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School of , Liberty University

Author Note

I have no known conflict of interest to disclose.

Correspondence concerning this article should be addressed to . Email:

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References

ReflectionExerciseAssignmentInstructions.pdf

EDUC 776

REFLECTION EXERCISE ASSIGNMENT INSTRUCTIONS OVERVIEW You will complete four Reflection Exercise Assignments in this course. As you develop and move through this course, it is important that you can reflect on, report, and assess your learning throughout your educational journey. These reflection assignments will support your comprehension of new material and connections to learning theories and instructional practices you already know and use. INSTRUCTIONS

Each reflection should address the concepts and principles most meaningful to you during your study. Reflections are NOT to be just a summary of your reading/study. Reflections synthesize new information with prior personal experience and demonstrate your growth of knowledge and skill.

Reflections are 2 – 3 pages of well-organized prose integrating your observations and questions about the course material with at least five current (i.e., published within the last five years) scholarly sources. Use APA formatting, including title and reference pages. An abstract is not required. The title and references pages do not count towards the 2 – 3-page requirement.

As you organize your reflection, include the following elements:

1. A brief introduction paragraph that builds the foundation for your reflection on this module’s Learn material.

2. A discussion of new ideas. What new ideas (theories, methods, etc.) did you learn from this module’s Learn material? What was your favorite/most meaningful idea from the readings? Why? You might want to quote a short piece that you feel is an important idea or something you would like to remember for yourself or share with others.

3. Connections. How does this module’s Learn material relate to other materials you have read as a student, including materials from other courses as well as from this course? Do you predict you will use this information in the future, and if so, why?

4. Share experiences/memories. Comment on whether and how this module’s Learn material relates to your own experiences, either your own history as a student or what’s going on in your classroom/workplace now. Does the information in the material remind you of anything? What comes to mind as you are reading or watching the selections? Write about these experiences or memories.

5. Ask questions. What confuses you? What don’t you understand? Is there anything with which you disagree? What do you want to be sure to have clarified?

6. Above all, react. Write about your reactions to this module’s Learn material, giving examples and reasons for your reaction. Do you think others will feel the same way?

See the Reflection Exercise Example provided with this assignment for a sample excerpt of reflective writing.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

Resources:

Read: Ormrod & Jones: Chapter 6

APAHelpSheet.docx

References

Article

Lovet, B. J., & Nelson, J. M. (2020). Systematic review: Educational accommodations for children and adolescents with attention-deficit/hyperactivity disorder. Journal of the American Academy of Child & Adolescent Psychiatry, 60(4), 448-457. https://doi.org/10.1016/j.jaac.2020.07.891

Yellow 1: Notice the comma after the period right before an ampersand (&). If you have two or more authors, you will always have the comma right before the &.

Green 1: The title of an article has the first word of the title capitalized, the first word after a colon (or ! or ?), or a proper noun. It is not italicized.

Blue: The journal title is always italicized and uses capitalization for all words except (of, and, the, etc.).

Pink and Gray: There should be a volume number after an article number. It IS italicized. There is no space between it and the following edition number which has parentheses and is NOT italicized.

Green 2: These are the page numbers. There should always be a range. There is a period after the page numbers.

Yellow 2: You should have a doi after your article (and sometimes a book). It can be a URL or just the doi: (if you just have doi: there should not be a space after the colon regardless of what it looks like in print).

Note: If there was only one author, the only difference would be not having a comma, space, ampersand and another author. If there were three or mor authors, you would continue with comma, space after the initial until the penultimate author where the ampersand follows.

Book

Check, J., & Schutt, R. K. (2012). Research methods in education. Sage.

Yellow: Notice the comma after the period right before an ampersand (&). If you have two or more authors, you will always have the comma right before the &.

Green: The title of a book has the first word of the title capitalized, the first word after a colon (or ! or ?), or a proper noun. It IS italicized. Our textbook is NOT edited and therefore, you DO NOT reference the chapters. You reference the book as a whole regardless of from where the information is coming in the book (books that have “Edited by….” are when you pull out and cite chapters because other authors write the individual chapters).

