7002 Rubric For Scoringratingscriteria Exemplary 100 Pts Proficient ✓ Solved

700.2 RUBRIC FOR SCORING RATINGS Criteria Exemplary 10.0 pts Proficient 8.0 pts Developing 6.0 pts Novice 4.0 pts Identification of Developmentally Appropriate Activities 1) Identify theorists associated with developmentally appropriate activities 2) Identify developmentally appropriate activities, cognitive, physical, affective Correctly identifies presence or lack of presence of developmentally appropriate activities. Correctly aligns activities with physical, cognitive and affective development. Correctly identifies presence or lack of presence of developmentally appropriate activities. Aligns with a few physical, cognitive, or affective developmental stages Correctly identifies presence or lack of presence of some developmentally appropriate activities; some misidentification is present.

Aligns with a few physical, cognitive, or affective developmental stages Does not correctly identify developmentally appropriate activities; does not align with physical, cognitive, or affective developmental stages Identification of Varied Strategies (learning styles, multiple intelligences) 1) Identify theorist associated with learning styles and multiple intelligences 2) Identify activities that illustrate use of learning styles/multiple intelligences Exemplary 10.0 pts Proficient 8.0 pts Developing 6.0 pts Novice 4.0 pts Correctly identifies learning styles, multiple intelligences utilized in the classroom. Provides multiple examples and aligns with specific style/intelligence Correctly identifies most learning styles, multiple intelligences utilized in the classroom.

Provides an example and aligns with specific style/intelligence Correctly identifies some learning styles, multiple intelligences utilized in the classroom. Does not provide examples and/or aligns improperly with specific style/intelligence Does not correctly identify learning styles, multiple intelligences utilized in the classroom. Does not provide examples and/or aligns improperly with specific style/intelligence Identification of Motivation Theories and Strategies 1) Identify theorist associated with Motivation Theories 2) Identify motivational strategies Exemplary 10.0 pts Proficient 8.0 pts Developing 6.0 pts Novice 4.0 pts Correctly identifies motivation theories and strategies utilized in the classroom.

Provides multiple examples and aligns with specific theory/strategy Correctly identifies most motivation theories and strategies utilized in the classroom. Provides an example and aligns with specific theory/strategy Correctly identifies some motivation theories and strategies utilized in the classroom. Does not provide examples and/or align with specific theory/strategy Does not correctly identify motivation theories or strategy used. Does not provide examples or align with theory or strategy. Observation Requirement Must observe at least two classrooms Exemplary 10.0 pts Proficient 8.0 pts Developing 6.0 pts Novice 4.0 pts Observes more than 2 classrooms within the grade level/content area.

Paper is two pages. Observes at least 2 classrooms within the grade level/content area. Paper is two pages. Observes 1 or 2 classrooms or does not observe in a grade level/content area required. Paper is less than two pages.

Does not observe the required number of classrooms or the correct level of classrooms. Does not write two pages. Structure of paper Exemplary 10.0 pts Proficient 8.0 pts Developing 6.0 pts Novice 4.0 pts Well structured. Paper is well- organized, theorists and examples are thoroughly explained; final classroom observations are thoughtful and reflective Paper is organized; theorists and examples are explained; examples are adequate. Final classroom observations are thoughtful and observant Paper is somewhat organized; theorists and examples are explained, although there are some mistakes.

Final classroom observation shows a lack of reflection or thoughtfulness Paper is loosely or not organized. Theorists and examples are not well defined. Final classroom observation is missing or lacking reflective substance. Professional Writing Exemplary 10.0 pts Proficient 8.0 pts Developing 6.0 pts Novice 4.0 pts Mechanics and usage of language are excellent. Mechanics and usage of language are good.

Mechanics and usage of language are adequate. Mechanics and usage of language are poor. 2.7 TNT 200.2 – Sample Exemplary Paper for The Learner Project During my field-based observation at Sample Preparatory School with teacher Mrs. Jones. I heard one of the most important things for this project.

Mrs. Jones said that their real focus for the Pre-K students wasn’t just teaching them their syllables and basic math but helping them to be more well-rounded students. She was interested in their entire being as a student, from brain, to body, and social interaction. Sample’s philosophy for their Pre-K students was to essentially make them better students. During my observations I witnessed all of Maslow’s Hierarchy of Needs being met.

Their physiological needs were met with rest time, lunch time, and snack time. The teachers made it a priority to give them sufficient breaks throughout their day to rest their brains and be able to focus back in to their lessons. Their safety needs were met at the beginning of each class when they sang a song about how to love and treat their friends by not hitting and not saying hurtful things. In addition, the teacher made sure to travel with them in between classrooms, was always present in the classroom with them, and made sure they got to their parents at the end of the school day. Their social needs were met with many opportunities to interact with their fellow classmates.

During station time they were able to draw and play with blocks with their classmates. This fostered Vygotsky’s Theory of Social Development. Although the students were still working on not just looking to their teacher for answers and moving to the stage where they rely on peers and themselves for answers, this was still developing their zone of proximal development. Their esteem needs were met on a constant basis with praise and immediate feedback when they answered a question correctly, completed an assignment, or mastered a task during small group learning. Lastly I was able to see their self-actualization needs being met when they mastered tasks in small group learning.

