Apt 102 Skill 1.1

Front 1

Development in one domain affects learning and development in other domains:

Elementary Age Children:

Back 1

Elementary age kids face many changes during early years that impacts how learning occurs in either a positive or negative manner. Cognitive development may broaden their areas of interest or if there's limited comprehension, it may inhibit their confidence. Around age 6 or 7, kids like joke telling which may assist their social status and friendships.

Front 2

Development in one domain affects learning and development in other domains:

Adolescence:

Back 2

Adoleschence is a complex stage of which is the stage just before adulthood. While people do indeed develop further in adulthood, the changes are not as quick or significant as they are in adolescence.

Front 3

Development within domains refers to the fact that different aspects of a human change as they mature:

Back 3

Physical changes take place (body growth); cognitive changes (better ability to reason); linguistic changes (figuring out identity); emotional changes (changes in ability to be concerned about other people); and moral changes (testing limits).

Front 4

Adolescent development within each domain is not exclusive:

Back 4

physcial and emotional development are tied intricately (when one feels awkward about body or when someone doesn't feel good enough); Moral and Cognitive development go together when an adolescent begins to identify reasons for behavior or searches for role models.

Front 5

Educating Adolescents:

Back 5

It's important to be sensitive to changes in adolescents. Just because a change in one area is not apparent does not mean there aren't changes in another are, hidden beneath the surface. Realize that they may be deeply hurt over certain issues which may or may not be directly related to the changes they are going through at a specific time. Look for signs of depression, drug use, or other damaging activities, behaviors, or symptoms.

Front 6

Knowledge of Age-Appropriate Expectations

Back 6

Knowledge of age-appropriate expectations is fundamental to te teacher's positive relationship with students and bein able to utilize effective instuctional strategies. The knowledge of what is individually appropriate for teh specific children within a classroom. Teachers are able to approach classroom groups and individual students with a respect for their emerging capabilities and meet the developmentalneeds of their students.

Front 7

Developmentalists recognize:

Back 7

1. Children progress thorugh common patterns, but may do so at different rates.
2 Rates cannot typically be accelerated by adult pressure or input.
3. Developmentally oriented teachers understand that variances in the school performance of different children often results from differences in their general developmental growth.
4. It is vital for all teachers to have a complete understanding of the characteristics of students' various disabilities and the possible imlications on learning.

Front 8

Effective teachers and selecting learning activites based on specific learning objectives:

Back 8

Teachers should not plan activites that FAIL TO AUGMENT the specific objectives of the lesson. Learning activities sould be plnned with a learning objective in mind. Objective driven learning activities tend to serve s a tool to reinforce the teacher's lesson presentation. Selected learning objectives should be aligned with state and district educational goals and focus on specific strengths and weaknesses of individual students assigned to their class.

Front 9

Learning activities selected for younger students (below age 8):

Back 9

These activities should focus on short time frames and be in a highly simplified form. The nature ofteh activity and the content in which the activity is presented effects the approach the students will use to process the information. Younger children tend to process information at a slower pace than children aged eight and older.

Front 10

Learning activities selected for older students:

Back 10

Teachers should focus on more complex ideas. Older students are capable of understanding more complex instructional activities. Effective teachers maintain a clear understanding of the developmental appropriateness of activities selected.