Learning on National Standards and Theory Application Order Instructions: Note: This course includes this assignment as a critical assessment documenting your learning on the national standards listed below.

You will write a scholarly paper based on best instructional practices. Frame your paper focused on a specific context (8th-grade mathematics) so you can generate ideas for application as you write your paper.

Within this paper you will address the following areas (please remember to stay focused on your chosen context of 8th-grade mathematics):
• Describe your context (8th grade/mathematics, description of the student population, etc.)
• How learning occurs
o Include a concise description that addresses the relevance of the learning theorists discussed in the course to your beliefs about effective learning for your context. Identify those theorists that best align with your beliefs about learning and focus on those. The theorists that we studies are: Piaget, Vygotsky, Erikson, Lawrence Kohlberg’s or Carol Gilligan
• Best practices for achieving the learning process you describe.
o Address:
? * Teaching and learning strategies
? * Cognitive science
? * Include other ideas as relevant
• Individual needs of students and families.
o Identify three examples from your practice where student and family backgrounds have enhanced or challenged your beliefs about how learning occurs

Throughout your paper, please use examples from your teaching context as well as citations from your course readings and research. You must include at least three scholarly sources cited in-text and included as part of a reference list according to APA formatting guidelines (use direct quotes sparingly).

(National Standards)InTASC Standards
Standard #1: Learner Development: The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
• 1d: The teacher understands how learning occurs—how learners construct knowledge, acquire skills, and develop disciplined thinking processes—and knows how to use instructional strategies that promote student learning.
• 1e: The teacher understands that each learner’s cognitive, linguistic, social, emotional, and physical development influences learning and knows how to make instructional decisions that build on learners’ strengths and needs.
Standard #2: Learning Differences: The teacher uses an understanding of individual differences and diverse cultures and communities to ensure the inclusive learning environments that enable each learner to meet high standards.
• 2j: The teacher understands that learners bring assets for learning based on their individual experiences, abilities, talents, prior learning, and peer and social group interactions, as well as language, culture, family, and community values.
Standard #3: Learning Environments: The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
• 3n: The teacher is committed to working with learners, colleagues, families, and communities to establish positive and supportive learning environments.
Standard #8: Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage learners to develop a deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
8j: The teacher understands the cognitive processes associated with various kinds of learning (e.g., critical and creative thinking, problem framing and problem-solving, invention, memorization and recall) and how these processes can be stimulated.

Learning on National Standards and Theory Application Sample Answer

LEARNING THEORY APPLICATION

The efficient and effective acquisition of education knowledge in the contemporary world critically dependent on the best learning instructional practices by instructors or educators keeping into considerations the national standards set.  Under the context of eighth-grade mathematics, three levels of mathematics prevail, and the underlying disparity between the three tiers is the intensity, duration, pacing as well as the approach (Graf, 2015). Each and every learner is allowed to do a course based on what the seventh-grade instructor recommended. It’s, however, free to change levels either up or down depending on the students’ needs and performances.

In the first level (Math 411), the population of the students falling under this category is the majority students who finalized Math 7-1 course. Under this level, students pursue some integrated topics in algebra as well as geometry (Graf, 2015). However, they will acquire skills done in math classes that were previously done. Under the second level (math 412), the majority population of students at these level are those who successfully finalized with math 7-2, however, at this level, topics taught are more complex. It is a course that is recommended for students who demonstrate firm ability in mathematics.

Learning on National Standards and Theory Application Final Essay

The final level (math8-3), is a course meant for students who exhibit excellent abilities in math it, however, it introduces learners to more abstract ideas and proceeds at the faster pace. Educators teach topics of greater depth and students are expected to evaluate and analyses more complex problem (Graf, 2015). Learning occurs when teachers of mathematics utilize the standards of scientific practices, for example, using the expertise of mathematical proficiency, conceptual understanding of mathematical concepts, and operations among others. For learning to occur, educators critically use the learning practices as suggested by various learning theorists (Khalil, 2016). I believe that effective learning takes place in stages as viewed in grade eight mathematics. It critically aligns with Jean Piaget’s theory of cognitive development which states that infants can progress through four stages simply because it takes children a series of steps during learning from one level to another. Learning can also occur when parents contribute to developing real personalities among their children hence resulting in active learning since students with good personalities like disciplines progress well in learning (Khalil, 2016).  Erikson’s psychological theory of development goes hand in hand with this concept apparently because the theory suggests that the child develops trust, confidence, and optimism if well taken cared during infancy stage meaning that good care contributes to the acquisition of valuable qualities that facilitate learning to occur.

