EDUC 501 DB WK 4
It became completely necessary to understand how language develops so that I could walk my students
through those steps.
Remember that we have learned that development generally happens according to the same sequence but at
different rates.
I believe that this one best explains student ability and struggles in a classroom because the components
match the skills that are needed to be successful in an academic environment. One must be able to access
crystallized information, reason fluidly, and utilize auditory, visual, and kinesthetic information to deal
effectively with the lessons presented in most classrooms. When students fall short in one of these areas,
their ability to learn will be affected. Also, currently most evaluations tools used in schools for measuring
ability are based on CHC Theory.
The bioecology of intelligence is important for our understanding of developmental levels and considering
the students with intellectual disabilities that will enter our classrooms also becomes a necessary topic for
educators. Found in chapter 8
Discussion Board Forums
Philippians Chapter 1: 9-11
And this I pray, that your love may abound yet more and more in knowledge and in all judgment; That ye
may approve things that are excellent; that ye may be sincere and without offence till the day of Christ;
Being filled with the fruits of righteousness, which are by Jesus Christ, unto the glory and praise of God,
Philippians Ch. 1: 9-11 King James Bible KJV).
With this scripture in mind, as an educator I know that children intelligence will greatly increase if I engage
their daily behavior intelligence
You will enjoy watching the children in the seven videos for this week, as you will be considering
intellectual and language development. I am sure the rate of growth across the videos will be clear to you.
Your challenge is to match what you are observing to the ideas presented in the text for those same levels of
development.
This weeks presentations were very interesting to say the least. The intelligence of each child in the
presentations provided an observation of growth with age in relation to their intelligence. As the children’s
age increased their answers more complex definitions of what the words: happiness, hope, love, work, peace,
freedom, and justice- means to them. I noticed that each child in the presentations were willing cooperative
participants. This allowed the instructors to get an accurate assessment of the children’s intelligence related
in relation to the IQ test given.
The language presentations provided a whole new look at learning different languages. The
children who could speak also used sign language communicate with their peers. This seems very complex
to for children this age but they were fluidly using both languages in a positive compassity.
Notes
Intelligence: Infancy
Infancy – the educator offers the baby some blocks and he counted that where two blocks. He tried to
continue to stack or build the blocks but they fell down. He said oh-oh when the fell down.
They talked about the sound of the cat and he knew the cat’s picture
He knew the banana picture.
He said the sound of the dog and pointed to the picture.
The mom said the sound of the cow and the baby pointed to the sound.
The baby was able to identify the he could build the blocks and the sounds of the pictures he pointed to.
Intelligence: Early Childhood-
The question is how to group the shells,
She grouped the shells according to the lines, size, length, the little girl uses speaks in complete sentences..
She knew the pictures of the kitchen, horse, banana, carrot,
She able to relate the pumpkin to Halloween because she relates the color orange with the Holiday.
She called the grapes an apple because maybe she did not like grapes as much as apples.
Intelligence: Middle Childhood
She decided how to group the shells into groups.
She makes four groups of shells
She groups the large and small round shells according to the stripes
They are different because they don’t have an opening
The instructor placed works in front of the girl and she gave a brief short answer for each word: Happiness,
Hope, love, work, peace, freedom,
Justice- she did not know what the word justice means
Intelligence: Early Adolescence
Educator ask the boy to make as many groups of shells he wants , no right or wrong way. He make four
groups also
He said one group was spiraled, rough,
Any other ways , maybe by color
The instructor placed works in front of the boy and he gave a brief short answer for each word: Happiness,
Hope, love, work, peace,
freedom, & Justice- meant kind of the same thing to him
Intelligence: Late Adolescence
Educator ask the boy to make as many groups of shells he wants , no right or wrong way. He make six
groups also
He grouped the shells by the shape and looks of the shells according to the spirals
Any other ways , maybe by color, jagged edges,
The instructor placed works in front of the boy and he gave a brief short answer for each word: Happiness,
Hope,
love- he describes differnent types of love work, peace,
freedom, & Justice- meant kind of the same thing to him
So far each child is able to explain what each word means in more detail and a better explanation.
His crystallized intelligence is at its peak due to the fact he will be graduating and he now realizes he needs
money to buy things and or for college. He made a statement saying “people like him need money”
Languages: Classroom
The teacher is speaking in sing language and speaking.
The class seems mixed between with children that can hear and can not
Languages: Individual
The child reads the story in sing language and the teacher speaks the words for the child.
Two children are reading a book together and one of the girls is reading the book in sing language and
speaking the words, while the other girls turns the pages of the book.
Then the other girl reads the book while the 1st girl continues to read the book in sign language.
Approximate length of main point summaries must be 100–125 words and must be in paragraph form;
the reflection comments must be 150–200 words. Submit the Reading Summary form each module/week
by 11:59 p.m. (ET) on Sunday of Modules/Weeks 1–7, adding the new entries each time.
