Categories CA Teaching Credential – Cal Lutheran University

Prepping for the CSET – Multiple subject

The Cset is a state mandated test that all teachers in California have to pass to move forward in their respected teaching credential program. There are a number of different subjects and test depending on grade levels and subjects areas that you would like to teach. The multiple subject Cset is specific to teachers that are looking to teach in grades K-6. As the name indicates, the test covers multiple subjects and requires a solid understanding of all subjects. The test is harder than you would expect and requires proper preparation to pass. It isn’t uncommon for teachers to struggle with this test which can delay moving forward in your respected program. My recommendation is to sign up early, pay attention to deadlines, study for at least a month, buy a practice guide and take the practices tests. Additionally, here some more information I wish I had prior to taking the test and my personal experience taking the test.

Test Structure and details:

The test is broken up into three sections and covers Language Arts and Social Science (test 1), Science and Math (Test 2) and Physical education, Child development and Music/Art (Test 3) . You can choose to take all three sections at once or break them up and complete them one at a time. Each test is scheduled to last an hour and 45 minutes. Although, you can get up for a break, your time will not stop. (No bathroom breaks) Also, spell check is not available for the written sections. You will need to take the Cset at a regulated testing center like Pearson Testing Centers. They fill up testing spots so set a date soon!!

Advice for Cset:

Earmark at least a month to study for this test: It covers a large number of subjects, many of which you probably haven’t studied or used in a number of years. Many schools offer programs that can help you study and prepare for the test.
Purchase a study guide – I found this study guide to be helpful. The information was laid out well and the CD was great way to take practice tests. Overall, the practice tests were important indicators for areas that I needed to study.
Sign up in advance for the test and if needed reschedule – The tests dates fill up quickly and due to the limited testing facilities you can have to travel. Also, if you do not pass a section you will have to wait 45 days before you can retake the test.
Testing results take 5 weeks to process – It is a bit surprising that the test results take so long. Personally, this caused me some stress. If I did not pass the test the first time, I would been set back for a semester. Also, I did not turn in my score until after the deadline. Luckily many schools set soft deadlines but don’t count on it.
Pay attention to deadlines – The schools deadline and the delayed testing results caused a lot of stress for me. If I did not pass the test the first time, I would have had to wait a whole semester which would effected my timeline for entering into the teaching profession.

My experience taking the Cset:

The test was harder than I expected because the information covered was extensive. I really needed to brush up on Math, Social Science, Arts, Dance and Music. It took about 2 to 3 hours of study per day which I ramped up to 3 to 5 hours a couple days before the test. I spent about 3 weeks studying. I wish I had spent a bit more time studying but luckily I passed all three sections the first time. However, it was unnerving/unexpected to have to wait 5 weeks for the scores and to have to wait 45 days to reschedule a test, if needed. Overall, the deadlines and lack of testing facilities spots created an issue for me. Hence, I ended up taking the Cset in the middle of my finals. I had to take a day off work, get a hotel and had to drive out to LA (2 hour drive) because a testing center was not available in my area until mid-summer.

If I was to do it again, I would schedule my test well in advance of the deadline, study for 4 weeks prior to the test and not take it during finals week. Y

Helping Students with Disabilities Plan for Post-High School Settings

What is secondary transition? Why is it important for school personnel to help students plan for post-school transitions?
Secondary transition is the process of the preparing students for life after high school which includes additional education, community life and employment. These are the driving factors for many of the goals created in IEP’s. It is important to produce productive members of society. Hence, we want to give the students the skills/tools needed to effective participant in their social environment. This process is helped by properly preparing the students through a secondary transition program.
List and describe the five components of the Taxonomy for Transition Programming.

Student Focus Planning – IEP development, planning stage, student participate
Student Development – Life skills, job placement, work experience, assessment, support
Interagency Collaboration – Collaboration framework /service delivery
Program Structure – program policy, strategic planning, program eval, resource allocation, HR department
Family involvement – Family training, family involvement, family empowerment

Explain why self-determination is important for students with disabilities.
Self determine is important to all students but need to be re-enforced at a higher level for students with disabilities. Taking personal responsibility for one’s actions is a central component to becoming productive members of society. We need students to take a personal responsibility in the learning because we can not force someone to learn and to improve. It is a collaborative effort. Hence, we need to help students to become self-determined so that they can work and improve to reach their personal goals.

For each of the components of the Taxonomy for Transition Programming, recommend one or two actions you as the teacher can take to help Jessica reach her goals. Explain your responses.
Program Structure – This would focus on how to get her a job in the medical field and helping to provide her with the tools needed to complete here goals. We could look for volunteer opportunities with hospitals. This will allow her to gain access to a hospital environment, get familiar with job duties and network to find a good placement fit.

Student Focused Planning – We would look for medical entry classes or admin. Look for computer related positions that play to her strengths.

Student Development – Provide books, websites and additional resources to help her achieve her goal.

Family Involvement – Look at bus schedules, train schedules, or carpooling opportunities that will allow her to get to school and work independently.

Interagency Collaboration – Start volunteering at the hospital.

Adaptations Matrix Workbook for Special Needs

Communication Disorders:

Communication disorders include both speech and language impairments which means they have issues with sounds, fluency and voice. Language problems reflects problems in receiving information, understanding it and formulating spoken, written or symbolic responses. Communication is different across cultures and will shared system of rules and symbols for the exchange of information will be different based on the individual’s cultural background. Overall, communication impairments can affect a student’s academic, social and emotional development.

