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LSE 511 Human Development and Learning in Instructional Contexts

Teaching Journal Installment 2

The Teaching Journal in LSE 511 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 

1.  Review readings and materials addressed in the three modules pertaining to the installment. Be sure to review developmental trends highlighted in each chapter.

2.  Review discussion postings in the same modules

3.  Select key big ideas and principles addressed in the module materials and discussions

4.  Use the prompts provided for each Teaching Journal installment to aid your selection concepts and to focus and organize your reflections.

5.  Explain the significance of the big idea and principles you selected and their implication for teaching practice

o  In this explanation, make connections among the big ideas, principles, and teaching practices across the three modules addressed

o  Make personal connections to draw original implications for teaching practice

6.  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 7 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? 

Grading Rubric for Teaching Journal Installments

Grading Rubric for Teaching Journal Installments

20 points – This is well written.  You fully addressed the questions and provided accurate and substantive reflections on the big ideas covered in modules.  You drew connections among big ideas in module materials and made personal connections to derive original implications for teaching.

18 points – Follows directions; addresses most prompts accurately to focus on big ideas covered in the modules for current journal installment; draws connections among big ideas in module materials to derive implications for teachingWriting is mostly organized and clear, concise, and easy to read.

16 points – Follows assignment directions; addresses most prompts accurately and substantively; may include partial responses; may omit some critical concepts or implications for teaching in reflectionsWriting is somewhat organized and clear, concise, and easy to read.

14 points – Does not follow the assignment directions; does not address all prompts; misses critical concepts and implications for teaching covered in modules related to current journal installmentWriting is not organized, clear, concise, or easy to read. 

0 points Fail to complete an assignment or vague reflections provide no clear evidence of reading module materials related to the current journal installment.

You can use other references 

Ormrod, J. E., & Jones, B. D. (2012). Essentials of educational psychology: Big ideas to guide effective teaching.

 

Dear Project Manager-

I am so excited to have broken ground on the new mixed use space. As I watch the underground utilities such as water, storm drain, and sewer get installed I find myself worrying about failures. What steps are you taking to ensure those systems will not have to be dug up and repaired later in the construction process? We cannot afford a delay of any kind. Could you please explain how you plan to prevent any delays and ensure that the systems are functional and leak free.

The other concern that has come up that I would like to address now is the comfort of the office staff. Our current building is not comfortable. I am wondering why. We have the temperature appropriately set and it is easily maintained, but people still complain. What can we do to ensure they will be comfortable in the new building? A few months ago I asked one of our maintenance staff about this and they gave me a psychrometric chart. I have no idea what I am supposed to do with it. Could you explain?

 What is your opinion of GEN Frank’s statement?

 Did this line of thinking add to the difficulty of planning for Stability Operations?

 How did this unexpected transition affect personnel requirements for the newly designated CJTF-7?

 How would the JIPOE analysis assisted the commander during the transition to Phase IV? (J604)

 What were the strategic and operational situations that led to General Franks’ statement that “Phase IV would be relatively short” (J605, J606)