key theorists who still influence much of teaching practice today. Use this overview of theorists to help identify those you are familiar with as well as those you might want to examine further.
100 Years of Learning Theory.
The following address key considerations for working with students across different ages and stages of development.
Learning-Theories.com. (n.d.). Erikson’s stages of development. Retrieved from https://www.learning-theories.com/eriksons-stages-“¦
California Department of Education. (2000). Ages and stages of development. Retrieved from http://www.cde.ca.gov/sp/cd/re/caqdevelopment.asp
The following articles and sites provide helpful summaries of early learning theorists whose work is still influential.
Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 26(2), 43–71.
Barnett, A. (2015, October 14). Behaviorism: Part 2 [Video] | Transcript. Retrieved from
The following resources include reference to cognitive theorists, as well as others. Cognitivism in educational technology can be found in online games and reinforcement activities, such as sorting games, puzzles, and flashcards. These games will often present prior knowledge in a different method, thus creating a need to adapt and learn the new information in order to continue to develop understanding.
Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 26(2), 43–71.
Flippen, C. H. (2014). Educational technology and learning theories: Cognitivism. Retrieved from http://edtechtheory.weebly.com/cognitivism.html
As you consider the learning-through-doing approach of constructivism, what are the benefits and constraints of teaching in a learning-by-doing framework? How do the constructivist philosophy and brain-based learning theory overlap?
For an overview of this theory, view the Introduction to Constructivism | Transcript media piece.
The following video provides an inspiring student perspective on constructivism in action.
TEDx Talks. (2013, February 12)