Evaluating a communication disorder is determined by a speech-language pathologist. They will use assessments in formal and informal setting and will try to make sure the student is comfortable.

Designing IEP’s is a collaborative process between the teacher, parent, student and speech-language pathologist. However, the teacher needs to think about if the content is universally designed to allow her students with communication disorders to have access to the same learning opportunities.

Students with communication disorders benefit from language facilitation strategies at a young age. Graphic organizer and story webs help elementary and secondary students. Students will need to be accessed to monitor progress in the general education curriculum.

Examples of Communication disorders:

Stuttering is a speech disorder that disrupts the normal flow of speech with involuntary
repetitions, prolongations of sounds, syllables, words or phase or involuntary pauses.
Teaching Strategies:
Teaching strategies include reducing stress, creating a comfortable learning environment and acting as a role-model. Also, occasionally rephrasing sentences can be a helpful strategy. Ultimately, it is about making the student comfortable, allowing him to participate in class and treating him like a normal student.

Dyslexia is a disorder that is characterized by difficulty reading, spelling, sounding words out, writing words and pronouncing words while reading despite a normal level of intelligence.
Teaching Strategies:
Students with communication disorders benefit from language facilitation strategies at a young age. Graphic organizer and story webs help elementary and secondary students. Word wheels, phoneme practice, use rhyming books with repetition of target words and play sound matching games.

Emotional and Behavioral Disorders:

Assessment for emotional and behavior disorders are dictated by The Scale for Assessing Emotional Disturbance is tied to the 5 elements of IDEA. Additionally, The Behavioral and Emotional Rating scale which is designed to identify students strength and needs as a basis for educational planning.

The wraparound model is a process of linking school, community and mental health service to provide a family driven, collaborative, individualized, culturally competent and strength based planning approach. Complex problems require thought planning and multicomponent interventions.

Early intervention is key to prevention emotional and behavioral problem. Additionally, using the resources and information available is key to maintaining the controlled classroom environment.

Inclusion is a difficult process for students with emotional and behavioral problems. They have the lowest rates of inclusion in the general education classroom. These students are at risk for being served in private institution, separate schools, correctional facilities hospitals and homes.

Assessments include a master evaluation that allows teachers to determine progress. Interventions are key to promote social skills. Finally, students need to have access to the general curriculum.

Examples of Emotional and Behavioral Disorders:

Depression is an emotional disorder that is caused by a number of factors including the chemical makeup of the brain but can also have external causes. Depression has a number of symptoms but most center around feeling of despair or sadness which negatively affects their ability to learn and perform daily living activities. Depression can be detrimental to learning because self-determination is important to learning. If students are unmotivated or sad it will be difficult to get the learning process moving forward.

Anxiety is a feeling of worry. Mild, moderate or occasional, short-term severe anxiety is a normal reaction to stressors in daily life. Although anxiety can be unpleasant, it is a normal reaction to an environmental stressor, and a mild to moderate amount of anxiety can help people to recognize and more effectively deal with stressful situations.

AD/HD Disorder:

There are three types of AD/HD. IDEA identifies students with AD/HD as an “other health impairment.” 6% to 9% of students have Ad/HD. Students with AD/HD typically have issues in school related to behavioral, social and emotional functioning. AD/HD have multiple causes that range from heredity, structural differences in the brain and environmental causes.

Types of AD/HD:
Predominantly inattentive
Predominantly hyperactive impulsive
Combined

Diagnosis for AD/HD is done by a psychologist, psychiatrist or physician outside of a school setting. Conners’s Rating Scales is frequently used to identify AD/HD. Another helpful tool for evaluating the extent of AD/HD is the Attention Deficit Disorders Evaluation Scale because it prescribes more interventions than other available scales do.

Teaching Strategies:
Students with AD/HD can benefit from Section 504 accommodation plan but may not qualify for special education services. Additionally, arranging seating, posting daily schedules, and arranging the classroom for smooth transitions can help students. Also, teaching organizational skills is important for students with AD/HD. Finally, it is important that teachers know the side effect of AD/HD medicine and are aware the student is on a medication. Students with AD/HD have a hard time making friends and the USDE does not keep data on AD/HD students participant in general education curriculum.

Students need to be assessed to determine their improvement. Students with AD/HD may need accommodations for tests to allow them a distraction free environment.

Intellectual Disability

Intellectual disabilities are defined by significant limitations in both intellectual functioning (memory, generalizations, and motivation) and adaptive behavior (conceptual, social, and practical skills) that originated before the age of 18. The causes of intellectual disabilities vary that including timing classifications that are prenatal, perinatal, and postnatal. Type classification include biomedical, social, behavioral, or educational.

Evaluating intellectual disabilities is done through the AAIDD Adaptive Behavior Scale. Also, the Transition Planning Inventory assess nine knowledge, skill and behavior areas of provide level of performance information related to transitional needs.

Appropriate IEP for students with intellectual disabilities which is dependent on interagency collaboration. Paraprofessional are valuable resources for the student. Also, assistive technologies can be very useful to students. Also, a functioning curriculum is important to teaching independent life skills.

Teaching Strategies:
Effective instructional strategies are need and students have shown benefits from prelinguistic milieu to elicit communication and language from them. Also, self determined learning model is important to help teach the student to be personally responsible for his education, actions and for self reliance. Students benefit from community based instruction. However, students are not always incorporated in general education programs. However, data shows that students perform higher when integrated into the general education programs.

