Principles and Areas of Human Development

1 Star2 Stars3 Stars4 Stars5 Stars (1 votes, average: 2.00 out of 5)
Loading...
FavoriteLoadingAdd to favorites
  • Lesson Identification and TEKS Addressed

    Cluster : Education and Training

    Course : Instructional Practices in Education and Training

  • TEKS Student Expectations

    • (2) The student understands the learner and the learning process
      • (C) The student is expected to relate principles and theories of human development to teaching and training situations
    • (3) The student communicates effectively
      • (A) demonstrate effective verbal, non-verbal, written, and electronic communication skills
      • (B) communicate effectively in situations with educators and parents or guardians
    • (4) The student plans and develops effective instruction
      • (D) The student is expected to describe principles and theories that impact instructional planning
  • Basic Direct Teach Lesson

    Instructional Objectives

    Students will:

    • explain the four areas of human development and list developmentally appropriate activities for each area
    • communicate about principles of development and the four areas of development using the correct terminology
    • observe and identify developmentally appropriate activities for various ages and stages
    • use technology as a tool for written communication
  • Rationale

    Script:

    This year as you work with children, you will see them grow and change. Many times, you will remember when you did some of the same things they are doing.
    As you learn about child development, you will understand more about who you are and how you became the person you are today.
    Teachers constantly base instruction on the TEKS for each class. Read the TEKS for these activities. There is always a purpose for everything you do in Instructional Practices in Education and Training, whether you are learning to apply it as a student or as you work with children as a teacher.

  • Duration of Lesson

    Five 45 minute class periods

  • Word Wall

    Cephalocaudal: The principle that growth begins with the head and moves down to the rest of the body

    Cognitive: Mental or intellectual

    Development: Changes in thought or behavior over time

    Developmentally appropriate: Activities that are appropriate for the student’s abilities or level of development

    Emotional development: Changes in feelings or self concept

    Intellectual development: Changes in mental or cognitive ability

    Physical development: Changes in growth, size, or abilities

    Proximodistal: The principle that growth begins in center of the body and moves outward

    Social development: Changes in dealing with others

  • Materials/Specialized Equipment Needed

    Equipment:

    • computer with projector for PowerPoint™ presentation
    • computers with internet access

    Supplies:

    • class set of TEKS for Instructional Practices in Education and Training
    • note cards
    • paper
    • research materials
    • copies of handouts (see All Lesson Attachments tab)
  • Anticipatory Set

    Note to Teacher:

    For additional information and activities on human development theories, see the following Human Growth and Development lessons:
    A Look at Theories: Part I – http://cte.sfasu.edu/lesson-plans/a-look-at-theories-part-i/
    A Look at Theories: Part II – http://cte.sfasu.edu/lesson-plans/a-look-at-theories-part-ii/

    —-

    Two Truths and a Lie

    As students enter the classroom, instruct them to write two things about themselves that are true and one thing that is not true, on a sheet paper.

    Example:
    “I used to live in Washington.”
    “My favorite color is navy blue.”
    “I speak three language.”

    (My lie is that I speak three languages.)

    When everyone has finished writing, instruct them to each crumple their paper into a ball and gently throw it into the middle of the room.
    Everyone will then be instructed to pick up a paper and check to make sure that they do not have their own.
    They are to read the statements and take a guess as to who wrote the paper and which statement is the lie.

    Allow time for each student to have a turn.

    Have students brainstorm the significance of this activity.
    Sample response:
    This gave us opportunities to learn more about each other. We probably discovered some things we did not know.

    In education, you will find that we are always learning new things and discovering ways to understand why and how people become who they are.

  • Direct Instruction with Special Education Modifications/Accommodations

    Introduce lesson objectives, terms and definitions.

    Provide each student with a copy of Note taking: Principles and Areas of Human Development (see All Lessons Attachment tab). Instruct students to take notes during upcoming slide presentation.
    Introduce slide presentation Principles and Areas of Human Development (see All Lessons Attachment tab). Complete the activity on slide 11.

