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Artifact for Standard Two: Knowledge of Human Development and Learning
Name of Artifact: Passing the Torch
Date: July 26, 2012
Course: Ed 502 Child Psychology
Rationale:
This class taught me how students develop mentally, emotionally, physically, and socially. I had to write a detailed letter to a new teacher explaining to the teacher what he or she may expect. I started the letter highlighting how students have short attention spans, and thus there is a limited window in which to get concepts, principles, and skills taught. When we can understand how our students attend, and to what extent they attend, we can subsequently design lessons that will hopefully keep their attention. The sustained attention is also termed focused attention or vigilance. I recall a classroom full of athletes who needed to pass the state’s SOL tests in order to graduate. When I told them that I was their coach and that we had to go over the plays, and practice everyday for two weeks, they seemed to feel better about the remediation. We were preparing for the big game, and when one of the team members was out of line, there was a flag on the play. They appreciated the metaphors, and were receptive to learning the complexities. The sports’ jargon was their schema, their point of reference. Knowing how students attend, and knowing schemas are methods that will enhance cognitive abilities in our students, I can, then provide learning opportunities that support their intellectual, social, and personal development.
Name of Artifact: Passing the Torch
Date: July 26, 2012
Course: Ed 502 Child Psychology
Rationale:
This class taught me how students develop mentally, emotionally, physically, and socially. I had to write a detailed letter to a new teacher explaining to the teacher what he or she may expect. I started the letter highlighting how students have short attention spans, and thus there is a limited window in which to get concepts, principles, and skills taught. When we can understand how our students attend, and to what extent they attend, we can subsequently design lessons that will hopefully keep their attention. The sustained attention is also termed focused attention or vigilance. I recall a classroom full of athletes who needed to pass the state’s SOL tests in order to graduate. When I told them that I was their coach and that we had to go over the plays, and practice everyday for two weeks, they seemed to feel better about the remediation. We were preparing for the big game, and when one of the team members was out of line, there was a flag on the play. They appreciated the metaphors, and were receptive to learning the complexities. The sports’ jargon was their schema, their point of reference. Knowing how students attend, and knowing schemas are methods that will enhance cognitive abilities in our students, I can, then provide learning opportunities that support their intellectual, social, and personal development.