Reading Summaries
The focus this week will be intelligence and language development. For your summaries, you should only focus on the content of
the chapter. Since the summaries are short, you are welcome to primarily consider just 2 or 3 of the components in the chapter,
perhaps using my “what’s important” directives below. You could also focus your attention of the developmental levels discussed
that best match your primary interest in teaching (early childhood, elementary, middle school, high school). Either way, your
summaries should demonstrate some deeper learning and not just list topics in the chapters.
For your reflections, I expect to see some connections from what you have discovered to how that will translate to your practice
as an educator. Given your quest for a graduate degree, your focus should be on how you will use this information to be a better
teacher. It might inform your parenting plans or bring to light some issues in your community. But in the end, you are in the class
to learn how you will take what you are learning to your classroom so that your students will benefit. How did what you read
speak to that? Reflections should also include some consideration of where biblical worldview fits with the topic.
Chapter 8: Intelligence. Certainly you will need to have a rudimentary understanding of the different theories that are currently
accepted concerning intelligence. I challenge you to read and understand CHC theory, but including a summary of one of these in
your writing is probably prudent. The bioecology of intelligence is important for our understanding of developmental levels and
considering the students with intellectual disabilities that will enter our classrooms also becomes a necessary topic for
educators.
Chapter 9: Language Development. It would be good to spend most of your minutes considering developmental trends. There
are many components of language and much to try to take in for this all-important skill development. Especially for those of you
in early childhood education, this is a critical area of learning and all teachers need to understanding how this development is
proceeding so that you can recognize when and why some children might not be on target.
Chapter 8 Intelligence
Chapter 8 Intelligence Summary:
Intelligence in chapter eight is broadly defined as the ability to apply knowledge and experiences
flexibly in a culturally appropriate manner while accomplishing challenging new task (McDevitt & Ormrod,
Ch. 8, 2016). Because of our predecessors, we now have a way to measure a child’s intelligence with the
help of the many educator’s theories. Furthermore, I like Alfred Binet’s scale that is commonly used in
testing and or measuring student’s intelligence. Binet’s IQ test has allowed educators to analyze the depths of
our student’s multiple learning styles. Since the student is being assessed on a wide variety of task, educators
can make a complete assessment of a student’s intelligence.
Chapter 8 Intelligence Reflective:
It is clear that a student’s intelligence can be measured in a number of ways. I personally appreciate
the contributions that Alfred Binet was able to develop in the intelligence theory and the testing of
intelligence. Currently, the private school I work at only offers “The School Readiness Test”. Going forward,
I will present my new understanding of the intelligence test to my supervisor as an addition to our current
pre-enrollment guidelines. During my few years of teaching early childhood students, I have noticed that
early childhood student’s intelligence is based solely on their oral and written development. After reading
chapter eight, I now believe it is very necessary to observe an early childhood student’s interaction with his
or her environment, interactions with their peers, and speak with their parents about their behavior at home,
to have a complete picture of a student’s intelligence level. In conclusion, observing my students with a new
set eye’s will greatly affect how I plan lessons for them.
She made sure to foster “appropriate linguistic behaviors” such as taking turns in conversation
(McDevitt & Ormrod, 2016).
Chapter 9 Language Development
And this I pray, that your love may abound yet more and more in knowledge and in all judgment; That ye
may approve things that are excellent; that ye may be sincere and without offence till the day of Christ;
Being filled with the fruits of righteousness, which are by Jesus Christ, unto the glory and praise of God,
Philippians Ch. 1: 9-11 King James Bible KJV).
Chapter 9 Summary:
Chapter nine focuses on the development of language. Human genetic factors and brain development are
strong roles in the development of language. Along with the five theories of language development. With the
understanding of language development it leads me to this verse from the Bible “The Lord GOD hath given
me the tongue of the learned, that I should know how to speak a word in season to [him that is] weary:
he wakeneth morning by morning, he wakeneth mine ear to hear as the learned” found in Isaiah 50:4.
As teachers our job is to help guide our students’ development in their speaking and listening skills to
their fullest potential in a way that reflects the attributes of Christ our savoir.
Chapter 9 Reflective
As I reflect on the language development in chapter nine, I concur with the acceptance of students’
right to speak in their first language (McDevitt & Ormrod, Ch. 9, 2016). I currently accept when my
student’s speak in their mother tongue during breakfast and lunch. Mealtime is held inside of the class at the
private school I currently work at. As an educator I cannot condone or advocate for lunch being consumed
inside of the classroom but this is a common practice in this school. The educational recommendations
suggested in chapter nine as means to help teachers are an excellent resource that I currently practice. My
student’s are learning and speaking English in all subjects, from circle time to the end of the day. The only
exception for the student’s to use their mother tongue is during their Arabic and Religion class. I make an
exception for my student’s to speak in their mother tongue during mealtime. It gives my student’s a change
to relax, unwind, and prayerfully communicate about some positive learning’s.
Powered by TCPDF (www.tcpdf.org)
