The Growth and Development of the Learner.docx
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This document discusses the growth and development of learners at different grade levels. It will examine the developmental stages and tasks expected at each stage. It will also analyze how the early life of a famous figure formed their character later in life. Additionally, it will look at research on using technology in schools to help students with exceptionalities. The document notes that learning is individual, but trends can be seen across similar groups. It aims to help understand learning and development in order to create educational programs that maximize growth.
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Educ-101-1.pdf
This document outlines a course plan for EDUC 1A/EDUC 101 - The Child and Adolescent Learners and Learning Principles. The course focuses on child and adolescent development with emphasis on current research and theories regarding biological, linguistic, cognitive, social and emotional dimensions. The course also addresses laws, policies and procedures related to providing safe and secure learning environments. The course is divided into 4 units covering basic concepts, biological development, cognitive development, and social/emotional development. Each unit utilizes various teaching and learning activities such as discussions, simulations, and research projects to help students understand key concepts and theories and their application to teaching approaches suited to different learners. Assessment tasks ensure students can demonstrate knowledge of child/
MHR 6551, Training and Development 1 Course Learni.docx
MHR 6551, Training and Development 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
1. Formulate different developmental approaches to training.
1.1 Create training activities based on a chosen theory.
2. Describe major training-related theories.
2.1 Discuss the primary tenets of a training theory.
2.2 Explain why a theory was chosen for a specific training situation.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit Lesson
Article: “Teaching Nontraditional Adult Students: Adult Learning Theories in
Practice”
Article: “We Knew It All Along! Using Cognitive Science to Explain How
Andragogy Works”
Unit II PowerPoint Presentation
2.1
Unit Lesson
Article: “Teaching Nontraditional Adult Students: Adult Learning Theories in
Practice”
Article: “We Knew It All Along! Using Cognitive Science to Explain How
Andragogy Works”
Fact Sheet: TEAL Center Fact Sheet No. 11: Adult Learning Theories
Unit II PowerPoint Presentation
2.2
Unit Lesson
Article: “Teaching Nontraditional Adult Students: Adult Learning Theories in
Practice”
Article: “We Knew It All Along! Using Cognitive Science to Explain How
Andragogy Works”
Fact Sheet: TEAL Center Fact Sheet No. 11: Adult Learning Theories
Unit II PowerPoint Presentation
Required Unit Resources
In order to access the following resources, click the links below.
Chen, J. C. (2014). Teaching nontraditional adult students: Adult learning theories in practice. Teaching in
Higher Education, 19(4), 406–418. Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
t=true&db=a9h&AN=94773613&site=ehost-live&scope=site
Hagen, M., & Park, S. (2016). We knew it all along! Using cognitive science to explain how andragogy works.
European Journal of Training and Development, 40(3), 171–190. Retrieved from https://search-
proquest-com.libraryresources.columbiasouthern.edu/docview/2085704057?accountid=33337
Teaching Excellence in Adult Literacy Center. (n.d.). TEAL Center fact sheet no. 11: Adult learning theories.
Retrieved from https://lincs.ed.gov/state-resources/federal-initiatives/teal/guide/adultlearning
UNIT II STUDY GUIDE
Major Training Theories
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=94773613&site=ehost-live&scope=site
https://search-proquest-com.libraryresources.columbiasouthern.edu/docview/2085704057?accountid=33337
https://lincs.ed.gov/state-resources/federal-initiatives/teal/guide/adultlearning
MHR 6551, Training and Development 2
UNIT x STUDY GUIDE
Title
Unit Lesson
Major Training Theories
The manner in which adults and children learn is different. Therefore, before embarking upon the design and
development of any training/development program, it is important to consider adult learning principles and
how adults learn bes.
1 Professional Educators using reflection and proble.docx
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Professional Educators using reflection and problem-solving to make informed ethical
decisions
School Counseling Reflection 1:
Student Development
Standard 1: Student Development
The professional school counselor utilizes his/her skills and knowledge of
student development and behavior to promote the mental health and well-being of all
students by facilitating their academic, career, and personal/social development.
