Module 9
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School
Touro College *
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Course
201
Subject
Communications
Date
Jan 9, 2024
Type
Pages
2
Uploaded by SargentDuckPerson704
1.
According to the texts, what conditions are most vital and what strategies are
most important to support elementary students in becoming life-long learners?
According to Berk (2005),
cognitive self-regulation
is an important condition to support
elementary students in becoming life-long learners. Cognitive self-regulation is the
process of continuously monitoring progress toward a learning goal, checking outcomes,
and redirecting unsuccessful efforts. Teachers and parents are able to help foster
self-regulation by emphasizing its value, pointing out the special demands of tasks, and
encouraging the use of strategies. It’s more helpful to provide children rationale by telling
not just what to do, but why (Berk pp. 438, 2005). A child’s confidence in their own
abilities are a result of succeeding at challenging tasks, due to acquiring effective
self-regulatory skills.
2.
From your experience, how do the ages of elementary students affect appropriate
lesson design and delivery?
Children of different ages have different social, emotional, and physical needs. An
experienced younger student generally brings a particular energy, enthusiasm, and
sense of wonder to the classroom which is great but can be a hindrance to the
progression of the lesson plan if not channeled properly. Young children should have a
specific direction of concrete goals to accomplish for the day with room for expansion
and explanation of certain concepts within our time constraints.
Wilson (2011) stated, “If you think of fifth graders’ common characteristics as assets, not
liabilities, you can use them to help students capitalize on their strengths.” and this
couldn’t be more true for many age groups. As teachers we often state how talking is
one of the biggest barriers to go through when teaching a class, and Wilson’s quote is
something that needs to be prominent in a lot of teacher’s minds.
3.
“How does it end?” is a popular game. An adult reads or tells a child a story that
he or she has never heard, but stops before getting to the end and asks the child
to come up with the ending. Which cognitive abilities and skills might this game
help a child to develop?
This game might help a child to develop their creativity skills. Creativity itself is a natural
part of being human, and exists in all people at different levels and various styles.
Children are often viewed as naturally strong in imagination (Isaksen et al., 2010, p. 5).
Creative products or outcomes come in a variety of sizes and shapes and from many
different contexts.
4.
What questions did these texts raise for you in light of your own experience with
students/children? What critical questions about this/these theories do these
observations raise for you? Remember you can also google for critical questions
of theories if you cite your source!
How do young children tell the difference between imagination and the truth?
How much of what adults say can young children comprehend at different stages of
development?
References
Berk, L. (2005). Infants and Children: Prenatal Through Middle Childhood. NJ: Pearson, pp.
432-434, pp. 437-438, pp. 472-473, p. 479
Isaksen, S. G., Dorval, K. B., & Treffinger, D. J. (2010).
Creative approaches to problem solving:
A framework for innovation and change
. Sage Publications.
Ch. 1
Wilson, M. B. (2011). What every fifth grade teacher needs to know about setting up and
running a classroom. Northeast Foundation for Children, Inc. (Knowing Fifth Graders)
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