Learning can also occur when a student portrays good morals for instance honesty, fairness, and respect that are vital for learning. It aligns with Gilligan’s theory of moral development, which states that moral development involves pro-social behaviors among individuals.  Gilligan also suggested about caring about the personal relationship. Such a concept for instance if the relationship between the educator and the student is adequately maintained, then learning will be achieved (Khalil, 2016). Learning occurs when there is the collaboration between the teacher and the student to ensure meaning construction in students. The student, however, transmits information in the form of knowledge and skills to the student through active interaction and discussions or explanation of mathematical problems

. The idea aligns directly with Vygotsky’s theory of social development which suggests that internationalization of tools like writing and speech results in higher learning capabilities among children hence facilitating active learning of grade eight mathematics (Khalil, 2016) several best practices result in attainment of active learning in eighth-grade math and involve teaching and learning strategies, cognitive science among other. Effective teaching strategies and learning in eighth-grade mathematics constitutes various best practices that result in efficient and effective learning. The application of group problem-solving technique apparently stimulates learner to put their skills on mathematical skill into practices effectively (Blinne, 2013). Teamwork approach enables students of varied mathematical skills to interact with one another hence resulting in both support and challenge to one another strategic thinking skills. Instructors do promote and enhance strategic competence specifically via essential problem-solving techniques.

Another learning strategy is the method of giving the most challenging and exciting questions to students. To facilitate this, the instructor poses scientific issues that result in high stimulation of learner’s innate curiosity to steer the student to do the investigation on the problem further. The practice will lead to creativity and ease of solving mathematical problems. The strategy of using multiple representations for the presentation of mathematical ideas is also vital in the enhancement of learning in eighth-grade mathematics. It involves scientific communication of ideas via drawings, writing and other instruments (Blinne, 2013).

The utilization of manipulation is another learning strategy, which includes the use of accurate models that will facilitate the learner a perfect way of bridging the concrete understanding of mathematics and the conceptual understanding of algebra in the eighth-grade math course. The educators, therefore, teach students on how to utilize manipulation that results in effective, meaningful and efficient problem solving regarding the objectives of the lesson.  Instructors can also give out assignments, asking questions, integration of literary activities and the use of continuous assessment tests as learning strategies (Blinne, 2013).

Cognitive science plays a significant role as an educational practice since teachers have to study the minds of the students to determine whether the instructional method used is working. Teachers always consider each and every student’s mind to determine the learning needs have required efficiently. Different students exhibit varied reasoning capacities resulting in varied approaches towards solving the mathematical problem.

In the context of eighth-grade mathematics, different learners from different families display diverse needs; therefore, prompting educators to develop learning strategies that seek to meet such needs. Different students involve learners from ethnically, racially, and linguistically varied families as well as communities viewed to be of lower social status.   Teachers should, therefore, portray positive attitudes as well as skills to facilitate effective learning of grade eight mathematics by believing that all students can effectively succeed (Blinne, 2013).  They should, however, treat all students equally; for instance, no student should be discriminated during the assessment at eighth-grade mathematics.

Students and family background have enhanced on how learning occurs from my practical education through the following examples. Firstly is that it is critically revealed that students from highly educated parents exhibit better language skills as compared to students from less educated parents. Learners from highly educated parents’ present complex speech and good vocabulary that is vital in learning at eighth-grade mathematics. Such students are well motivated to excel similarly to their parents, and hence motivated students can easily embark on learning to occur (Blinne, 2013). Finally, students who encounter aggressive behaviors will result in the relationship with high levels of conflict and less support. Such relationships create challenges in facilitating the learning of eighth-grade mathematics to occur.

To sum up, the facilitation of learning in eighth-grade mathematics involves applications of good learning strategies developed. Such plans are mostly acquired from knowledge and various learning theorists suggest information.

Learning on National Standards and Theory Application References

Blinne, K. C. (2013). Start With the Syllabus: HELPing Learners Learn Through Class Content Collaboration. College Teaching, 61(2), 41-43. doi:10.1080/87567555.2012.708679

Graf, E. A., & Arieli-Attali, M. (2015). Designing and Developing Assessments of Complex Thinking in Mathematics for the Middle Grades. Theory Into Practice, 54(3), 195-202. doi:10.1080/00405841.2015.1044365

Khalil, M. K., & Elkhider, I. A. (2016). Applying learning theories and instructional design models for effective instruction. Advances In Physiology Education, 40(2), 147-156.