Students need to be assessed to determine the progress and improvement in subject areas. Data-based decision making strategies to document students progress in general education. Also, the ecological inventory process is useful for planning community based instruction and assessment of student attainment. Student’s IEP must describe the accommodations they are entitled to such as having more time, havie it4ems clarified or distinct responses or having questions read to them.

Examples of intellectual Disabilities:

Down syndrome is a genetic disability caused by chromosome 21 were all or part of a third copy is present. Down syndrome is associated growth delays, rounded facial features and mild to moderate intellectual disability. IQ levels are typically around 50 and is around the intelligence of a 8 to 9 year old.

Effective instructional strategies are need and students have shown benefits from prelinguistic milieu to elicit communication and language from them. Also, self determined learning model is important to help teach the student to be personally responsible for his education, actions and for self reliance. Students benefit from community based instruction and typically are more successful when they are able to interact with peers and have solid support group.

Autism:

Autism is a developmental disability that affects verbal and nonverbal communication as well as social interactions. Typically, you can determine if a child is autistic by the age of 3. Other behaviors include repetitive activities, behavioral challenges, need for predictable environment etc. Autism is 1/110. Autism is caused by biological and environmental factors.

The Autism Diagnostic Interview is used to determine if a child has autism. A functional behavior assessment identifies specific relationships between environmental events and a student’s problem. It is used as an intervention to help facilitate normal functioning for students.

Teaching Strategies:
Designing appropriate IEP’s requires positive behavior support that involves many different members including teachers, administrators, family, and behavior specialists. Implementing behavior support involves building support systems in the classroom to promote positive behavior. Also, mnemonic strategies are effective curriculum adaptations that enable students with autism to succeed in the a general education classroom. Social stories are helpful to students with autism specifically ones that promote good social behaviors. Positive behavior support in classrooms, group work, individual play help to decrease behavior problems. Discrete trial teaching applies learning principles from operant psychology to provide effective ways of teaching kids with autism. Generally, students with autism do not have high inclusion rates in general education settings.

Students need to be assessed to determine their improvement. The Autism Screening Instrument for Education Planning can provide students with ways to collect data progress in general curriculum settings. Behavioral data needs to be collected as a function of the positive behavior support. Also, having a familiar person administer tests can help improve their performance.

Gifted and Talented

Characteristics of students that are gifted and talented include high general intellect, creativity, leadership and visual or performing arts. These students require special services not provided by IDEA. Students from racial and ethnic backgrounds are underrepresented. IQ test scores are equated with giftedness. Top 2 to 3 percent are characterized as gifted.

DISCOVER is a performance based, research validated assessment for identifying giftedness in students. Also, the Torrance Test of Creative thinking are a valid and reliable way to assess the strength and needs of students in the area of creativity.

Teaching Strategies:
Students that are gifted need to have a differentiated learning environment to keep them interested and engaged in the classroom. Modifications to the scope and sequence of instruction are helpful. Also, it is important to address socio-emotional needs to students that are gifted; autonomous learning model. Garner’s multiple intelligence theory has a direct and significant impact on education. Universal design programs are helpful as well. The schoolwide enrichment model provide effective ways to implement instructional strategies across campus.

Product and process evaluations and learning contracts are ways that students who are gifted can be involved in evaluating the progress of the educational program. Feedback is really important from gifted and talented students so that we can make sure that they are stimulated and challenged by the content.

Hearing and Visual Disability:

In education, visual impairments are defined as an impairment that can adversely affect students learning. Students with visual impairments are limited to learn incidentally by watching their environment.

Ophthalmologists determine the presence of a visual disability. Optometrists determine if a visual impairment can be corrected. A functional low vision assessment determines how students use their eyes in different situations. A learning media assessment assists TVI in determine the efficient mode of reading and learning; braille, large print, etc.

Teaching Strategies/Accommodations:
Developing an IEP for students involve developing skills that other students will develop incidentally through visual stimuli. TVI’s focus on the functional and life skills need to function in society. Educators must meet the needs of students through the principles of universal design instruction. Students learn through meaningful involvement and using all of their senses to interpret their surroundings.

TVI’s in early childhood focus on being able to move through the world. IE clothes, bathroom, moving around and making snacks. In the elementary years it focus on teaching braille, raised maps and other compensatory skills that allow them access to the general curriculum and helps to facilitate social skills. In secondary skills, the focus is on helping the student prepare for the adult world.

Communication strategies –
Teachers will need to read information out loud to make sure that they have included all students. Ie Visual Disabilities
Teachers should describe diagrams, pictures and graphs.
Describe each step in detail for projects.
Encourage students to reposition so that they can see in the classroom

Students with visual impairments are typically included in the general education curriculum. Special education services are available to students; typically provided in the form of a TVI.

Progress in the general curriculum is measure through material selected by the teacher and adapted by the TVI. Progress in the expanded core curriculum is measured by the TVI and O&M specialist. Accommodations for tests are determined by the IEP and are typically rely on braille or print.

Hearing impairment:
Students are categorized as either deaf or hard of hearing. Reading and writing are the main concerns for students with hearing issues. Hearing loss is a low incidence disability with 1.2 percent of students with this disability.