Artifacts
1. Vision Boards
2. Stress Activity
3. Implementing a Culturally Responsive Strategy in the Classroom
Introduction
In order to fully understand student development, one must first understand a
child’s cognitive development. Cognitive theorist, Jean Piaget, is perhaps the most
influential researcher on child development. Piaget’s cognitive developmental theory
states that, “children actively construct knowledge as they manipulate and explore their
world” (Berk, 2013, p. 18). In his cognitive development theory, Piaget breaks down the
development into four stages: sensorimotor (birth-2 years), preoperational (2-7 years),
concrete operational (7-11 years), and formal operational (11 + years). It is important to
note that while Piaget heavily influenced research on child development, his theory has
the field divided (Berk, 2013). Another researcher of human development, Lev
2
Vygotsky, focused on sociocultural theory and how culture; the values, beliefs, customs,
and skills of a social group, is transmitted to the next generation and how these factors
also affect a child’s development (Berk, 2013). While Vygotsky agreed with Piaget that
children are active, constructive beings, Vygotsky viewed “cognitive development as a
socially mediated process, in which children depend on assistance from adults and more-
expert peers as they tackle new challenges” (Berk, 2013, p. 23). A third researcher in the
field, Urie Bronfenbrenner, developed the ecological systems theory, which views the
person “as developing within a complex system of relationships affected by multiple
levels of the surrounding environment” (Berk, 2013, p. 24). His theory is broken into
four systems: the microsystem, the mesosystem, the exosystem, and the marcosystem.
All of this is to say, it is not simply enough to know one theory and believe we
have sufficient information to be successful educators in student’s lives. Therefore, as
practicing educators and counselors, we must stay abreast of all child development
theories so we may better serve our students’ needs.
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Students at different ages, in different stages in life, and raised in different
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Based on the information provided in the document, some relevant learning theories that could help support building confidence in children include:
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Personal Learning Philosophy For Early Childhood
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1) The document discusses theories of adult development, including age/phasic models that view development as occurring through distinct life phases tied to age. However, these models do not fully account for differences among learners.
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MHR 6551, Training and Development 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
1. Formulate different developmental approaches to training.
1.1 Create training activities based on a chosen theory.
2. Describe major training-related theories.
2.1 Discuss the primary tenets of a training theory.
2.2 Explain why a theory was chosen for a specific training situation.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit Lesson
Article: “Teaching Nontraditional Adult Students: Adult Learning Theories in
Practice”
Article: “We Knew It All Along! Using Cognitive Science to Explain How
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Unit II PowerPoint Presentation
2.1
Unit Lesson
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Article: “We Knew It All Along! Using Cognitive Science to Explain How
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Article: “Teaching Nontraditional Adult Students: Adult Learning Theories in
Practice”
Article: “We Knew It All Along! Using Cognitive Science to Explain How
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Fact Sheet: TEAL Center Fact Sheet No. 11: Adult Learning Theories
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Required Unit Resources
In order to access the following resources, click the links below.
Chen, J. C. (2014). Teaching nontraditional adult students: Adult learning theories in practice. Teaching in
Higher Education, 19(4), 406–418. Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
t=true&db=a9h&AN=94773613&site=ehost-live&scope=site
Hagen, M., & Park, S. (2016). We knew it all along! Using cognitive science to explain how andragogy works.
European Journal of Training and Development, 40(3), 171–190. Retrieved from https://search-
proquest-com.libraryresources.columbiasouthern.edu/docview/2085704057?accountid=33337
Teaching Excellence in Adult Literacy Center. (n.d.). TEAL Center fact sheet no. 11: Adult learning theories.
Retrieved from https://lincs.ed.gov/state-resources/federal-initiatives/teal/guide/adultlearning
UNIT II STUDY GUIDE
Major Training Theories
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=94773613&site=ehost-live&scope=site
https://search-proquest-com.libraryresources.columbiasouthern.edu/docview/2085704057?accountid=33337
https://lincs.ed.gov/state-resources/federal-initiatives/teal/guide/adultlearning
MHR 6551, Training and Development 2
UNIT x STUDY GUIDE
Title
Unit Lesson
Major Training Theories
The manner in which adults and children learn is different. Therefore, before embarking upon the design and
development of any training/development program, it is important to consider adult learning principles and
how adults learn bes.
