success-plan-first-objective

Studocu is not sponsored or endorsed by any college or university Success Plan - First Objective Educational Psychology and Development of Children Adolescents (Western Governors University) Studocu is not sponsored or endorsed by any college or university Success Plan - First Objective Educational Psychology and Development of Children Adolescents (Western Governors University) Downloaded by Jodi Montes (jodimae11@yahoo.com) lOMoARcPSD|8286105

2 nd Attempt Success Plan Educational Psychology and Development of Children and Adolescents D094 According to the Assessment Retake Policy found in the student handbook, we will be working together closely before approval is granted. WARNING: Failure to complete this plan in 4 weeks may result in additional requirements! You have until January 29, 2022 to complete this plan before additional requirements WILL be added! It is highly recommended that you do NOT work in any other courses while working through this plan. 1 st Step: Guided Questions Based on your Objective Assessment report, specific course competencies were identified as needing to be reinforced. Please complete, and watch, the highlighted Guided Questions and Review Videos . Competency: Child and Adolescent Development (34%) Topics Guided Questions Review Videos Module 1: Physical Development 1. What are the stages of Maslow’s Hierarchy of Needs? (Titles and Descriptons) Physiological - Biological requirements for survival such as food, water, shelter, and clothing. Maslow's Adapted Hierarchy of Needs Physical Development - Infancy Physical Development - Early Childhood Physical Development - Middle Childhood Physical Development - Adolescence Downloaded by Jodi Montes (jodimae11@yahoo.com) lOMoARcPSD|8286105

Module 2: Cognitve Development 3. What are the four stages of Piaget’s theory of Cognitive Development and their ages and expectations? 4. What is the difference between social speech , private speech , and silent inner speech ? 5. According to Vygotsky, what is the role of culture on cognitive development? What is the Zone of Proximal Development? 6. What are some differences between Vygotsky and Piaget in regard to cognitive development? The Basic Principles of Piaget’s Theory Piaget’s 4 Stages of Cognitive Development Vygotsky Piaget vs. Vygotsky Module 3: Social and Emotonal Development 7. What are the first 6 stages of Erikson’s Psychosocial Development (Title, Ages, and Expectations)? Trust vs. Mistrust – Age Birth to 1 year: Infants must learn that adults can be trusted. Unresponsive caregivers who do not meet their baby's needs can engender feelings of anxiety, fear, and mistrust; their baby may see the world as unpredictable. Autonomy versus Shame and Doubt – 1 to 3 years: Begin to explore their world, they learn that they can control their actions and act on their environment to get results. They begin to show clear preferences for certain elements of the environment, such as food, toys, and clothing. A toddler's main task is to resolve the issue of autonomy versus shame and doubt by working to establish independence. This is the "me do it" stage. For example, one might observe a budding sense of autonomy in a two-year-old child who wants to choose her clothes and dress herself. Although her outfits might not be appropriate for the situation, her input in such basic decisions has an effect on her sense of independence. If denied the opportunity to act on her environment, she may begin to doubt her abilities, which could lead to low self-esteem and feelings of shame. Initiative versus Guilt – Ages 3 to 6: Erikson’s Stages of Psychosocial Development Bandura’s Theory of Observational and Modeling Learning Kohlberg’s Stages of Moral Development Carol Gilligan’s Ethics of Care Theory Downloaded by Jodi Montes (jodimae11@yahoo.com) lOMoARcPSD|8286105

They are capable of initiating activities and asserting control over their world through social interactions and play. According to Erikson, preschool children must resolve the task of initiative versus guilt. By learning to plan and achieve goals while interacting with others, preschool children can master this task. Initiative, a sense of ambition and responsibility, occurs when parents allow a child to explore within limits and then support the child's choice. These children will develop self-confidence and feel a sense of purpose. Those who are unsuccessful at this stage—with their initiative misfiring or stifled by overcontrolling parents—may develop feelings of guilt. Industry versus Inferiority – Ages 6 to 12: During the elementary school stage, children face the task of industry versus inferiority. Children begin to compare themselves with their peers to see how they measure up. They either develop a sense of pride and accomplishment in their schoolwork, sports, social activities, and family life, or feel inferior and inadequate because they feel that they do not measure up. If children do not learn to get along with others or have negative experiences at home or with peers, an inferiority complex might develop into adolescence and adulthood. Identity versus Role Confusion – Ages 12 to 18: In adolescence, children face the task of identity versus role confusion. According to Erikson, an adolescent's main task is developing a sense of self. Adolescents struggle with questions such as "Who am I?" and "What do I want to do with my life?" Along the way, most adolescents try on many different selves to see which ones fit; they explore various roles and ideas, set goals, and attempt to discover their "adult" selves. Adolescents who are successful at this stage have a strong sense of identity and are able to remain true to their beliefs and values in the face of problems and other people's perspectives. When adolescents are apathetic, do not make a conscious search for identity, or are pressured to conform to their parents' ideas for the future, they may develop a weak sense of self and experience role confusion. They will be unsure of their identity and confused about the future. Teenagers who struggle to adopt a positive role will likely struggle to "find" themselves as adults. Downloaded by Jodi Montes (jodimae11@yahoo.com) lOMoARcPSD|8286105