They’d pump their fists or exclaim with joy when they got a math problem correct or spelled a word right. I was able to view another level of Vygotsky’s Theory of Social Development in my observation of Teacher XYZ’s class. During this class the students were learning how to play a group game of four square. At the beginning of the class the students were relying on the teacher for directions of how the game worked and how they could form better strategy. However, by the end of the game I was able to see the students to start to strategize with each other.

Their zone of proximal development moved one ring in closer to the center and they were able to see that they could play this game with the aid of their fellow students’ minds and bodies. Obviously gym time is appealing to kinesthetic and spatial learners according to Gardner’s Theory of Multiple Intelligences. Yet, the strategy side of the game will appeal to logical-mathematical learners. The game also applies to Erikson’s Theory of Psychological Development in that it works on increasing the competitiveness found in Stage 4: Industry v Inferiority. The students were able to find self confidence in their success and the teacher was able to maintain a stress free and positive environment, found in Jensen’s Brain Based learning, by keeping the game fair and encouraging teams falling behind to consider a new strategy for their game.

The students in Mrs. Jones’s class would have been in the Preoperational Stage of Piaget’s Theory of Cognitive Development. It was extremely important to make sure they were actively involved in activities and challenged through different teaching methods. I was able to observe this with Mrs. Jones’s methods of transitioning and switching between methods.

She encouraged the students (in a bilingual program) to answer her in Spanish, she read to them in Spanish, and mostly spoke in Spanish. She would recognize when a certain student wasn’t on the same level and repeat herself. She only turned back to English as a last resort and even then would compare the vocabulary term in both languages so as to encourage language development. Each day the students were tasked with learning new syllables and were taught these through various learning styles. According to Gardner’s Theory of Multiple Intelligences I saw linguistic, musical, spatial, bodily/kinesthetic, inter- and intrapersonal, as well as logical mathematical styles being accommodated.

Mrs. Jones, as I mentioned, made it a point to mostly use Spanish in her classroom. Only substituting for English when absolutely necessary. She sang songs with the students to encourage vocabulary development and incorporated whole body movement and partial body movement into her songs. During math time the students were encouraged to use their fingers for counting as a visual and sing songs to remember values of numbers and coins.

There were opportunities for interpersonal learning styles when the students would go through station time and talk about their drawings or the objects they had made with their blocks. During small group time intrapersonal styles were being accommodated by allowing the students to work on math problems by themselves or coin sorting before the teacher became involved. In every activity, I witnessed the teachers utilizing Jensen’s Brain-Based Learning theory, consistently keeping a positive and stress free environment. Students were held accountable for their actions but were not punished so as do induce stress when they did not succeed. This leads in to Erikson’s Theory of Psychological Development.

Stages 3 and 4 were being worked on during this grade. For Initiative v. Guilt the students were taught lessons in math on how to tell time and how to distinguish between pennies, nickels, dimes, and quarters. Both of these lessons would have real life and whole life applications that are necessary to their development. For Industry v Inferiority the students were already exhibiting signs of competitiveness.

The teacher used words of praise like, this students is winning who else is winning and show me how you are winning. They were instilled with self-confidence when they correctly identified answers and were given immediate feedback and praise. I was able to notice an area for the teacher to work on which was not making the students feel inferior when they failed. There were a couple of instances when I observed the students knowing they had failed and feeling that they had disappointed their teacher. The guilt and inferiority began to set in.

Especially when their neighbor in small group had just succeeded. The teacher could most likely point out that getting an answer wrong is not failure, it is part of the learning process and encourage them to try again in a more gentle way. In another observation of teacher ABC’s Kindergarten Reading/Language Arts Class I was able to observe again Gardner’s Theory of Multiple Intelligences. Her class starts out with a learning style suitable for linguistic, interpersonal, and kinesthetic learners. She reads to the students, has them respond in group call back, practices think-pair-share when then students talk about the book they just finished, and she has the students come up to point to things like what the caption is in a book.

Overall, each of these three teachers I observed, either in person or online, incorporated a multitude of learning styles into their classrooms as well as motivational strategies. Each teacher’s goal was to have their students succeed and make sure that the students were aware of their success.

Paper for above instructions

Developing Effective Learning Environments: An Observational Analysis of Developmentally Appropriate Activities

Education is a multifaceted domain that involves numerous psychological and pedagogical theories addressing how students learn. This paper serves as an analysis based on observational data from two classrooms, highlighting developmentally appropriate activities grounded in theorists' work. Furthermore, key theories related to motivation and learning styles will be discussed, followed by reflections on the observations made in the classrooms.

