Education Power Point Presentation /Assignment

EDUC 220 Case Study Responses

At the beginning of each unit in the text, there are 4 different case studies based on specific learners: Early Childhood, Elementary School, Middle School, and High School. You are to choose one level of learner in each unit and respond to the following.

· After reading your case study, read the modules in the assigned unit. As you are reading make at least 5 connections between the case study you read and the module content for all the modules you are assigned to read in the unit. The connections can be examples or non-examples of the theories or suggested practices in each unit.

· After reading all the assigned modules in the unit, respond to the “Reflect and Evaluate” questions for only the module listed in the assignment title in Canvas.

Please use the following format for your responses: [Adjust number of responses where needed; this is a model, and the number of responses in text may change from one unit to the next.]

Course: EDUC 220

Unit # and Title: Unit 2 The Developing Learner

Case Study level and title: Middle School: Frogs

· Connections

· 1. According to Piaget, social interaction is crucial for older children's and adolescents' development of reasoning.

· 2. The formal operational stage's second stage, when children learn to think in a way that enables them to solve problems without concrete representations, is about to begin for middle schoolers.

· 3. According to Vygotsky, children learn about the wider world when interacting with other children.

· 4. The zone of proximal development can assist teachers in determining what a pupil is capable of learning alone and what learning assistance they will require.

· 5. When preparing activities for pupils, teachers should consider their developmental stage.

· Module # and Title

· Reflect & Evaluate Responses

In my opinion, Ms. Thesdale should determine the student's learning level. Some students might still be in the concrete operational stage. However, the majority are likely only beginning their formal operational stage.

2. Before starting the dissection process, Ms. Thesdale could ask her students to explain how they think the frog would be similar to or different from a human. This will allow them to examine the frog and confirm or deny their initial observations.

3. Students can develop at a greater level when they work in a group because they receive guidance from peers who are further along in their development. Pairing lower-level pupils with peers who will push them to get better scores is crucial. Some pupils will welcome this assignment and wish to assist others, while others will not.

4. I do not believe Jay and Vincent were ready to assist Tyler in advancing his learning. They focused more on finishing the task than preventing him from learning. Alanna, Yumi, and Keon would have made better partners for Tyler. They could have kept him on track by assigning him a new activity, like dissection. If someone had given Tyler advice on what to write, he may have also taken notes. Tyler could advance to a higher level with a companion operating at a higher developmental level.

5. Ms. Thesdale could inspire the pupils by having them write about what they hope to discover during the frog's dissection before getting started. She could explain to them how their bodies can help us determine what would be in a frog's body. Zygotsky argued that "teachers should present students with problem-solving activities that allow them to use scientific concepts in practical ways" (Durwin, 2020). She might also show them a schematic of a frog and ask them to name the various parts instead of using a book to tell them the names of the listed body parts.