Diagnosing hearing loss is done with a otoacoustic emissions test with infants and young children. A behavioral audiological evaluation is used for older students. Hearing aids are useful tools but they make sound louder but do not restore normal hearing. Cochlear implants are other tools that provides sound information to auditory nerve fibers in the cochlea.

Teaching Strategies/Accommodations:
Students with hearing loss issues typically have a hearing aid or implant. Additionally, they can rely on interpreters or use other methods of communication. Also, it is important that students are taught ASL, English and are taught about the culture of deafness.

Assessment of language speech and speech reading, signing and academic achievement and socialization are essential for providing students with appropriate education. Students with hearing issues may struggle with speech. Story retelling allows students to show they understood what they read.

Health Impairments:

Health impairments are chronic or acute health problems that limits strength, vitality and alertness to affect a student’s education. Epilepsy or asthma are a couple examples of health impairments.

Physical examinations are the first steps in determining if a student has a health impairment. Sometimes a neurological examination will be needed. Also, prenatal screening as assess of child could have a health impairment. Finally, the School Function Assessment is a criterion-based measurement of functional skills required of elementary students.

Students with health impairments benefit from comprehensive plans that specifies health supports and accommodations. School based health clinics are helpful resources for students. Students can have content delivered in different methods to allow access to general education curriculum. Physical education and test can be made to accommodate students with health impairments.

Teaching Strategies:
Teachers should help students with health impairments with self-awareness. Also, a token economy systems is helpful to reinforce positive behaviors and academic outcomes. Students with health impairments want to have their own life. Learning to drive is important to many teens development and sense of freedom.

There are multiple ways to assess a student’s progress but teachers should make accommodations as needed. Teachers should look to develop an understanding of health for each student.

Examples of Health Impairments:

Asthma is a health disability that affects the ability to breath because of tightening of muscles around air passages which inhibits breathing. Shortness of breath, wheezing, coughing difficulty performing normal activities are signs of asthma.

Epilepsy is a neurological disability that is characterized by seizures. Seizures can vary from brief and nearly undetectable to long periods of vigorous shaking.

Resources:

Tri-County Regional Office – local resource for finding a variety of services.

http://www.tri-counties.org/index.php/services-a-supports/social-activities/ventura?Parentid=20&RootId=2

Rainbow Connection – local resource for finding a variety of services.

http://rainbowconnectionfrc.weebly.com/special-needs.html

Speech, Language and Hearing Resource: Online resource for speech, language and hearing resource.

http://www.asha.org/about/contacts/

Autism Society – online resource

Autism Resources

AD/HD Resource- online resource

http://www.chadd.org/

Addressing Disruptive and Noncompliant Behaviors

1. List three reasons why some students continue to cause problems even when there is a good classroom management plan in place?

They can have stressors outside of class that affect their ability and concentration levels.
They can be considered at risk due to sociological factors (low income, english learner)
They may have a disability or disabilities

2. Discuss at least one benefit and one challenge of intervening early in the acting-out cycle to prevent problem behaviors from escalating.

The biggest benefit to intervening early is you can re-direct the actions or behavior into something appropriate for the classroom before the student gets too agitated. However, the challenge is to recognize the triggers before the behavior or actions have escalated to far.

3.Think back to the Challenge at the beginning of this Module. Ms. Rollison is having trouble with Patrick, who is a model student on some days and is rude and disruptive and refuses to work on others. Unfortunately, she probably does not have enough information to figure out what Patrick’s triggers are. Although not discussed explicitly in the Module, can you think of three methods by which Ms. Rollison could determine his triggers?

It could be negative interactions with a student or teacher
It could be a change in the schedule
It could be a disagreement with a peer, family member or outside source

4.Ms. Rollison is also having trouble with Tameka, who refuses to do any written work. In this case, Ms. Rollison does have enough information to figure out what Tameka’s trigger is. What is it?

I think that Ms. Rollison can determine that written assignments cause Tameka to have trouble. Personally, I would run a test to determine if written assignments cause the behavior but the teacher should be able to determine that written work triggers Tameka’s behavior because she won’t do any written work.

5. Once either Patrick or Tameka enters the Agitation Phase, what would you recommend that Ms. Rollison do? If she doesn’t recognize the Agitation Phase, what would you recommend differently for the Acceleration Phase?

If either student enters the agitation phase it is important that the teacher looks for ways for the student to be redirected to the proper behavior. The teacher could try to get the student to become more actively engaged in the lesson through a question, reading aloud, helping the group with the project etc. If Ms. Rollison can not recognize the agitation phase, during the Acceleration Phase she should redirect the student, wait for a response and if the behavior has not been resolved she should follow up with a consequence.

6. What is the primary reason that teachers are often reluctant to engage in debriefing during the Recovery Phase? Why is it important to debrief in spite of this reluctance?

Debriefing means that you have to address the problem again, explain why it was an issue and give them proper ways to deal with the stress or agitation. It is not a fun task and can potentially cause the behavior to re-occur but is necessary to make sure that the student is aware of the problem. Additionally, you need to help them figure out ways to prevent the behavior by themselves. We need to help the students become personally responsible for their behavior.

