Business > CASE STUDY > JXT2 Task 1.docx JXT2 Task 1: HUMAN DEVELOPMENT THEORIES The instructional setting (All)

JXT2 Task 1.docx JXT2 Task 1: HUMAN DEVELOPMENT THEORIES The instructional setting

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JXT2 Task 1.docx JXT2 Task 1: HUMAN DEVELOPMENT THEORIES The instructional setting in my room is based on cognitive ability for general education and honors education students. I teach two diff... erent 10th grade courses to six classes of students split between four general English 2 courses and two Honors English 2 courses. One of my general English 2 courses is a co-taught course that consists of both general education students and students who are a part of the special education curriculum. While these students are on my roster, they are co-taught in my classroom with a specialist who is the room every day and assists with their needs as individuals and modifications that need to be made for them at any time. In all of my classes, I have to develop a rapport with my students in order for a mutual trust to be built so that they can be successful in this environment. Given this time, during the stage in a teenagers life when they are beginning to drive, work, and gain a larger sense of responsibility, learning and teaching in the traditional approach can be difficult. A.Human Development Theories According to Erik Eriksons psychosocial stage theory, â€œthe conscious sense of self that we develop through social interactionâ€ (Cherry, 2019) is known as the development of ego identity, in which the 5th stage is identity versus confusion. Throughout this stage, adolescents between the ages of approximately 12 and 18, like those in my instructional setting, begin to discover their individ. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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