JXT2, Educational Psychology copy.docx JXT2, Educational Psychology, Task Two Western Governors University Recommend two adjustments you could make to your curriculum content and explain how each adjustment could
...
JXT2, Educational Psychology copy.docx JXT2, Educational Psychology, Task Two Western Governors University Recommend two adjustments you could make to your curriculum content and explain how each adjustment could improve adherence to specific behavioral theories of development (e.g., cognitive, social, or moral development). I work at the Woodstock Academy. My school is made up of both local and boarding students, resulting in high levels of diversity. The exchange community is made up of twenty different countries around the world with varying backgrounds in health and physical education. Language is a huge obstacle when it comes to teaching. About ninety percent of the class is made up of students that speak little to no English with varying backgrounds and cultural differences. Developmental behavior theories are vital to understanding classroom behavior. Behaviors in my classroom can be challenging. Students tend to act out due to the language barrier. Often times students struggle with what is being asked of them so their frustration gets the best of them. It is important to understand the needs of each student as an individual. This helps minimize poor behaviors in class. Working at the Woodstock Academy makes direct instruction nearly impossible. Because of this cognitive adjustments need to be made to the curriculum. The cognitive development theory explains human development according to stages. Each stage is determined by age. According to the cognitive development theory my students at Woodstoc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
[Show More]