Transgender and Gender Identity

I thought the article “Discussing Transgender and Gender Non-Conforming Identity and Issues” was a helpful to learning how to address transgender and gender identity issues in the classroom. As a teacher, it is our responsibility to ensure that all our students have a safe learning environment that helps to promote respect and acceptance. In comparison to gender conforming students, students that are transgender or are non-gender conforming typically experience bullying or do not feel safe in a school setting. As teachers, we need to work to educate, inform and create a level of understanding that allows students to make sense of a behavior that they may have not seen. It is normal for humans to question things that are different. We need to give students the proper channels to make sense of the information. As a result, it may make sense for teachers to address gender identity issues in the classroom if it cause misunderstanding or discomfort.
I liked that the article went over the process of speaking to the classroom about transgender and identity issues. Typically, schools, parents and communities have shied away from addressing these issues and were more like to ask students to conform. However, in recent years, society as a whole has become more accepting of the LGBT community. As a result, there has been a push to be accepting of people’s different gender identities. However, many teachers may not have the skills or knowledge of how to address these issues in a public setting. Yet, as teachers, it is our responsibility to be a role model and to model the proper behaviors that allow for a respectful classroom. Hence, we may need to read books, speak with parents and learn more about the LGBT community to learn how to create an inclusive learning environment for all students. Also, it is important to include parents, administration and students to make sure it make sense to address the issue. Every student is different and what is right for one student might not be right for another.
Personally, I believe that this is an issue to worry about if it is affecting the learning environment in the classroom. Humans are typically accepting of others so hopefully it won’t be an issue. However, if it is, I believe that it is important to have conversations that allow students to demystify the behavior and accept it. Overall, I think that this issue can be addressed by stating clearly that a respectful classroom must be maintained for all students. If you promote a respectful classroom for all students then gender identity would fall under the rules of the classroom.
Ultimately, I believe the biggest issue for teachers to deal with is once students go home. Not everyone maintains the same thoughts beliefs on gender identity. If a student watches a peer, family member or role model act or say things negatively about the LGBT community it can create problems. Students mimic their parents, hence, educating parents may be the larger underlying issue when dealing with gender identity issues in the classroom.

RTI: An Overview

Question 1: What are the two options for identifying students with learning disabilities? Briefly summarize each one.

RTI model – follows a more methodical process for determining disabilities. RTI’s are composed of blanket screening to determine if the student is at risk. Based on the results, the student will be entered into a tiered level of remediated instruction. If they do not progress they will be moved up in tier until ending with tier three.

IQ Discrepancy model – This method compares the IQ scores VS to Reading scores on standardized tests. If there are no major changes or difference in scores than the student will continue with their development, however, if there is a gap, students will be recommended to special service to remedy the gap.

Question 2: List at least four benefits of using an RTI approach with struggling students.

1. Identify students that are struggling at an early age
2. Helps with identifying students with disabilities
3. It is a 3 tiered approach that helps students regardless of disabilities
4. Can be implemented school wide

Question 3: Compton is a first-grade student at Rosa Parks Elementary School. His teacher, having administered a universal screening measure, has identified Compton as a struggling reader. Name and explain the first step in the RTI approach that she should consider when trying to help Compton. Keep in mind that Rosa Parks uses the standard protocol approach.

Compton should be recommended into the Tier 1. Tier 1 is applicable because it will provide additional resources and training. Additionally, its methodical process will make sure that the program scientifically validates reading practices. Additionally, monitoring will help to determine if the additional resources are improving the student’s abilities. Tier 1 is implemented in the classroom by the classroom teacher. She will determine the resources needed to improve the student reading ability and access at a later point if the student should be moved up a tier or moved back into the general education classroom.

Question 4: Assume that your recommendation for Question 3 was implemented; unfortunately, Compton’s progress continues to be insufficient. Name and explain the next step in the RTI approach.

Compton would be moved to Tier 2 where he will be provided a service aid that will target the area that needs to be developed. Based on feedback from the teacher and additional tests, the aid will create a plan to help improve his reading ability. Typically, students in tier 2 will be pulled from class or 30 minutes to an hour once or twice a week to work on developing his reading skills. The aid will be responsible for developing the program and the other resources needed to improve Compton’s reading abilities.

Cultural Shift Assignment

For my Cultural Shift Assignment, I choose to go to a Mormon Church. I went to The
Church of Jesus Christ of Latter-Day Saints on Sunday February 5th in Ventura, California. I
decided on going to a church because religion is a central component of many people’s culture.
Our customs, holidays, dress and expectations are largely derived from our religious beliefs.
Typically, children are converted to their parents religion. The events and services act as a way
for families to socialize with their community, align with a group, establish core beliefs and
understanding.

Overall, this is a break from my norms because I personally have found that religion can
serve to segregate just as much as it can bring people together. Hence, I do not go to church
often. But ultimately why I choose to attend a Mormon church is because I have never been to
one and a very good family friend converted to Mormonism when he married his wife.
Unfortunately, this caused us to drift apart as he looked to align with the customs of the Mormon
Church and began to socialize with people of the Mormon congregation. For me, it was very
weird. I went from having someone that I grew up with since I was 2 month old and having tons
of relatable experience and thoughts to someone that viewed the world differently.
Leading up to going to the church, I definitely had my reservations and was nervous
about attending. I have never liked having someone try to convert me to their religious beliefs. It
makes me very uncomfortable and I believe it is rude. The Mormon Church has a long history of
trying to convert people as the males are required to do a mission trip to convert people to their
religion. The whole white shirt, black pants and a tie walking door to door with the message of
mormonism. I wasn’t looking forward to going to their spiritual place as a non-mormon. But that
is the point of this assignment and there is a large chance that I could have a Mormon student in
one of my classes. I hope that this experience can help me better understand my friend and to
become more culturally aware.