1 Professional Educators using reflection and proble.docx
1
Professional Educators using reflection and problem-solving to make informed ethical
decisions
School Counseling Reflection 1:
Student Development
Standard 1: Student Development
The professional school counselor utilizes his/her skills and knowledge of
student development and behavior to promote the mental health and well-being of all
students by facilitating their academic, career, and personal/social development.
Artifacts
1. Vision Boards
2. Stress Activity
3. Implementing a Culturally Responsive Strategy in the Classroom
Introduction
In order to fully understand student development, one must first understand a
child’s cognitive development. Cognitive theorist, Jean Piaget, is perhaps the most
influential researcher on child development. Piaget’s cognitive developmental theory
states that, “children actively construct knowledge as they manipulate and explore their
world” (Berk, 2013, p. 18). In his cognitive development theory, Piaget breaks down the
development into four stages: sensorimotor (birth-2 years), preoperational (2-7 years),
concrete operational (7-11 years), and formal operational (11 + years). It is important to
note that while Piaget heavily influenced research on child development, his theory has
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2
Vygotsky, focused on sociocultural theory and how culture; the values, beliefs, customs,
and skills of a social group, is transmitted to the next generation and how these factors
also affect a child’s development (Berk, 2013). While Vygotsky agreed with Piaget that
children are active, constructive beings, Vygotsky viewed “cognitive development as a
socially mediated process, in which children depend on assistance from adults and more-
expert peers as they tackle new challenges” (Berk, 2013, p. 23). A third researcher in the
field, Urie Bronfenbrenner, developed the ecological systems theory, which views the
person “as developing within a complex system of relationships affected by multiple
levels of the surrounding environment” (Berk, 2013, p. 24). His theory is broken into
four systems: the microsystem, the mesosystem, the exosystem, and the marcosystem.
All of this is to say, it is not simply enough to know one theory and believe we
have sufficient information to be successful educators in student’s lives. Therefore, as
practicing educators and counselors, we must stay abreast of all child development
theories so we may better serve our students’ needs.
Quality Indicator 1 - : Human Growth and Development: The professional school
counselor demonstrates knowledge of human development and personality and how
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acad1369.pptx
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- Social learning theory (Albert Bandura): Proposes that people learn from one another through observation, imitation and modeling. Applying this theory, teachers and parents can help children gain confidence by modeling confident behaviors for children to observe and emulate.
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Personal Learning Philosophy For Early Childhood
Children are Capable and Competent; learning, developing, and growing as unique and diverse individuals..."the way we perceive children is evident in how we treat them...
Applying Constructive Developmental Theories Of Adult Development To ABE And ...
1) The document discusses theories of adult development, including age/phasic models that view development as occurring through distinct life phases tied to age. However, these models do not fully account for differences among learners.
2) Constructive-developmental theory posits that adults, like children, progress through qualitatively different levels of complexity in how they understand experience. This theory may better explain differences among adult learners.
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This document discusses differences in learning across developmental stages from childhood to adulthood. It notes that factors like age and developmental levels impact learning in different ways as individuals progress through stages of growth. Specifically, it outlines characteristics of young learners, noting they learn best through hands-on interaction, exploration, imagination and short attention spans. The document also summarizes Malcolm Knowles' theory of andragogy, or adult learning, noting adults are more self-directed, draw on life experiences, are problem-centered and motivated internally to immediately apply new learning. Finally, it contrasts adult learners with adolescents and children, stating adults have clearer objectives, need involvement in choosing how to learn, and come to class with diverse backgrounds.
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3Screening Assessments Unit 3.docx
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Screening Assessments Unit 3
Standardized Screening Assessments Chart and Essay
Unit 3
CE300-(add your course section)
(Name of Student)
Part I
Standardized Screening
Assessment Title
Developmental Domains Covered
Age Range
Purpose of the Screening
Part II
Please include a one-page discussion addressing the case scenario. Please be sure to use resources from Units 1-3 to complete this essay. Please delete all red type prior to submission and fill in with your original information. Paragraph one should introduce the topic of the case scenario and the culture concerning assessment.
Paragraph two should discuss why it is important to understand the organization’s culture on assessment. Please be sure to use the NAEYC resource for this discussion.
Paragraph three should discuss your proposal to use standardized screening assessments while respecting the culture and role of informal assessment. This paragraph should include a conclusion that summarizes your discussion.
