Identify Learning Theories

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Running head: PROBLEM OF THE MATCH 1

PROBLEM OF THE MATCH

Problem of the Match

EDU: 671

03/242019

Math

The area of curriculum content I have chosen is math. I have chosen grade level

objectives and content based on my classroom.

Kindergarten

Key Concepts: Number Sense

Standards

The student will:

K.NS.1 Count forward by ones and tens to 100.

K.NS.2 Count forward by ones beginning from any number less than 100.

K.NS.3 Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral.

K.NS.4 Understand the relationship between number and quantity. Connect counting to cardinality by demonstrating an understanding that: a. the last number said tells the number of objects in the set (cardinality); b. the number of objects is the same regardless of their arrangement or the order in which they are counted (conservation of number); c. each successive number name refers to a quantity that is one more and each previous number name refers to a quantity that is one less.

K.NS.5 Count a given number of objects from 1 – 20 and connect this sequence in a one-toone manner.

K.NS.6 Recognize a quantity of up to ten objects in an organized arrangement (subitizing).

K.NS.7 Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies.

K.NS.8 Compare two written numerals up to 10 using more than, less than or equal to.

K.NS.9 Identify first through fifth and last positions in a line of objects.

The chart below represents the curriculum content in my school in the area of math as my

school is a middle school – grades 6 through 8. The Key Concepts vary throughout the three

grade levels and two major shifts occur. The Key Concept shifts from Data Analysis and

Statistics (DS) in grade 6 to Data Analysis, Statistics, and Probability (DSP) in grades 7 and 8

because probability is not introduced until grade 7 and continues with relative frequencies in

grade 8. Students in grades 6 and 7 focus on the key concept of Ratios and Proportional

Relationships (RP); however, this Key Concept is replaced by Functions (F) in grade 8.

The table below shows the progression of the Key Concepts across grades 6 – 8.

Key Concepts by Grade Band

Grade 6	Grade 7	Grade 8
Number System	Number System	Number System
Ratios and Proportional Relationships	Ratios and Proportional Relationships	Functions
Expressions, Equations, and Inequalities	Expressions, Equations, and Inequalities	Expressions, Equations, and Inequalities
Geometry and Measurement	Geometry and Measurement	Geometry and Measurement
Data Analysis and Statistics	Data Analysis, Statistics, and Probability	Data Analysis, Statistics, and Probability

Yes there is a problem of the match. Actually it has already been done for me. I am a special education teacher. I teach students in grades 6 through 8 in a self-contained setting. The students have been removed from their non-disabled peers for more than 80% of their school day. The students are on an alternative curriculum and I administer an alternative assessment at the end of the school year as they do not take the same state assessment as their non-disabled peers. The students in my self-contained class will not receive a regular high school diploma as they will receive a certificate of attendance. The students also receive instruction in life skills and transition training and can attend school up until their 22nd birthday.

Level	What teachers, school staff, or students can do to help meet all students' needs:
Self-Actualization	Teachers and school staff can help students self-actualize by allowing students to use their talent, abilities, and potentialities to the fullest.
Self-Esteem	Teachers and staff can design curriculum that students can complete and feel good about themselves. The student’s self-esteem has the ability to remain high by giving them power in certain aspects of their education. Students should expected to respect authority in the classroom, such as the teacher, assistants, or substitutes, and to respect each other. Students should know they are not to demean others. And the boys should show their respect to the girls by opening doors for them or letting them go first.
Love, Affection, and Sense of Belonging	Teachers, school staff and other students can show love and affection to other students and give them a sense of belonging. This shows how important it is for students to feel loved and to know that they belong in their classrooms. If a student is not receiving love at home it is the teacher’s job to ensure the student is loved and cared for at school.
Safety and Security	Teachers and staff by allowing students needs for safety to be met allow them to discover strong needs for friendship, love, and affection.
Physiological	Teachers and school staff can make sure students understand that they have significance in their classroom that they are competent and capable of completing assigned tasks, and that they have power over their classroom environment.

In conclusion, contemporary theories have removed self-actualization from the top of the pyramid. The top of the pyramid now includes three types of reproductive goals: 1) mate acquisition, 2) mate retention, and 3) parenting. These three reproductive goals are based on contemporary theories from evolutionary biology, anthropology, and psychology.

References

F. W. Parkay, E. J. Anctil, & G. Hass (Ed.), Curriculum leadership: readings for developing

quality educational programs (pp. 115- 123). Boston, MA: Pearson.

https://ed.sc.gov/instruction/standards-learning/mathematics/standards/scccr-standards-for-

mathematics-final-print-on-both-sides/