    With a partner:

    1. Write down one principle of development that we just discussed
    2. Draw a visual representation of the selected principle
    3. List five (5) examples/situations that represent the principle

    Continue with slide presentation. Allow for questions and discussion throughout the presentation. Continuously check for understanding.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • providing student with a copy of the PowerPoint™ Presentation Notes (see All Lesson Attachments tab)
    • check for understanding

  • Guided Practice with Special Education Modifications/Accommodations

    Review and practice with a strategy called the “Onion Ring.”
    Ask students to form an inner and an outer circle facing a partner. Begin with the inner circle naming an area of development. The partner should respond with an activity for that area. Next, the inner circle rotates one person to the left. This time, the outer circle names an area of development for the inner circle to name and give an activity. Keep rotating until all students can recall the areas of development and appropriate activities for each area.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • encouraging students to use their handouts/notes to respond in the Onion Ring activity
    • identifying peer tutors to assist with the Onion Ring activity

  • Independent Practice/Laboratory Experience with Special Education Modifications/Accommodations

    Introduce Areas of Human Development Observation Project. Distribute Areas of Human Development project sheet (see All Lessons Attachment tab). Inform students that they will need to observe students in the classes where they intern in order to complete this assignment.
    Once observation has taken place then the first two columns of the project sheet can be completed. Students will need to access the Texas Education Agency web page for details regarding the course TEKS for the class they observed in order to fill in the third column http://www.tea.state.tx.us/index2.aspx?id=6148.

    In order to complete the fourth column, it will be necessary for students to research major developmental milestones for the age of children they observed. Encourage student to use reliable online sources and child development books/textbooks.

    Each student will be expected to share project information in a class presentation.

    Distribute and review Areas of Human Development Observation Project Rubric (see All Lesson Attachments tab) so that students will understand how their project/presentation will be assessed.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • instructing students to select two of the four areas to monitor and record
    • allow students to work in pairs
    • allow additional time for completion of assignment

  • Lesson Closure

    Before class begins, make sure all students have a copy of the TEKS for this course. They should have a copy in their folder/binder since day one of this course. You may also distribute a class set of IPET TEKS for the activity and collect the copies at the end of the activity.

    Provide each student with a note card that will serve as their EXIT TICKET at the end of the class period.

    Instruct students to locate the the TEKS for this lesson on a copy of the Instructional Practices in Education and Training TEKS.

    Self-assessment: Truthfully answer the following on your note card.
    What did you do to accomplish the lesson objectives? Be specific.
    Remind students to write their name on the card.

    As students leave the class, they will give their EXIT TICKET to the teacher.

  • Summative/End of Lesson Assessment with Special Education Modifications/Accommodations

    Areas of Human Development Project Rubric will be used to assess student projects/presentations (see All Lessons Attachment tab).

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:
    The student could choose two of the four areas of development to list appropriate activities.
    The student could use notes, handouts and other resources to complete the activity.

  • References/Resources

    Textbooks:

    • Bredekamp, Sue. Effective Practices in Early Childhood Education. Pearson, 2011.
    • Herr, Judy. Working With Young Children. Goodheart-Wilcox. 1998.

    Websites:

  • Additional Required Components

    English Language Proficiency Standards (ELPS) Strategies

    • word wall
    • crossword puzzles

    Technology can be used to develop free crossword puzzles at the following web site:
    http://www.crosswordpuzzlegames.com/create.html
    Print copies of crosswords made by each group for other groups to complete.

  • College and Career Readiness Connection

    AchieveTexas Career Cluster Crosswalks

    The Career Cluster Crosswalks housed on the AchieveTexas website http://www.achievetexas.org/index.html provide Texas teachers with a direct connection between their CTE course TEKS and the College and Career Readiness Standards (CCRS). Language Arts, Mathematics, Science, Social Studies, and Cross-Disciplinary integration are the focus of the CCRS. These college and career readiness standards are essential in the planning and delivery of CTE lessons. The extent to which the integration occurs is determined by the methods and strategies utilized by each teacher.

    Career Cluster Crosswalks for Education and Training, Hospitality and Tourism, and Human Services Career Clusters can be found at:
    http://www.achievetexas.org/Career%20Cluster%20Crosswalks.htm

  • Recommended Strategies

    Reading Strategies

    • Instruct students to read a children’s book for the age of the students in the class where they intern. Have them write a summary of the story and describe why it is or is not developmentally appropriate for that group of students.
    • Convert a paragraph on the Principles or Areas of Development into a CLOZE Activity by deleting certain words from documents so that students can fill in the blanks with their own terms. This will allow you to check for understanding.
  • Quotes

    Educating the mind without educating the heart is like no education at all.
    -Aristotle

    What we must decide is perhaps how we are valuable, rather than how valuable we are.
    -F. Scott Fitzgerald

  • Multimedia/Visual Strategies

    PowerPoint™:

    • Principles and Areas of Human Development
    • Presentation Notes for Principles and Areas of Human Development

    Technology:

    • Free iPad App:
    • Infographic:
    • Tedx Talk:
      • TEDxConejo – Erin Gruwell – The Freedom Writers
        Erin Gruwell is an educator and president of The Freedom Writers Foundation. When Erin landed her first job at Wilson High School in Long Beach, Ca, she discovered many of her students had been written off by the education system and deemed “unteachable.” As teenagers living in a racially divided urban community, they were already hardened by exposure to gang violence, juvenile detention, and drugs. By fostering an educational philosophy that valued and promoted diversity, she transformed her student’s lives. She encouraged them to rethink rigid beliefs about themselves and others, to reconsider daily decisions, and to re-chart their futures.
        https://youtu.be/nDq9o9j3-CU

    Files for downloading:

  • Graphic Organizers/Handout

    Handouts:

    • Note taking: Principles and Areas of Human Development
    • Areas of Human Development: Observation Assignment
    • Determining Developmentally Appropriate Activities
    • Areas of Human Development Project Rubric

    Files for downloading:

  • Writing Strategies

    Journal Entries:

    • I am proud of myself because …
    • Most people don’t know that I am…
    • One key point from the lesson is…
    • Something I will do to help myself learn is…
    • I would like to know more about…

    Writing Strategy:

    • Think and Ink Activity
      Ask students to think about their personal history before they write an analysis of their development. They will need personal examples from their lives to convince the reader which of the areas of development are their strengths and which are weaknesses.
  • Communication 90 Second Speech Topics

    • Describe a developmentally appropriate activity that was observed in the class where they intern.
    • Children are more alike than different because…
    • Television affects how children grow and develop in many ways by…
  • Other Essential Lesson Components

    Enrichment activity

    • Create an infographic, commercial or Public Service Announcement (PSA) for the local radio stations focusing on appropriate activities for children of different stages of development.
    • Allow students to go to one of the websites below or another site approved by your campus/district. Instruct them to select a child development radio program, podcast or vodcast to listen to, take notes and submit a written summary of the main ideas from the program.
      http://www.naeyc.org/newsroom/NAEYCradio or the iTunes store for podcasts or selections from iTunes

    They may download the program to their iPod or phone with your permission.

    Students could also present the information as a timeline, photo essay, story or book made with technology.

    TEDx Talk:

    TED is a nonprofit organization devoted to spreading ideas, usually in the form of short, powerful talks (18 minutes or less).

    TEDx is a program of local, self-organized events that bring people together to share a TED-like experience. At a TEDx event, TEDTalks video and live speakers combine to spark deep discussion and connection in a small group. These local, self-organized events are branded TEDx, where x = independently organized TED event.

    TED-Ed’s commitment to creating lessons worth sharing is an extension of TED’s mission of spreading great ideas. This allows users to take any useful educational video, not just TED’s, and easily create a customized lesson around the video.

    The video below is related to the lesson. Allow students to view the video and lead a discussion concerning the TED Talk.

    • TEDxConejo – Erin Gruwell – The Freedom Writers
      Erin Gruwell is an educator and president of The Freedom Writers Foundation. When Erin landed her first job at Wilson High School in Long Beach, Ca, she discovered many of her students had been written off by the education system and deemed “unteachable.” As teenagers living in a racially divided urban community, they were already hardened by exposure to gang violence, juvenile detention, and drugs. By fostering an educational philosophy that valued and promoted diversity, she transformed her student’s lives. She encouraged them to rethink rigid beliefs about themselves and others, to reconsider daily decisions, and to re-chart their futures.
      https://youtu.be/nDq9o9j3-CU
  • Family/Community Connection

    Interview parents or grandparents about their early development. Ask what their strengths and weaknesses were as a small child, junior high student and teen.
    Students could mentor younger students, explaining how they overcame obstacles at various ages. They could also emphasize skills that are important to be successful in schools.
    Older students could assist younger students as tutors or reading buddies.

  • CTSO connection

    FCCLA – Family, Career and Community Leaders of America (FCCLA)

    http://www.texasfccla.org/index.html

    Complete a Power of One FCCLA project – A Better You or Families.

    Texas Association of Future Educators (TAFE)

    http://www.tafeonline.org/

    Project Visualize Contest – The Project Visualize Contest is a team event that recognizes participants who illustrate one of their chapter’s projects. The project must be from one of the areas of the TRAFLES. Contestants will thematically construct a tri-fold display (36” x 48”). Participants must prepare a display and an oral presentation introducing the display and summarizing the project.

  • Service Learning Projects

    Ideally, true service-learning is developed with student voice about concerns and needs. As the students are learning about and researching this topic, ask them to think about ways they could maximize their learning to benefit others.

    • Allow students to develop brochures or videos about ways to enhance development for parents. These could be written in English and Spanish.
    • Research global concerns for children, such as world hunger, AIDS, or other issues. Develop ways to support or assist these efforts and educate others about their concerns.

No Comments

Leave A Reply