I arrived a bit early to the Mormon church and walked around the premises. It looked like
and felt like the majority of churches that I have been to. I entered into the main room and
scanned the area. It was fairly quiet from what I expected but there were a couple of people in
the main service room moving around. Everyone looked like they were dressed in formal wear. I
felt a bit underdressed but moved to the back and grabbed a seat. The coir group was singing
songs that reminded me of the Christian Churches I have attended. Additionally, the
atmosphere felt very similar to the christian churches. As the service began they started with
some hymns and songs which seemed to pull from the Christian belief. Afterwards the priest
moved to the main portion of the service; The Sacrament. This is the main sermon that is give to
the congregation. In this case, the priest was talking about the power of community and the
need to rely on each other to further their understanding of God. They also do a Sacrament
Communion of bread and water and pass a tithing around. Afterwards, one of the members of
the congregation was invited to speak about his experience of staying true to Jesus. You could
tell that the community was tight knit and that the congregation members were familiar with
each other. Most of my interactions with the congregation were simple hi, a quick smile and
moving on. Hence, my expectation of having someone try to convert me was far from the truth.
It seems like the majority of their outreach is done through mission trips and events but not at
their church. I ended up doing some research and joining a temple requires an invite from a
member. You need to show that you are prepared to follow the teaching of the church, align with
the group and to have the support of a current congregation member. Hence, I think they were
surprised that I was there as a non-congregation member.

I am glad that I was able to go to the Mormon Church. I was able to get out of my
comfort zone and experience a new religion. Although, I do not think that Mormonism is
something that I will ever be interested in. I can understand the need for community and respect
that people find solace in practicing their faith. It was nice to be able to have casual interactions
with a couple of the congregation members and to find that they operate very similarly to any
other church I have been to.

EDLT 501 Final Study Guide

Know the characteristics of children in the:

a. Preoperational –

i. Symbolic function substage- Age 2 to 4: child begins to learn to speak
at age two and lasts up until the age of seven, Children’s increase in
playing and pretending takes place in this stage. However, the child still
has trouble seeing things from different points of view, the questions of
“why?” and “how come?” – Weakness of ages is ego, artificialism and
transductive reasoning.

ii. Intuitive thought substage – Age 4 to 7: children tend to become very
curious and ask many questions, beginning the use of primitive
reasoning. There is an emergence in the interest of reasoning and
wanting to know why things are the way they are. Weakness – a>b>c hard
time distinguishing categories and subcategories, size/volume
comparisons etc.

b. Concrete operational – Age 7 to 11: characterized by the appropriate use of
logic. Understands inductive but not deductive reasoning. Understand others
perspectives. Weakness – understands concrete reasoning; not abstract.
c. Formal operational period – Ages 11 to 20: Intelligence is demonstrated
through the logical use of symbols related to abstract concepts. Use deductive
reasoning.

Be able to fully define and describe private speech/egocentric speech

Private speech – is typically observed in children from about two to seven years old. [1] [2] [3]
Private speech or “self-talk” is observed speech spoken to oneself for communication,
self-guidance, and self-regulation of behavior. [2] Private speech is often thought to enhance the
developing early literacy skills and help to increase a child’s task performance, success, and
achievement. [2] Numerous sources trace the first theories of private speech back to two, early
well-known developmental psychologists, Vygotsky and Piaget. [1] [3] Both of these psychologists
mainly studied private speech in young children, yet they had different views and terms.
Piaget believed that egocentric children use language primarily for communication with oneself.
Piaget observed that children would talk to themselves during play, and this egocentric speech
was merely the child’s thoughts. [16] He believed that this speech had no special function; it was
used as a way of accompanying and reinforcing the child’s current activity. He theorized that as
the child matures cognitively and socially the amount of egocentric speech used would be
reduced. [16] However, Vygotsky felt that egocentric speech has more meaning, as it allows the
child’s growth in social speech and high mental development. [16] In addition to Piaget’s theory,
he believed that when communicating with others, the child believes that others know
everything about the topic of discussion and become frustrated when asked to give further
detail. [15]

Piaget also believed that egocentrism affects the child’s sense of morality. [15] Due to
egocentrism, the child is only concerned with the final outcome of an event rather than another’s
intentions. Only when entering the concrete-operational stage of development at age seven to
twelve, children became less egocentric and could appreciate viewpoints other than their own.
In other words, they were capable of cognitive perspective-taking. However, the mountains test
has been criticized for judging only the child’s visuo-spatial awareness, rather than egocentrism.
How are Montessori schools different from traditional public schools

Montessori education is based on the belief that children are individuals with their own
strengths, needs, likes and learning styles. To use the latest educational catchphrases,
Montessori education is ‘multi-modality, differentiated instruction.

In more everyday terms, Montessorians disagree with the idea that all children learn in the exact
same way at the exact same time of their life. What things interest this child so that I can use
his/her natural interests and abilities to teach this concept that they need to know?”
Instead it is filled with many materials that teach a wide range of levels and concepts.
Obviously, a Montessori classroom will not look like a normal classroom. Rarely, if ever, will you
find the whole class sitting with their books out looking at the teacher show them how to fill in a
worksheet. Instead you will see children, some in groups, some by themselves, working on
different concepts, and the teacher sitting with a small group of children, usually on the floor
around a mat.