behavior, and whether or not you are motivated depends on what happened to the model. 10. What is vicarious reinforcement and vicarious punishment? Vicarious reinforcement - You need to want to copy the behavior, and whether or not you are motivated depends on what happened to the model. If you saw that the model was reinforced for her behavior, you will be more motivated to copy her. This is known as vicarious reinforcement. Vicarious Punishment - On the other hand, if you observed the model being punished, you would be less motivated to copy her. This is called vicarious punishment. 11. What are Kohlberg’s stages, and substages, of moral development? What is the Heinz Dilemma? Level 1: Preconventional Stage 1: Obedience-and-Punishment Orientation This stage focuses on the child's desire to obey rules and avoid being punished. Stage 2: Instrumental Orientation This stage expresses the "what's in it for me?" position, in which right behavior is defined by whatever the individual believes to be in his or her best interest. Stage 2 reasoning shows a limited interest in the needs of others, only to the point where it might further the individual's own interests. Level 2: Conventional Stage 3: Good Boy, Nice Girl Orientation Children want the approval of others and act in ways to avoid disapproval. Emphasis is placed on good behavior and people being "nice" to others. Stage 4: Law-and-Order Orientation The child blindly accepts rules and convention because of his or her importance in maintaining a functioning society. Rules are seen as being the Downloaded by Jodi Montes (jodimae11@yahoo.com) lOMoARcPSD|8286105

same for everyone, and obeying rules by doing what one is "supposed" to do is seen as valuable and important. Moral reasoning in stage 4 is beyond the need for individual approval exhibited in stage 3. If one person violates a law, perhaps everyone would—thus, there is an obligation and a duty to uphold laws and rules. Most active members of society remain at stage 4, where morality is still predominantly dictated by an outside force. Level 3: Postconventional Stage 5: Social Contract Orientation The world is viewed as holding different opinions, rights, and values. Such perspectives should be mutually respected as unique to each person or community. Laws are regarded as social contracts rather than rigid edicts. Those that do not promote the general welfare should be changed when necessary to meet the greatest good for the greatest number of people. This is achieved through majority decision and inevitable compromise. Democratic government is theoretically based on stage 5 reasoning. Stage 6: Universal-Ethical-Principle Orientation Moral reasoning is based on abstract reasoning using universal ethical principles. Generally, the chosen principles are abstract rather than concrete and focus on ideas such as equality, dignity, or respect. Laws are valid only insofar as they are grounded in justice, and a commitment to justice carries with it an obligation to disobey unjust laws. People choose the ethical principles they want to follow, and if they violate those principles, they feel guilty. In this way, the individual acts because it is morally right to do so (and not because he or she wants to avoid punishment), it is in his or her best interest, it is expected, it is legal, or it is previously agreed upon. Although Kohlberg insisted that stage 6 exists, he found it difficult to identify individuals who consistently operated at that level. 12. What did Gilligan believe in relation to moral development? How did it differ from Kohlberg? Gilligan believes that women develop morality in stages. While Kohlberg believes that children, boys and girls, develop in stages. Downloaded by Jodi Montes (jodimae11@yahoo.com) lOMoARcPSD|8286105

 May start to develop own identity by withdrawing from family activities and conversations  Are affectionate, silly, and curious, but can also be selfish, rude, and argumentative Middle-schoolers and high-schoolers - Ages 11–15 years  Start thinking more logically  Are introspective and moody and need privacy  Value friends’ and others’ opinions more and more  May test out new ideas, clothing styles, and mannerisms while figuring out where/how to fit in Ages 16–18 years  Strive to be independent and may start emotionally distancing from caregivers  Start trying to discover strengths and weaknesses, at times seeming self-centered, impulsive , or moody  Show pride in successes  Spend a lot of time with friends and may be interested in dating Module 4: Language Development 14. What are universal grammar and the language acquisition device according to Chomsky? 15. What were the 3 processes of language development according to Skinner? 16. What is the role of social factors on language development according to Vygotsky? 17. What are the 4 stages of language development (Titles, Ages, and Expectations) Chomsky’s Theory of Language Development Skinner’s Theory of Language Development Vygotsky’s Sociocultural Approach The Stages of Language Development Competency: Influences of Student Characteristics on Instructional Decisions (32%) Module 5: Developmental Barriers to Learning and Performance 18. What is the diference between intrinsic and extrinsic barriers? Intrinsic - within the student Extrinsic - resultng from the student's environment or circumstances Intrinsic and Extrinsic Barriers Cultural Diferences and English Language Learners Common Cognitve Barriers and Behaviors Downloaded by Jodi Montes (jodimae11@yahoo.com) lOMoARcPSD|8286105

