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PsychTask2.docx D167 Ta

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PsychTask2.docx D167 Task 2: Educational Philosophy WGU: D167 Educational Psychology and Human Development of Children and Adolescents A1/2. My ...

PsychTask2.docx D167 Task 2: Educational Philosophy WGU: D167 Educational Psychology and Human Development of Children and Adolescents A1/2. My current view of teaching is that students are active learners in their education journey. The teacher in the classroom is the coordinator of the learning instead of the instructor. I would say that I identify with the constructivist learning theory which is evident with my current view of teaching. The constructivist learning theory is the idea that knowledge is developed based on experiences and learners are active participants in their learning [ CITATION Dr21 \l 1033 ]. A3. The constructivist learning theory would help me understand my students needs in multiple grades. Two of the grades that this learning theory would help me with understanding my students needs are grades 3 and 8. Students in grade 3 are usually 8-9 years old and are in Piagets Concrete Operational Stage. At this stage, students start to think logically about concrete events and their thinking starts to become more organized and logical. They start to understand things such as the amount of liquid in a tall, skinny glass, is the same as it would be in a short, wide glass. Students should start to be able to achieve serialization, classification, and conservation. Students already know how to classify by this point, but they will start to understand that there are subclassifications within a gr. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .

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