References
(You must include at least two references in APA format)
Sheet1Industry ---->RiskImporterExporterL/M/SHow to Overcome ItEconomic conditionsXLFluctuations in industryCompetitionTechnological changeChange in preferencesCosts and expensesRegulationsExpropriationInterest ratesGovernment monetary policyGovernment fiscal policyInternal and external warsDifference in culture and religionOwnership of factories and propertyHuman resource restrictionsIntellectual propertyDiscriminationRed tape and corruptionBlockage of funds or capital accountsChange in government
Explore the websites by the National Early Childhood Technical Assistance Center on Screening, Evaluation and Assessment
NECTAC. (2012). Screening, Evaluation and Assessment. Retrieved fromhttp://www.nectac.org/topics/earlyid/screeneval.asp
US Department of Health and Human Services. (2011, June). Understanding and Choosing Assessments and Developmental Screeners for Young Children Age 3-5: Profiles of Selected Measures. Retrieved fromhttp://www.acf.hhs.gov/sites/default/files/assets/screeners_final.pdf
US Department of Health and Human Services. (2008). Early Childhood Assessment. Why, What and How. Retrieved from http://www.acf.hhs.gov/programs/opre/resource/-early-childhood-assessment-why-what-and-how-prepublication-final-report
CDC. (2012). Developmental Monitoring and Screening. Retrieved fromhttp://www.cdc.gov/NCBDDD/childdevelopment/screening.html
Missouri Department of Elementary & Secondary Education. (n.d.) About Response to Intervention. Retrieved from http://dese.mo.gov/special-education/three-tiered-models-intervention/response-intervention
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3
Screening Assessments Unit 3
Standardized Screening Assessments Chart and Essay
Unit 3
CE300-(add your course section)
(Name of Student)
Part I
Standardized Screening
Assessment Title
Developmental Domains Covered
Age Range
Purpose of the Screening
Part II
Please include a one-page discussion addressing the case scenario. Please be sure to use resources from Units 1-3 to complete this essay. Please delete all red type prior to submission and fill in with your original information. Paragraph one should introduce the topic of the case scenario and the culture concerning assessment.
Paragraph two should discuss why it is important to understand the organization’s culture on assessment. Please be sure to use the NAEYC resource for this discussion.
Paragraph three should discuss your proposal to use standardized screening assessments while respecting the culture and role of informal assessment. This paragraph should include a conclusion that summarizes your discussion.
References
(You must include at least two references in APA format)
Sheet1Industry ---->RiskImporterExporterL/M/SHow to Overcome ItEconomic conditionsXLFluctuations in industryCompetitionTechnological changeChange in preferencesCosts and expensesRegulationsExpropriationInterest ratesGovernment monetary policyGovernment fiscal policyInternal and external warsDifference in culture and religionOwnership of factories and propertyHuman resource restrictionsIntellectual propertyDiscriminationRed tape and corruptionBlockage of funds or capital accountsChange in government
Explore the websites by the National Early Childhood Technical Assistance Center on Screening, Evaluation and Assessment
NECTAC. (2012). Screening, Evaluation and Assessment. Retrieved fromhttp://www.nectac.org/topics/earlyid/screeneval.asp
US Department of Health and Human Services. (2011, June). Understanding and Choosing Assessments and Developmental Screeners for Young Children Age 3-5: Profiles of Selected Measures. Retrieved fromhttp://www.acf.hhs.gov/sites/default/files/assets/screeners_final.pdf
US Department of Health and Human Services. (2008). Early Childhood Assessment. Why, What and How. Retrieved from http://www.acf.hhs.gov/programs/opre/resource/-early-childhood-assessment-why-what-and-how-prepublication-final-report
CDC. (2012). Developmental Monitoring and Screening. Retrieved fromhttp://www.cdc.gov/NCBDDD/childdevelopment/screening.html
Missouri Department of Elementary & Secondary Education. (n.d.) About Response to Intervention. Retrieved from http://dese.mo.gov/special-education/three-tiered-models-intervention/response-intervention
1
C H A P T E R 1
An Overview of Assessment
in Early Childhood
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2. Understand different meanings of the term assessment
3. Understand the history o.
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