Developmental_Stages_and_Learning_Theories___Task_1.docx D167 Developmental Stages and Learning Theories Western Governors University Educational Psychology and Human Development of Children and Adolescents, D167 A1
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Developmental_Stages_and_Learning_Theories___Task_1.docx D167 Developmental Stages and Learning Theories Western Governors University Educational Psychology and Human Development of Children and Adolescents, D167 A1.In video number 1163 of the “Elementary School†section, students collaborate and utilize technology to create animations. The students in the video are about nine to eleven years old in the fourth and fifth grades. There are twelve students in the class, including eight females and four males. The class is ethnically diverse, consisting of students who are Latino, African American, South Asian, and Caucasian. Two of the students are English for Speakers of Other Languages (ESOL)/High Intensity Language Training (HILT). The strong socio-economic status of the school is indicated by the availability of technology in the classroom, including: computers, iPads, smartboard, cameras, and other equipment. The students are at the concrete stage of cognitive development as shown when they work in groups while thinking logically and abstractly about their video projects (Cherry, 2019). A2.The learning theory that best aligns with the instructional and assessment strategies the teacher uses in the video is social constructivism. The social constructivism method involves “cooperative learning, experimentation, open-ended problems and real-life scenarios…†(NagoWah, 2009). The lesson was centered around cooperative learning, as students worked in groups of three to create animated films. Students needed to experime. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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