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Summary Performance Assessment Task 1 Second Revision.docx D167 Performance Assessment Task 1: D167 Western Governors University Educational Psychology and Human Development of Children and Adolescents-D167 A1. The elementary school video I watched was calle
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Performance Assessment Task 1 Second R D167 Performance Assessment Task 1: D167 Western Governors University Educational Psychology and Human Development of Children and Adolescents-D167 A1. The elementary school video I watched was called Practicing Presentation and Audience Skills Through Sc...
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D167
Performance Assessment Task 1: D167
Western Governors University
Educational Psychology and Human Development of Children and Adolescents-D167
A1. The elementary school video I watched was called Practicing Presentation and
Audience Skills Through Science Presentations and was case number 9. It was a kindergarten
class with students ages five to seven years old. There were twenty students in the class. Ten
students were boys and the other ten were girls. Three students were Hispanic origin with
speaking English as their second language. One student gets Title 1 reading services five days a
week for thirty-minute intervals. Another student has autism and receives primary services for
thirty minutes a day daily, as well as occupational therapy for thirty minutes once a week. Her
three English learning students receive services daily for thirty minutes a day, while two other
students receive speech services three times a week for thirty minutes. One child has a heart
abnormality and qualifies for a 504 plan which allows him to get drinks often, miss class for
doctor appointments, and he gets to choose whether or not to participate in physical activities. He
needs no special instruction towards learning.
A2. The children in this video were in the preoperational stage of cognitive development.
This stage happens between the ages of two and seven and children start to learn symbolically, or
through different designs and patterns. They enjoy pretend play in this stage and learn a lot about
the world through doing so. They still have a hard time understanding reasoning and logic at this
stage. One example from the video showing something that the children understood symbolically
was the way the teacher used the thumbs up signs as a way of meaning “good job” when the
students raised the signs up to let the teacher and speaking student know if they did well with
their presentation.
, A3. I believe the learning theory that best matches this teacher's instruction is Cognitive
learning and Erik Erikson's theory. The teacher used a visual map to show what she needed to go
over with the class. She did a great job of pointing out her visuals to model to the children what 3
they needed to do with their presentation. The video showed the teacher completing cognitive
apprenticeship theory by her (the master of the skill) teaching presentation steps to the students
(apprentices) and then they individually got up to complete their own presentations. The teacher
checked the student's comprehension through formative assessment checks. One way she did this
was by pairing the children up at the end of the lesson to discuss the topic with each other and
ask questions. By listening to their discussions and asking them questions, she could tell how
well they knew the material.
B1. The middle school video that I watched was titled Analyzing Social Issues in Small
Group Book Club Discussions and was case number 520. There were thirty-one students in this
class, in seventh and eighth grades, and were between twelve to fifteen years of age. Twenty-five
of the students were White, two were Black, and four were Asian. One Russian student learned
English as a second language. Two students have autism. Five of the students have an IEP or a
504 plan because of reading or writing issues. The students are interested in learning and very
engaged in class. They range from fifth to tenth grade reading levels.
B2. The students in this video were in the social-emotional developmental stage. More
specifically, in isolation versus role confusion in their adolescence age range. In this stage they
figure out who they are independently as a person through experiences and form friendships and
relationships with others. In the video, you can see the students actively going through the social-
emotional development stage when they were discussing in groups their personal feelings and
connecting with each other on different stories about things such as drunk driving. They were
putting themselves in the shoes of the main characters and their families and discussing how they
would feel if it were to happen to them.
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