Some people talk about the lack of “structure'” in a Montessori Classroom. They hear the word
“freedom'” and think “chaos” or “free for all”. Yet, if the teacher is organized this does not
happen. Children will be given a work plan or a contract and will need to complete an array of
educational activities just like in a more traditional classroom. The main difference being that the
activities will be at each child’s “maximum plane of development”, will be presented and
practiced in a way that the child understands, and the child will have the freedom to choose
which he/she does first.

The most comprehensive longitude research on Montessori Education in comparison to
traditional education was published last year by a psychology professor at the University of
Virginia, Dr. Angeline Lillard.. Her recent article was so well researched and documented, that it
is the only educational article ever to be published in a scientific magazine.
Erikson

Initiative vs. Guilt

Initiative versus guilt is the third stage of Erik Erikson’s theory of psychosocial development .
This stage occurs during the preschool years, between the ages of three and five. During the
initiative versus guilt stage, children begin to assert their power and control over the world
through directing play and other social interaction. Let’s take a closer look at some of the major
events that take place at this stage of psychosocial development.

A Closer Look at the Initiative vs. Guilt Stage

Children need to begin asserting control and power over the environment by taking initiative by
planning activities, accomplishing tasks and facing challenges. During this stage, it is important
for caregivers to encourage exploration and to help children make appropriate choices.
Caregivers who are discouraging or dismissive may cause children to feel ashamed of
themselves and to become overly dependent upon the help of others.
This stage can sometimes be frustrating for parents and caregivers as children begin to
exercise more control over the things that impact their lives. Such decisions can range from the
friends they play with, the activities they engage in, and the way that they approach different
tasks.

Industry vs. Inferiority

Industry versus inferiority is the fourth stage of Erik Erikson’s theory of psychosocial
development . The stage occurs during childhood between the ages of six and eleven.
According to Erikson’s stage theory, people progress through a series of stages as they develop
and grow. Unlike many other developmental theories, Erikson’s addresses changes that occur
across the entire lifespan, from birth to death.

Psychosocial theory does not focus on the obvious physical changes that occur as children
grow up, but rather on the socioemotional factors that influence an individual’s psychological
growth. At each point in development, people face a crisis. In order to resolve this crisis,
children and adults are faced with mastering the developmental task primary to that stage.
If this skill is successfully achieved, it leads to an ability that contributes to lifelong well-being.
Failing to master these critical tasks, however, can result in social and emotional struggles that
last a lifetime.

The Social World Expands

School and social interaction play an important role during this time of a child’s life. Through
social interactions, children begin to develop a sense of pride in their accomplishments and
abilities.

During the earlier stages, a child’s interactions centered primarily on caregivers, family members
and others in their immediate household. As the school years begin, the realm of social
influence increases dramatically. Friends and classmates play a role in how children progress
through the industry versus inferiority stage.

Schoolwork Helps Build Competency

At earlier stages of development, children were largely able to engage in activities for fun and to
receive praise and attention. Once school begins, actual performance and skill are evaluated.
Grades and feedback from educators encourage kids to pay more attention to the actual quality
of their work.

During the industry versus inferiority stage, children become capable of performing increasingly
complex tasks. As a result, they strive to master new skills. Children who are encouraged and
commended by parents and teachers develop a feeling of competence and belief in their
skills. Those who receive little or no encouragement from parents, teachers or peers will doubt
their ability to be successful.

According to Erikson, this stage is vital in developing self-confidence . During school and other
social activities, children receive praise and attention for performing various tasks such as
reading, writing, drawing and solving problems .

Kids who do well in school are more likely to develop a sense of competence and confidence.
They feel good about themselves and their ability to succeed.Children who struggle with
schoolwork may have a harder time developing these feelings of sureness. Instead, they may
be left with feelings of inadequacy and inferiority.

At this stage, it is important for both parents and teachers to offer support and encouragement.
However, adults should be careful not to equate achievement with acceptance and love.
Unconditional love and support from adults can help all children through this stage, but
particularly those who may struggle with feelings of inferiority.

Children who are overpraised, on the other hand, might develop a sense of arrogance. Clearly,
balance plays a major role at this point in development. Parents can help kids develop a sense
of realistic competence by avoiding excessive praise and rewards, encouraging efforts and
helping kids develop a growth mindset . Even if children struggle in some areas of school,
encouraging kids in areas in which they excel can help foster feelings of competence and
achievement.

How is intelligence measured? What do the results of IQ tests tell us? What are the
limitations of IQ tests? What are the other forms of intelligence? Be able to describe the
importance of these alternative forms.

Classically, the IQ or Intelligence Quotient test was an accepted tool in determining intelligence.
IQ tests were administered in a variety of disciplines such as logic, culture, emotional, spatial,
and verbal. All were designed to determine a level of competency and understanding in these
frameworks but most of all, had to determine a high level of problem solving. memory was also
highly prized as a sign of intelligence but has somewhat been abandoned. After testing , a score
was determined from the cumulative score of all tests. Theoretically, two people could have the
same score yet manifest completely different strengths. Yet what is consistent among all tested
is the ability to be able to seek and recognize patterns which when understood can bring logic
and order to the subject matter. Furthermore, these logical structures of patterns or languages
could be used to problem solve. That’s why savants are not considered geniuses or genii.
Because they possess a highly acute faculty but do not demonstrate a total extraordinary
intellectual power.