Theoretical Frameworks in Developmentally Appropriate Practices

Developmentally appropriate practices (DAP) align with children's physical, cognitive, social, and emotional growth (Bredekamp & Rosegrant, 1992). Major theorists such as Jean Piaget, Lev Vygotsky, Howard Gardner, and Abraham Maslow significantly contribute to this framework.
Piaget’s Cognitive Development Theory asserts that children progress through four stages of cognitive development, which dictate their readiness for certain tasks (Piaget, 1952). In preschool settings, children typically fall into the preoperational stage, characterized by the ability to engage in symbolic play and use language. Observations in Mrs. Jones’s classroom demonstrated a variety of activities aimed at encouraging cognitive engagement. For instance, children learned syllables through playful songs and interactive storytelling, which aligns with Piaget's belief that children construct understanding through active involvement (Piaget, 1952).
Vygotsky’s Sociocultural Theory complements Piaget’s model by emphasizing social interaction and cultural context in learning (Vygotsky, 1978). During observations, I noted that the children were encouraged to work collaboratively during tasks like constructing with blocks. They were gradually shifting from relying solely on the teacher for answers to collaborating with their peers, thus demonstrating their Zone of Proximal Development (ZPD). This interaction reflects Vygotsky’s emphasis on the integral role of social context in cognitive development.
Gardner’s Theory of Multiple Intelligences posits that individuals have varying strengths across eight distinct intelligences, including linguistic, logical-mathematical, and bodily-kinesthetic (Gardner, 1983). Observing Mrs. Jones's class, I noted how reading storybooks engaged the linguistic intelligence while block building appealed to the spatial and kinesthetic intelligences. The incorporation of various intelligences reflects the understanding that children learn in different ways and that activities must be diverse to foster a well-rounded development.
Maslow’s Hierarchy of Needs forms the foundation under which these theories operate. Maslow (1943) posits that certain psychological needs must be met before individuals can achieve self-actualization. During my observations, all five levels—from physiological needs for food and rest to esteem needs through praise and acknowledgment—were being addressed. For example, actualizing needs were demonstrated when students celebrated small victories such as successfully solving a problem.

Learning Styles and Varied Strategies

Understanding the learning styles and multiple intelligences utilized in the classroom is crucial for effective pedagogy. Howard Gardner, continues to influence how educators perceive and cater to diverse learning preferences. Moreover, David Kolb's Experiential Learning Theory emphasizes the importance of learning through experience—reflective observation, abstract conceptualization, active experimentation, and concrete experience (Kolb, 1984).
In Mrs. Jones's classroom, various activities contained elements that resonated with Gardner's array of intelligences. For example, during creative art time, linguistic learners expressed ideas through storytelling while kinesthetic learners engaged with materials physically. Musical learners were engaged with songs about colors, integrating auditory learning into lessons.
Another example can be observed in Teacher ABC’s language arts class. Students participated in think-pair-share activities that satisfied both interpersonal and intrapersonal learning styles; students discussed literature with a partner and reflected on their personal responses (Dewey, 1938).

Motivation Theories and Classroom Strategies

Motivation is a critical aspect of educational theory, with several theorists contributing significant ideas. One notable theory is Self-Determination Theory by Edward Deci and Richard Ryan, which posits that autonomous motivation fosters greater engagement (Deci & Ryan, 1985). In Mrs. Jones' class, I observed the integration of intrinsic motivation through various strategies. Students received continuous feedback on their progress, fostering a sense of competence. When they solved problems or achieved a reading milestone, immediate feedback reaffirmed their self-worth and encouraged further exploration.
Erik Erikson’s psychosocial development theory also plays a crucial role in motivating students (Erikson, 1968). The stages of Initiative vs. Guilt and Industry vs. Inferiority were evident when students were encouraged to participate in group activities and receive praise for their accomplishments. However, I did note instances where students felt inferior following mistakes, suggesting a need for further strategies to alleviate feelings of guilt and emphasize the learning experience rather than failure.

Observational Reflections

The observations provided rich insights into effective classroom practices. For instance, in the gym class where Teacher XYZ instructed students in a game of four square, students could develop strategic thinking—integrating logical-mathematical and bodily-kinesthetic intelligence. The engagement and excitement in this environment illustrated the effective application of multiple intelligences.
However, there were also areas for improvement. Students occasionally displayed trepidation about failure, which could be mitigated through encouragement to view mistakes as learning opportunities rather than sources of shame.

Conclusion

In conclusion, observing classrooms revealed the practical application of various educational theories that support developmentally appropriate practices. Learning theories like those of Piaget, Vygotsky, Gardner, and Maslow all converge into modern educational strategies promoting a holistic approach to learning. Recognizing diverse learning styles and motivation will foster an enriching educational environment. It is integral that educators remain mindful of each child’s individual needs to cultivate a love of learning and develop confident learners.

References

1. Bredekamp, S., & Rosegrant, T. (1992). Developmentally Appropriate Practices in Early Childhood Programs Serving Children from Birth Through Age 8. National Association for the Education of Young Children.
2. Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. Plenum.
3. Dewey, J. (1938). Experience and Education. Kappa Delta Pi.
4. Erikson, E. H. (1968). Identity: Youth and Crisis. W.W. Norton & Company.
5. Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. Basic Books.
6. Jensen, E. (2005). Teaching with the Brain in Mind. ASCD.
7. Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall.
8. Maslow, A. H. (1943). "A Theory of Human Motivation." Psychological Review, 50(4), 370-396.
9. Piaget, J. (1952). The Origins of Intelligence in Children. International Universities Press.
10. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.