Standard 1
Learner Development
The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Essential Knowledge
​
1(d) The teacher understands how learning occurs–how learners construct knowledge, acquire skills, and develop disciplined thinking processes–and knows how to use instructional strategies that promote student learning.
1(e) The teacher understands that each learner’s cognitive, linguistic, social, emotional, and physical development influences learning and knows how to make instructional decisions that build on learners’ strengths and needs.
During my time as a student in the education field, I was asked to complete a case study. The assignment required me to research the developmental range of a student and find teaching strategies that supported their development. To complete this assignment, I interviewed Mana a 15 year-old sophomore in high school. I selected Mana intentionally, as I intend to teach high school language arts. I did extensive research on each of the following categories: brain, language, cognitive, physical, self, social, and moral development. After I finished the interview and research, I complied and presented the information on power point.
The case study I completed, enabled me to meet Standard 1’s essential knowledge criteria, “understands how learning occurs – how learners construct knowledge, acquire skills and develop disciplined thinking process- and knows how to use instructional strategies that promote student learning” 1 (d) as well as "The teacher understands that each learner’s cognitive, linguistic, social, emotional, and physical development influences learning and knows how to make instructional decisions that build on learners’ strengths and needs" 1 (e). Through my research I learned how student in the age group I plan to teach, construct their knowledge. From the information I acquired I was able to determine what teaching strategies would promote their development.
For example, I found that at 15 years-old the brain has not yet fully developed. The brain is still going through the first pruning stage known as experience-expectant. During this time the limbic system is maturing and the prefrontal cortex has yet to be pruned. This means that 15 year-olds have poor impulse control. Once I learned how the brain was developing at 15, I was able to suggest recognizing patterns and connecting real life experiences teaching strategies. Because a sophomore’s brain is going through the experience-expectant pruning process, which means that experiences around the student are shaping their brain, students will be able to recognize patterns in their own lives with what they are learning. By forming these connections, lessons will be easier to retain and comprehend. It also improves their cognitive development.
Performance
1(b) The teacher creates developmentally appropriate instruction that takes into account individual learners’ strengths, interests, and needs and that enables each learner to advance and accelerate his/her learning.
Critical Disposition
1(h) The teacher respects learners’ differing strengths and needs and is committed to using this information to further each learner’s development.
Reading is an important aspect of language arts. However, not all students enjoy the required reading we do in class. In order to continue to stimulate students interests in reading and to encourage them to read, my class implements, Scholastic Reading Counts!. The program, commonly referred to as RC, is an independent reading program. The RC program creates a specialized reading program that incorporates each individual students interests along with their reading level. The way we implement the program in my classroom is geared towards advancing their reading and comprehension skills using their interests to further their strengths and meet their needs.
In order to participate in the RC program my students take an RC reading test. The reading test determines their Lexile-range (a type of reading score such as guided reading or grade level) and provides them with a wide variety of books in their Lexile-range that may interest them. From their Lexile-range I provide students a reading point goal. The reading point goal is based on a RC reading chart provided by the Scholastic program. In order for students to meet their reading goal they must read books, complete RC tests (after they've completed reading their book), and read a set number of fiction and non-fiction books. I track student progress through their RC reading logs, parents signatures that confirm their child has read, and RC test scores. Their RC reading is 10% of their final grade every quarter.
At the end of each quarter students are re-evaluated and re-assessed. Students are re-assessed and given new point goals for the quarter. We provided them new scores and re-evaluate their Lexile-range to ensure that students needs are being met and that they are consistently and frequently being challenged as well as developing.