IQ tests have severe limitations because they restrict people’s understanding of intelligence and
do not test all situations that show intelligent behavior. These tests do not consider the
multidimensional nature of intelligence and are not always accurate in predicting success.
Typically, IQ tests measure only verbal and mathematical abilities despite the fact that
psychologist Howard Gardner identified at least seven types of intelligence.

● Visual-spatial Intelligence
● Verbal-linguistic Intelligence
● Bodily-kinesthetic Intelligence
● Logical-mathematical Intelligence
● Interpersonal Intelligence
● Musical Intelligence
● Intrapersonal Intelligence
● Naturalistic Intelligence

Be able to connect the physical characteristics of children in the adolescence phase and
the potential impact these characteristics may have on education/instruction.
The years between 6 and 14—middle childhood and early adolescence—are a time of
important developmental advances that establish children’s sense of identity. During
these years, children make strides toward adulthood by becoming competent, independent,
self-aware, and involved in the world beyond their families. Biological and
cognitive changes transform children’s bodies and minds. Social relationships and roles
change dramatically as children enter school, join programs, and become involved
with peers and adults outside their families. During middle childhood, children
develop a sense of self-esteem and individuality, comparing themselves with their
peers. They come to expect they will succeed or fail at different tasks. They may
develop an orientation toward achievement that will color their response to school
and other challenges for many years. In early adolescence, the tumultuous physical
and social changes that accompany puberty, the desire for autonomy and distance
from the family, and the transition from elementary school to middle school or junior
high can all cause problems for young people. When adolescents are in settings (in
school, at home, or in community programs) that are not attuned to their needs and
emerging independence, they can lose confidence in themselves and slip into negative
behavior patterns such as truancy and school dropout. This article examines the
developmental changes that characterize the years from 6 to 14, and it highlights ways
in which the organization o
Be able to fully define “egocentrism” and its impact on childhood development.

Egocentrism, a concept derived from Jean Piaget’s (1951) theory of cognitive development,
refers to a lack of differentiation between some aspect of self and other. The paradigm case is
the failure of perspective-taking that characterizes young children who are unable to infer what
another person is thinking, feeling, or seeing. Unable to infer accurately the perspective of
others, the egocentric child attributes to them his or her own perspective instead. The inability to
decenter from one’s own perspective results in egocentric confusion of social perspectives.
But egocentrism is a broader concept that encompasses a number of additional curiosities of
early cognitive development, including realism (the confusion of objective and subjective),
animism (confusion of animate and inanimate), and artificialism (confusion of human activity or
intentions with natural causes). What these forms of egocentrism have in common is the inability
to differentiate subjective and objective perspectives. Children project subjective qualities onto
external objects or events; are unable to decenter from their own perspective, or else assimilate
objective reality to their subjective schemas, deforming reality as a result. So the child who
believes that dreams take place in one’s room at night (realism), that moving objects have life
and consciousness (animism), or that the moon follows them because it wants to (artificialism),
is displaying egocentrism just as surely as the child who is unable to differentiate self-other
perspectives. Piaget suggested that egocentrism was a primary characteristic of children’s
thought processes until around 6 to 7 years of age, or when they are able to form mental
representations during problem solving. However, while egocentrism is regarded typically as a
problem of early cognitive development, such seemingly childish thought may not be entirely
absent even in later periods of development.

People First Language – Proper Terms for Disabilities

Question 1:

There are many terms that have been used throughout history to describe people with disabilities. Some of the words I have heard are retarded, stupid, dumb, handicapped, inept, deaf, blind, crazy, insane, schizo and more. I believe that the above words are inappropriate. These words are used to describe their condition as a negative attribute. Many people do not view their disability as a negative attribute but just part of life. It is not our place to judge but to learn from people. We want to make sure that we are not conveying a negative attitude towards a disability just because it is different.

Question 2:

I was actually a bit surprised by my search because a lot of the terms that were used while I was growing up have been replaced with more social acceptable terms. I believe that the media has tried to change the terms that are used. However, you can still see disabilities conveyed in a negative ways in the media. Most of the time that you are hearing about disabilities in the media is when it is associated with a school shooting or gun ownership. Finding positive coverage of disabilities conveyed in a positive way are very limited. I think that we have made large progress in helping people to understand the need to frame things in a positive light. We need to avoid establishing self-fulfilling prophecies. A self-fulfilling prophecy is a prediction that directly or indirectly causes itself to become true, by the very terms of the prophecy itself, due to positive or negative feedback between belief and behavior. It is important that we do reinforce the person to view their disability as a negative.

Question 3:

I believe that reporters should use the proper terminology. They have a very public position and influence people’s understanding and use of language. Many people believe that if they hear it on TV it is appropriate to use in their social circles. I think a good example of the influence that reporters or public icons have is Donald Trumps video saying explicit things. He used a term that has been repeated across the nation, on CNN and has been normalized even though we deem it as inappropriate. It is important that reporters recognize their influence on their communities and try to use the proper terms.

Question 4:

I would hope to educate the individual on the proper terminology by pulling them to the side of class where I would explain to them how the term that they used can be hurtful and can cause another person stress. I would give them socially correct terms to use in the future. Additionally, I would push the importance of using the correct language in order to maintain a respectful learning environment and request they they use the proper language in the future while in my classroom.