19. What are examples of cognitve barriers ?  Difcultes with adaptve behavior or social functoning, remembering instructons, understanding abstract concepts, planning and tme management skills, completng tasks in tme  Short atentons span and poor listening skills  Need for explicit instructons, repetton, and additonal practce 20. What are examples of social and emotonal barriers ?  appearing withdrawn, shy, or anxious  demonstratng weakened self-esteem or self-concept  reduced self-confdence in ability to succeed  unusual hesitancy to try new experiences  difculty making friends or forming relatonships  disruptve (oppositonal, defant, or angry) behavior  yelling, cursing, engaging in violence, or using drugs or alcohol 21. What are examples of language barriers ?  Language Disorder  Speech Sound Disorder  Childhood -Onset Fluency Disorder ( Stutering )  Social (Pragmatc) Communicaton Disorder  Unspecifed Communicaton Disorder 22. What are examples of physical barriers ?  physical disabilites, hearing and vision challenges, mobility difcultes, or health conditons  poverty, lack of transportaton, homelessness, or lack of sleep or nutriton Cognitve Barriers: Learning Disabilites Cognitve Barriers: Traumatc Brain Injuries (TBI) Cognitve Barriers: Intellectual Disabilites Cognitve Barriers: Autsm Cognitve Barriers: ADHD Cognitve Barrier Words Common Social and Emotonal Barriers and Behaviors Social and Emotonal Barriers: Trauma Social and Emotonal Barriers: Bullying Social and Emotonal Barriers: Trouble with Social Skills Social and Emotonal Barriers: Behavioral Disorders Social and Emotonal Barrier Words Language Development Barriers an Overview Language Barriers: Communicaton Disorders Language Barriers: Language Disorders Language Barrier Words Physical Development Barriers: Both Intrinsic and Extrinsic Physical Development Barriers: Orthopedic Barriers Physical Development Barriers: Accommodatons/Adaptatons Physical Development Barriers: Poverty and Trauma Physical Development Barriers: Poverty, Hunger, and Homelessness Physical Development Barriers: Poverty and Physical Health Physical Barrier Words Module 6: Determining 23. What are examples of accommodatons for cognitve barriers ? Cognitive Development Characteristics and Learning Needs Downloaded by Jodi Montes (jodimae11@yahoo.com) lOMoARcPSD|8286105

26. What are examples of accommodatons for physical barriers ?  extended tme on tests  positve and nonpunitve supports for behavior  logistcal and material support such as food, transportaton, and clothing  assistve technology  mobility supports and accessible environments  access to Braille, captoning, hearing systems where needed  trauma-sensitve teaching Competency: Theory-Based Instructional Strategies (34%) Module 7: Introducton to Learning Theory 27. What are Gardner’s Multiple Intelligences?  Verbal-linguistic intelligence  Logical-mathematical intelligence  Visual-spatial intelligence  Musical intelligence  Naturalistic intelligence  Bodily-kinesthetic intelligence  Interpersonal intelligence  Intrapersonal intelligence 28. What is Spearman’s g factor? G factor - General intelligence The single G was responsible for each type of mental ability. G – General ability S – Specific abilities  Mechanical  Verbal  Spatial  Numerical Crystalized vs. Fluid Intelligence Spearman’s G Factor Gardner's Theory of Multiple Intelligences Thurstone’s Primary Mental Abilities Theory Sternberg’s Triarchic Theory of Intelligence Behavioral Learning Theory The Cognitivist Learning Theories: Information Processing Theory and the Social Cognitivist Learning Theory The Humanistic Learning Theory The Constructivist Learning Theory Downloaded by Jodi Montes (jodimae11@yahoo.com) lOMoARcPSD|8286105

