Goal 2: Human Development

Goal 2: Teachers understand how human development affects learning and apply that understanding to practice.

a. Identify ways students' developmental levels affect their thinking processes and learning.

b. Accommodate differences in how students learn based on knowledge of individual's social, emotional, and intellectual maturation.

c. Appreciate unique thinking processes of learners at different stages of development.

2.b. Refer to Teacher Work Sample

June 22, 2011

Please refer to Factor 1 (pages 2-10) of my Teacher Work Sample for evidence that I have met performance 2.b.:

Teacher Work Sample

Posted by Fiona Worcester. Posted In : 2.b. Refer to Teacher Work Sample

2.c. Refer to Evaluations

June 22, 2011

Please refer to the following section of my Intern Evaluation for evidence that I have met performance 2.c. For Goal 2, I received a rating of "6": "Exceeds Goals".

Intern Evaluation, Spring 2011 (Goal 2)
Please note that this final evaluation summarizes all relevant material from my Fall Intern Evaluation.

Please refer to my 2nd Advisor Evaluation for evidence that I am creating a positive, participatory, supportive classroom environment of the type described at the end of "Portf...
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Posted by Fiona Worcester. Posted In : 2.c. Refer to Evaluations

2.b. Portfolio Writing: Developmental Levels

June 22, 2011

Written June 2011

Portfolio Writing:

Developmental Levels

Write a paper in which you discuss the appropriateness of your units for the particular age group in terms of the normal social, emotional, and intellectual maturation of the age group.

My favorite lesson detailed in “Podcasting Lessons” involves asking students to go out into the community and interview an Elder about the Elder’s experiences growing up. I like this project because it not only invol...

Posted by Fiona Worcester. Posted In : 2.b. Portfolio Writing: Developmental Levels

2.a. Refer to Evaluations and Teacher Work Sample

June 22, 2011

Please refer to my Intern Evaluation for evidence that I have met performance 2.a. For Goal 2, I received a rating of “6”: “Exceeds Goals”.

Intern Evaluation, Spring 2011
Please note that this final evaluation summarizes all relevant material from my Fall Intern Evaluation

Please refer to Factor 1 (pages 2-10), Factor 5 (pages 32-37), and Factor 6 (pages 47-49) of my Teacher Work Sample for evidence that I have met performance 2.b.:

Teacher Work Sample

Posted by Fiona Worcester. Posted In : 2.a. Refer to Evaluations and Teacher Work Sample

2.a. Journal Review - Stereotype Threat

June 22, 2011

In the following assignments for ED631, Educational Psychology, Karin Macklin had us read and review three journal-based psychology articles on a topic of interest. I chose stereotype threat, a topic of interest to me when I was an undergraduate psychology student. An excerpt of my review of Claude M. Steele's groundbreaking research is summarized below. To read the whole article click here: Journal Review

Stereotype threat occurs when a member of a particular group (race or gender, for exampl...
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Posted by Fiona Worcester. Posted In : 2.a. Journal Review - Stereotype Threat

2.a. Educational Psychology Positions

June 22, 2011

In the following assignments for ED631, Educational Psychology, Karin Macklin asked us to take a stand on an important psychological issue.

Gardner’s Theory specifies eight distinct and important multiple intelligences. In contrast, Spearman’s theory specifies just a single important general ability (and unimportant specific abilities). As a teacher, which theory appeals to you more, and why? Which theory would lend itself better to being used in the classroom?

As a sci...

Posted by Fiona Worcester. Posted In : 2.a. Educational Psychology Positions

2.a. Educational Psychology Scenarios

June 22, 2011

In the following assignments for ED631 Educational Psychology, Karin Macklin asked us to come up with how, as teachers, we would respond to the challenging situations below. Each of these scenarios involves a developmental or psychological issue.

MS#4. After reading Salinger’s Catcher in the Rye in your eighth-grade English class, a student comes to you and tells you that, like Holden Caulfield, he wishes to kill himself. How should you respond?

First, I would take a deep breath and r...

Posted by Fiona Worcester. Posted In : 2.a. Educational Psychology Scenarios

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