Teaching Journal Installment 2

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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 

  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
    • 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
  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 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

Criteria

Distinguished

12 points

Proficient

9.6 points

Basic

8.4 points

Needs improvement

7.2 points

Does not meet expectations

0

Content – analysis of key principles and concepts

(80 %)

Follows directions; fully addresses all prompts; provides accurate and substantive reflections on the big ideas covered in modules for current journal installment; draws connections among big ideas in module materials; makes personal connections to derive original implications for teaching.

Follows directions; addresses prompts accurately and substantively 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 teaching

Follows assignment directions; addresses most prompts accurately and substantively; may include partial responses; may omit some critical concepts or implications for teaching in reflections

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 installment

Fails to complete assignment; vague reflections providing no clear evidence of having read module materials related to current journal installment

Criteria

Distinguished

3 points

Proficient

2.4 points

Basic

2.1 points

Needs improvement

1.8 points

Does not meet expectations

0

Clarity organization, grammar, spelling, textual conventions

(20%)

Writing is well organized, clear, and concise; no errors in use of conventions; Include APA format in citing references in text, using quotes, and in reference list. 

Writing is mostly organized and clear, minor errors with conventions of writing; inconsistent use of APA style.

Writing is somewhat organized; flow and clarity could be improved, some grammatical errors; inconsistent use of APA style.

Writing is not organized, clear, concise, or easy to read; no attempt to reference using APA style.

Writing is not organized, clear, concise, or easy to read.