29. What is Sternberg’s Triarchic Theory of Intelligence? [C-A-P] Capacity of mental self-management Domains – Creative (experiential), Analytical (componential), Practical (contextual) 30. What are Thurstone’s Primary Mental Abilities? Verbal comprehension, word fluency, number facility, spatial visualization, associative memory, perceptual speed, and reasoning. 31. What are the components of operant conditioning [punishment, positive reinforcement, negative reinforcement]? Positive reinforcing, such as praising or rewarding, strengthens a certain behavior, while negative reinforcing involves the removal of an outcome after the display of a certain behavior. In both cases, the behavior increases. 32. What are examples of behavioral instructional strategies?  Drills. Teachers may practice skills using drill patterns to help students see the repetition and reinforcement that behavioral learning theory uses.  Question and answer. Teachers can use a question as a stimulus and answer as a response, gradually getting harder with questions to help students.  Guided practice. Teachers can be directly involved in helping students go through problems to give them the reinforcement and behavior demonstration you want them to follow.  Regular review. Reviews are important to behavioral learning theory. Going back over material and giving positive reinforcement will help students retain information much better.  Positive reinforcement. Behaviorist classrooms utilize positive reinforcement regularly. This can be in the form of verbal reinforcement and praise, reward systems, added privileges, and more. Downloaded by Jodi Montes (jodimae11@yahoo.com) lOMoARcPSD|8286105

Self-efficacy – belief that you can carry out a specific task or reaching a specific goal Performance outcomes, verbal persuasion, physiological feedback, vicarious experiences 38. What are examples of humanistic instructional strategies? Student choice, fostering engagement to inspire students to become self- motivated to learn, importance to self-evaluation, feelings and knowledge are both important to the learning process and should not be separated. 39. What is cooperative learning ? What is the role of the teacher and the role of the student(s)? What is collaborative learning ? What is the role of the teacher and the role of the student(s)? Cooperative learning – Focus is on product than process, students with mixed abilities, teacher led instruction. Collaborative learning – process is greater than product, similar abilities, student led instruction 40. What are the different rotations of collaborative learning [station rotation, lab rotation, and flex model]? Station Rotation - Students rotate at fixed points in time at the teachers discretion. Small-group, full class instruction, group projects Lab Rotation - Within a course or subject students rotate at fixed point in time on a fixed schedule Flex Model - Online learning. Students are able to move flexibility through different learning modalities with the goal of optimization their learning experiences 41. What is constructivism? What is the difference between cognitive constructivism and social constructivism? Downloaded by Jodi Montes (jodimae11@yahoo.com) lOMoARcPSD|8286105

Social Constructivism - Knowledge is constructed through human activity. Cognitive Constructivism - Humans cannot be given information that they immediately understanding and use. 42. What are examples of constructivist instructional strategies?  Reciprocal teaching/learning. Allow pairs of students to teach each other.  Inquiry-based learning (IBL) Learners pose their own questions and seek answers to their questions via research and direct observation. ...  Problem-based learning (PBL) ...  Cooperative learning. 43. What is the difference between project-based and inquiry-based learning? Project-Based – Given a problem to solve Inquiry-Based – Pick and choose what they want to learn more deeply about Module 8: Introducton to the Relatonship between Objectves Taxonomies, and Assessment 44. What are the differences between goals, objectives, and learning outcomes? 45. What are the 6 levels of Bloom’s taxonomy? (Titles and Definitions) 46. What is the difference between a formative and summative assessment? What are some examples of each? 47. What is the difference between criterion-referenced and norm-referenced assessments? 48. What is a performance assessment? Goals, Objectves, and Learning Outcomes Bloom’s Taxonomy Why do we do Assessments? Diagnostc Assessments , Formatve Assessments , Summatve Assessments Rubrics Objectve vs. Subjectve Assessments Norm-referenced vs. Criterion-referenced Assessments Writen Assessments vs. Performance Assessments Downloaded by Jodi Montes (jodimae11@yahoo.com) lOMoARcPSD|8286105

Module 9: Instructonal Applicatons Module 9 Interactive Notebook 3 rd Step: Assessment Checks Now that you have done a full review you will need to retake your unit assessments and pre-assessment. Please complete this step last! Assessment Date Taken/ Results (First Time Taken) Unit 2 Assessment Unit 3 Assessment Unit 4 Assessment Unit 5 Assessment Pre-assessment 4th Step: Submit for Approval You did it! Congratulations on completing the 2 nd attempt plan. Though it may seem overwhelming, your participation in this plan has strengthened your knowledge and understanding of the key concepts covered in the course. Now all you have left to do is email the plan to me for review and approval. After reviewing your submission, I will determine if you are ready to retake the test or if you require additional study items. Please continue to study guided questions and your interactive notebooks until you retake the test. Submission Date Downloaded by Jodi Montes (jodimae11@yahoo.com) lOMoARcPSD|8286105