JXT2 Educational Psychology Task 2.docx JXT2 Educational Psychology Task 2 There are many adjustments you can make to curriculum content that could improve instruction that also align with behavioral theories. One c
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JXT2 Educational Psychology Task 2.docx JXT2 Educational Psychology Task 2 There are many adjustments you can make to curriculum content that could improve instruction that also align with behavioral theories. One curriculum adjustment that you could make is additions to curriculum, or adjusting the sequence of concepts. This adheres to Vygotskys theory, because it allows you to provide more scaffolding for individual students or whole groups. Vygotskys theory follows that more advanced psychological tools are passed on, and usually provide scaffolding to support learning and ensure more success. For example, if a curriculum begins with addition to 20, but your students have shown they can only add to 5 successfully via a formative assessment, an addition (or a different sequence of concepts, depending on your curriculum and grade level) to the curriculum could be modifying that to cover only addition to 10. This could be true of a whole group or small group of students. I think that the adjustment of adding curriculum or sequencing the concepts differently is considered a curriculum content adjustment because as Amanda Knapp-Witt (2017) said, curriculum modifications may take the form of additions, and it can be a change in a sequence of concepts. Adding to a curriculum or changing the sequence in which it is taught is not an instructional move, because it is addressing the material of what you teach itself. Doing this curriculum modification helps reorganize information to better support student processing.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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