What You Already Know Or Believe About How Children Learn ✓ Solved

What You Already Know/Believe About How Children Learn

Clearly identify the questions you are answering and the part of the assignment you are working on. Your post should be easy to read and follow. Presentation matters.

PART 1: Describe in your own words three essential differences between how young children, adolescents, and adults learn. What are two essential differences in how children living in the 21st century learn and children living 20-years ago learned? What two essential skills does a health teacher need in order to effectively teach and promote health in today's school environment? What factors are influencing the need for these skills? Of all the topics required by federal, state, and district standards & content for health education for children, what do you believe are the three most essential for children in YOUR community and why?

PART 2: After you have read and listened to the resources, answer the following questions: What do you know now that you did not know before? Be sure to specifically cite or describe what supplemental source provided you with this new knowledge. Based upon what you now know/understand, will you need to modify any of your beliefs, skills, knowledge, or understanding? Why? Is there anything you saw that you disagreed with? If so, what and why? How alike or different are we in what we believe about teaching and learning? What is one question you have about teaching and learning that you would like to ask?

Peer Response 1: Find a question posted by a classmate that is intriguing to you - talk to them about a possible answer and why you think their question is a thoughtful one. Peer Response 2: Post to at least one of your other classmates who taught you something from what they posted. Be sure to identify what you learned and describe how you might use this new information/understanding for this or another course.

Paper For Above Instructions

Education is a dynamic field, where understanding how children learn is essential for effective teaching, especially in health education. Learning processes differ significantly across developmental stages—young children, adolescents, and adults each have unique approaches to acquiring knowledge. This paper aims to explore these differences and their implications for health education, focusing on the changes in learning patterns over the last two decades, the skills essential for health educators today, and how community-specific needs shape health education content.

Part 1: Learning Differences Across Ages

One fundamental difference in how young children learn compared to adolescents and adults is the reliance on play as a learning mechanism in early childhood. Young children often learn through interactive play, which enables them to understand concepts and develop social skills organically (Berk, 2018). In contrast, adolescents tend to engage in more abstract and analytical thinking, allowing them to grasp complex concepts through discussion and critical analysis. Adults, however, bring experiential learning into the classroom, utilizing their prior knowledge as a framework for new information, which often leads to self-directed learning (Knowles, 1973).

Another significant difference is the emotional and social context in which learning happens. Young children benefit from nurturing environments that promote emotional security, which enhances their cognitive development (Shonkoff & Phillips, 2000). Adolescents face peer influences that can affect their motivation and risk-taking behaviors in learning environments, requiring educators to navigate these dynamics effectively. Adults typically exhibit intrinsic motivation to learn, often driven by personal or professional development goals (Palmer, 1998).

The age of technology has notably altered learning patterns, especially between children growing up in the 21st century and those who learned 20 years ago. Today’s children are digital natives, who have access to vast information and interactive learning resources through technology, enhancing their ability to engage with educational content in various formats (Prensky, 2001). In contrast, children from two decades ago largely relied on traditional learning methods, such as textbooks and face-to-face instruction, which limited their exposure to diverse viewpoints and learning tools.

Moreover, contemporary learners often develop shorter attention spans due to the constant engagement offered by technology, necessitating adaptation in teaching strategies to sustain their focus (Rogowsky, 2016). Teachers today must embrace multi-modal teaching strategies to accommodate these changes in learning styles.

Essential skills for today’s health teachers include the ability to integrate technology into lessons and foster collaboration among students (Hernandez et al., 2017). As health education increasingly requires teamwork and collective problem-solving, health educators must possess the skills to create collaborative environments and utilize digital tools effectively. Community factors, such as increasing health issues and the rise of mental health awareness, further elevate the need for these skills. Teachers with a robust understanding of community resources can better refer students to necessary support services.

Regarding health education content, the emphasis must align with the most pressing issues in specific communities. For instance, in my community, mental health awareness, nutrition education, and substance abuse prevention are critical topics. Mental health education is fundamental given the increasing rates of anxiety and depression among adolescents. Nutrition education is crucial as childhood obesity continues to rise, necessitating a focus on healthy eating habits within schools. Lastly, substance abuse prevention is vital due to the alarming trends in the misuse of drugs and alcohol among teenagers. Educators must prioritize these topics in alignment with community values and needs.

Part 2: New Skills and Knowledge

Engaging with supplemental materials on health education has significantly enriched my understanding of effective teaching strategies and the nuances of learning and brain development. For instance, I learned how specific teaching strategies can positively affect cognitive development. A noteworthy source was the video on brain development, which explained how different parts of the brain are activated during various types of learning (Jensen, 2008). This information prompted me to reconsider how I present information in the classroom to engage students fully.

As such, I plan to adapt my teaching approaches, incorporating more multisensory activities grounded in research about brain function. I previously held a more didactic view of teaching, focusing on lectures and direct instruction. However, the information has taught me that interactive and student-centered activities are crucial for better engagement and retention of knowledge.

I found the assertion in one of the supplemental readings that emotional intelligence is essential for teachers to foster a positive learning environment to be particularly resonant. While I agree with the general premise, I debate the extent to which emotional intelligence should outweigh content expertise. Striking a balance between creating a supportive environment and maintaining a focus on academic rigor is a tension I believe warrants further exploration.

My classmates' posts revealed diverse insights that reflect a range of beliefs about teaching and learning, particularly about the importance of adaptability in lesson planning. Many highlighted the need for teachers to remain flexible in their approaches, a sentiment I find valuable as we consider the unpredictability of student needs.

One question I would pose to my peers is: "How do you incorporate feedback from your students into your teaching practice?" I believe reflecting on student feedback can lead to significant improvements in teaching effectiveness.

In my peer responses, I plan to engage deeply with at least two classmates' posts. I will respond to one classmate's intriguing question about using technology in health education and share how their perspective will influence my approach to integrating technology in my future classroom. Additionally, I will thank another classmate for their insight on community health needs and propose how we could collaborate on projects addressing these issues.

References

• Berk, L. E. (2018). Development Through the Lifespan. Pearson.
• Hernandez, D. J., et al. (2017). Health Education: Creating Strategies for School and Community Health. John Wiley & Sons.
• Jensen, E. (2008). Brain-Based Learning: The New Science of Teaching and Training. Corwin Press.
• Knowles, M. S. (1973). The Adult Learner: A Neglected Species. Gulf Publishing Company.
• Palmer, P. J. (1998). The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life. Jossey-Bass.
• Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon, 9(5), 1-6.
• Rogowsky, B. A. (2016). The Impact of Multimedia Learning on Attention Span. Educational Psychology Review.
• Shonkoff, J. P., & Phillips, D. A. (2000). From Neurons to Neighborhoods: The Science of Early Childhood Development. National Academy Press.