IPTS 2-Human Development and Learning
The competent teacher understands how individuals grow, develop, and learn and provides learning opportunities that support the intellectual, social, and personal development of all students.
The competent teacher understands how individuals grow, develop, and learn and provides learning opportunities that support the intellectual, social, and personal development of all students.
*2C. The competent teacher understands human development, learning theory, neural science, and the ranges of individual variation within each domain.
Artifact: Movie Case Study
This is a movie case study I wrote for EPSY430, Early Adolescent Development.
Artifact: Movie Case Study
This is a movie case study I wrote for EPSY430, Early Adolescent Development.
Reflection
I learned a lot from watching this movie and making connections with the information I’d learned in the class about adolescent identity development and basic neural science. The fact that stuck out to me the most was about brain remodeling and that the gray matter in the frontal lobe, and therefore their ability to reason effectively, is still under construction. It's useful to understand the science behind why adolescents sometimes seem mature beyond their years, but the next minute might make a detrimental decision.
Most importantly, I was reminded that not all people—including adolescents—develop at the same rate and that my middle school experience may not at all mirror the experiences of today’s youth, especially depending on the environment I end up working within.
My role is to recognize this when working with adolescents and to create learning opportunities with ranges of variations to accommodate their needs and their maturing brains.
I learned a lot from watching this movie and making connections with the information I’d learned in the class about adolescent identity development and basic neural science. The fact that stuck out to me the most was about brain remodeling and that the gray matter in the frontal lobe, and therefore their ability to reason effectively, is still under construction. It's useful to understand the science behind why adolescents sometimes seem mature beyond their years, but the next minute might make a detrimental decision.
Most importantly, I was reminded that not all people—including adolescents—develop at the same rate and that my middle school experience may not at all mirror the experiences of today’s youth, especially depending on the environment I end up working within.
My role is to recognize this when working with adolescents and to create learning opportunities with ranges of variations to accommodate their needs and their maturing brains.