Blue: The publisher comes last. Notice you NO longer include the location of the publisher.

Note: If there was only one author: Martin, L. (2022). (You would not have a comma, space, ampersand and another author)

If there were three or more authors: Frazier, M., Foster, L., & Smith, K. (2022). (You would continue with comma, space after the initial until the penultimate author where the ampersand follows).

Citations

Narrative Citation

According to Check and Schutt (2012), it is crucial to understand the differences in the different types of sampling needed to avoid as much bias as possible.

Yellow: This is considered a narrative citation. Notice that you use the word “and.”

Green: The year should always be next to the name.

Blue: This is an introductory clause and should have a comma.

Note: If only 1 author: Martin (2022)…..

If 3 or more (even the first time): Frazier et al. (2020)……..

Narrative Citation with a Quote

According to Check and Schutt (2012), it is crucial to understand the differences in sampling techniques because “the type of sample contributes to the type of bias,” (p. 475).

Yellow: The quote is incorporated into the sentence; it is not stand-alone.

Green: There is a comma at the end of the quote before the closing quotation mark.

Blue: The page number uses p. (use pp. if the quote spreads across two pages)

Pink: There are parentheses around the page number.

Red: There is a period at the end of the sentence after the page.

Note 1: You should only quote when 1) there is no other way to say something without compromising the integrity of the meaning or 2) the information is overwhelmingly profound. In other words, 99% of your work should be paraphrased and cited, not quoted.

Note 2: If you are citing multiple articles or books, you use the word “and” between them. For example, According to Check and Schutt (2012) and Smith et al. (2020), ……

Parenthetical Citation

It is crucial to understand the differences in the distinct types of sampling needed to avoid as much bias as possible (Check & Schutt, 2012).

Yellow: This is considered a parenthetical citation. Notice that you use the ampersand (&), not the word “and.”

Green: The year should always be next to the name after the comma.

Blue: The comma splits the authors and the year

Note 1: If there is only 1 author: …….(Martin, 2022)

If there are 3 or more (even the first time): …….(Frazier et al., 2020) (Notice the period comma)

Note 2: If there are multiple sources you are citing, you 1) start with a parenthesis, 2) put them in alphabetical order, 3) separate each source with a semi-colon, and 4) end with a parenthesis period. For example: …….(Baxter, 2019; Check & Schutt, 2012; Smithson et al., 2022).

Parenthetical Citation with a Quote

It is crucial to understand the differences in sampling techniques because “the type of sample contributes to the type of bias,” (Check & Schutt, 2012, p. 475).

Yellow: The quote is incorporated into the sentence; it is not stand-alone.

Green: There is a comma at the end of the quote before the closing quotation mark.

Blue: The page number uses p. (use pp. if the quote spreads across two pages)

Pink: There are parentheses around the author(s), year, and page number.

Red: There is a period at the end of the sentence after the page.

NOTE: You should only quote when 1) there is no other way to say something without compromising the integrity of the meaning or 2) the information is overwhelmingly profound. In other words, 99% of your work should be paraphrased and cited, not quoted.

Reflection_AssignmentExample.docx.pdf

PRINCIPLES OF COGNITIVE DEVELOPMENT

Principles of Cognitive Development

Arnette Person Jr

School of Education, Liberty University

Author Note

I have no known conflict of interest to disclose.

Correspondence concerning his article should be addressed to Arnette Person Jr.

Email: [email protected]

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COGNITIVE DEVELOPMENT 2

What stood out to me at the start of Ormrod and Jones’s (2022) General Principles of

Development was how they went in-depth on how the brain develops from early childhood,

teenage, and adulthood life cycle. I learned about neurons and astrocytes in school, but,

synapses, synaptogenesis, synaptic pruning and so much more take part in human development.

The environment that we live in and heredity interact in the process of our development as well.

