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EPS511 Human Development and Learning in Instructional Contexts
Teaching Journal Installment 2
The Teaching Journal in EPS511 is intended to provide you with an opportunity to pause, reflect, and integrate your developing knowledge of the research on student learning and the implications for teaching practices.
Teaching Journal
Topics
Modules Reviewed
Installment 2
Synthesize concepts and principles: Socio-cultural contexts of learning; developmental milestones in cognition, social, and moral development; motivational processes in learning; peer relationships in the classroom
Modules 4-6
Instructions for Teaching Journal
Review readings and materials addressed in the three modules pertaining to the installment. Be sure to review developmental trends highlighted in each chapter.
Review discussion postings in the same modules
Select key big ideas and principles addressed in the module materials and discussions
Use the prompts provided for each Teaching Journal installment to aid your selection concepts and to focus and organize your reflections.
Explain the significance of the big idea and principles you selected and their implication for teaching practice
In this explanation, make connections among the big ideas, principles, and teaching practices across the three modules addressed
Make personal connections to draw original implications for teaching practice
Complete a double spaced, 5 page (approximately) Teaching Journal Installment by the due date provided in the syllabus and course schedule.
TJ-Installment 2
Effective teachers must be aware of and actively consider the many contexts in which learners grow and learn. Context influences learning and learners influence their contexts. Review the big ideas and principles in Chapters 4, 5, 6 and associated module materials. Use the research reported and your own background experience to address the following prompts:
Describe some of the wider contextual influences and interactions that impact students’ cognitive, social, and moral development?
What influences or conditions can help or hinder students’ motivation in the classroom?
Consider the developmental trends in social-emotional learning.
Describe two or three ways in which you might design your classroom learning environment to scaffold and promote students social-emotional development?
Why would they be effective?
How can the peer culture in a classroom promote learning for the grade level you plan to teach?
What strategies might you use to facilitate peer relationships in the classroom?