Benchmark – Adolescent Cognitive And Social Development
Adolescent development is broad and wide-ranging, including physical, socioemotional, and cognitive growth.
For this benchmark assignment, consider information learned regarding physical development and integrate it with your understanding of the social/emotional and cognitive changes occurring during adolescence.
Write a 1,000-1,250 word essay addressing the following concerns:
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Order Paper Now- In what ways do cognitive and social development affect learning?
- How does individuality, identity development, and personal behavior affect learning differences and development?
- How can diverse strengths, interests, and needs of adolescents be accounted for while providing appropriate instruction that advances learning?
- Why are school, community, and family supports critical to student learning and overall well-being of adolescents? How can ongoing support from these stakeholders be assured?
- How can technology reinforce learning experiences? How can a teacher ensure appropriate use of digital tools in the classroom? In what ways might digital tools support student success and creativity in a collaborative, student-focused classroom environment?
Support your findings with a minimum of three scholarly resources.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite.
COE Program Competencies Assessed:
DOMAIN 1: THE LEARNER AND LEARNING
1.1: Candidates create developmentally appropriate instruction that takes into account individual learners’ strengths, interests, and needs and that enables each learner to advance and accelerate his or her learning. (InTASC 1b)
1.2: Candidates design instruction to address each student’s diverse learning strengths and needs, and create opportunities for students to demonstrate their learning in different ways. (InTASC 2a)
DOMAIN 4: PROFESSIONAL RESPONSIBILITY
4.3: Working collaboratively with school colleagues, candidates build ongoing connections with community resources to enhance student learning and well-being. (InTASC 10e)
Rubic_Print_Format
| Course Code | Class Code | Assignment Title | Total Points | |||||
| SEC-505 | SEC-505-O501 | Benchmark – Adolescent Cognitive and Social Development | 300.0 | |||||
| Criteria | Percentage | No Submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned |
| Category | 100.0% | |||||||
| Cognitive and social development [COE 1.2; InTASC 2a] | 25.0% | No submission | Summary has little or nothing to do with ways cognitive and social development affect learning, and how individuality, identity development and personal behavior impact learning differences and development. | Summary inadequately addresses ways cognitive and social development affect learning, and how individuality, identity development and personal behavior impact learning differences and development. | Summary clearly addresses ways cognitive and social development affect learning, and how individuality, identity development and personal behavior impact learning differences and development. | Summary skillfully and convincingly addresses ways cognitive and social development affect learning, and how individuality, identity development and personal behavior impact learning differences and development. | ||
| Learning advancement and appropriate instruction. [COE 1.1; InTASC 1b] | 20.0% | No submission | Summary has little or nothing to do with addressing diverse strengths, interests, and needs of an adolescent while accounting for appropriate instructions that advances learning. | Summary inadequately addresses diverse strengths, interests, and needs of an adolescent while accounting for appropriate instructions that advances learning. | Summary clearly addresses diverse strengths, interests, and needs of an adolescent while accounting for appropriate instructions that advances learning. | Summary skillfully and convincingly addresses diverse strengths, interests, and needs of an adolescent while accounting for appropriate instructions that advances learning. | ||
| Integration of all students. | 15.0% | No submission | Summary has little or nothing to do with options available to integrate students of the norm and special education. | Summary vaguely addresses professional options available to integrate students of the norm and special education. | Summary clearly addresses professional options available to integrate students of the norm and special education. | Summary thoroughly addresses professional options available to integrate students of the norm and special education. | ||
| Support, learning, and well-being. [COE 4.3; InTASC 10e] | 15.0% | No submission | Summary has little or nothing to do with school, community, and family support being critical to enhance student learning and well-being. | Summary inadequately addresses why school, community, and family support is critical to enhance student learning and well-being. | Summary clearly addresses why school, community, and family support is critical to enhance student learning and well-being. | Summary skillfully and convincingly addresses why school, community, and family support is critical to enhance student learning and well-being. | ||
| Student success and technology. [ISTE-T 3a, 3b] | 15.0% | No submission | Summary has little or nothing to do with how technology can reinforce an appropriate learning experience. | Summary inadequately addresses how technology can reinforce an appropriate learning experience. | Summary clearly addresses how technology can reinforce an appropriate learning experience. | Summary skillfully and convincingly addresses how technology can reinforce an appropriate learning experience. | ||
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 5.0% | No submission | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. | Submission contains frequent mechanical and conventional errors or non-relevant language that affects meaning and clarity. | Submission is largely free of mechanical errors, although a few are present. Word choice reflects basic, consistent, appropriate use of practice and topic-related language. | Submission is nearly/ completely free of mechanical errors and has a clear, logical conceptual framework. Word choice reflects well-developed use of practice and topic-related language. | ||
| Research Citations (in-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment and style) | 5.0% | No submission | Reference page is present. Citations are inconsistently used. | Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present | Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and citation style is usually correct. | In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error. | ||
| Total Weightage | 100% |