Since I became a teacher, I have noticed and understand the challenges my students face when

they have an “IEP,” with accommodations that must be met. The Individualized Education

Program is a student-specific designed schooling that consists of adjusting the curriculum

content to satisfy the needs of that student and various supplementary assistance to meet the

competencies of that educational program (Sanderson & Rojas, 2023). Now, I have a better

understanding of how some students are on different levels of learning and part of the reasons

there are IEPs in the educational system. Throughout a child's life-long learning, I have read that

different genes continually guide a child’s growth through the activities of maturation, a

moderate, genetically steered possession of highly developed physical and neural

competencies/capacity over the route of childhood and adolescence (Ormrod & Jones, 2022, p.

243).

Teaching strategies are something I have always looked for ways to improve upon.

Teachers have professional learning to keep us on top of making sure we present the material to

the students in a way they can comprehend, attain, and recall for future use throughout their

lives. Differentiated instruction, is an instructional technique by which teachers fluidly adjust

instruction in acknowledgment of the diversity of students in the classroom (Yuen et al., 2022)

Through my professional training and understanding, differential instruction is most important to

me when I prepare lesson plans. There is a plethora of resources you can use in class to help the

students, whether they have an IEP or not. I have incorporated technology-based instruction in

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COGNITIVE DEVELOPMENT 3

the classroom by allowing my students to use their cell phones to participate in different learning

games like Kahoot, Brain Pop, and Touch Screen learning games. Hands-on and competitive

learning seems to get the students more involved in their learning and encourages them to want

to come to class and learn. When testing, I reward my students with snacks and extra credit

grades. I promote a positive atmosphere where everyone respects one another and works together

to make everyone better while keeping a safe learning environment.

From birth, young children are as you/one would expect inclined to acquire the

knowledge of, organize, and make adjustments to their earthly concerns, and they will

enthusiastically explore interactivities both with their worldly surroundings and other individuals

(Gonzalez-Cabrera, 2020). Grown-ups together with other, added complex people encourage a

child’s cognitive evolution by suppling characterizations for exposure to, simulation approaches

for trying to solve issues that will arise, and different techniques for passing down

psychologically relevant understanding and way of behaving. Interacting socially has a

supplementary convenience conscientiously. Children, in general moderately memorialize the

activities they utilize with other individuals and can, one day use those processes themselves.

Young learners will learn from the roadblocks they face, both those that summon into dispute

their confidence and, hence, manufacture disequilibrium and those requiring the manipulation of

recently materialized potentiality, the ones that lie inside a child’s region of proximal

development (Eun, 2019).

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COGNITIVE DEVELOPMENT 4

References

Eun, B. (2019). The zone of proximal development as an overarching concept: A framework for

synthesizing Vygotsky's theories. Educational Philosophy and Theory, 51(1), 18-

30. https://doi.org/10.1080/00131857.2017.1421941

Gonzalez-Cabrera, I. (2020). Cecilia Heyes, cognitive gadgets: The cultural evolution of

thinking, Cambridge, Massachusetts: The Belknap Press of Harvard University Press,

2018, ix + 292 pp., $31.50/£25.95/€28.50. Springer International

Publishing. https://doi.org/10.1007/s40656-020-00306-1

Ormrod, J. E., & Jones, B. (2022). Essentials of Educational Psychology (6th ed.). Pearson

Education (US). https://mbsdirect.vitalsource.com/books/9780136817666Zamnah, L. N.,

Sanderson, K. A., & Rojas, A. J. (2023). Parent perspectives on student IEP

involvement. Journal of Research in Special Educational Needs, 23(2), 90-

99. https://doi.org/10.1111/1471- 3802.12582

Yuen, S. Y., Leung, C. C. Y., & Wan, S. W. (2022). Teachers’ perceptions and practices of

differentiated instruction: Cross-cultural validation of the differentiated instruction

questionnaire in Hong Kong. International Journal of Educational Research, 115,

102044. https://doi.org/10.1016/j.ijer.2022.102044

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