In the Student Plan candidates interpret and analyze the information garnered from the observations and present implications for teaching and learning. When submitted to the Instructor, the full Observation Log should be included into the Student Plan assignment.

Requirements for formatting: the Student Plan should be 3-5 pages long; spacing should be 1.5; font should be Times New Roman, 12. The paper should be formatted in APA style.

I included an example of how it should look

Student Plan Quality ( For Maximum Points)

The Student Plan is clear and specific. The Student Plan is built on the inferences from all 3 observations. The Student Plan includes references to at least 3 different psychological theories to discuss observation inferences.

At least 4 specific modifications to teaching /learning are planned. All modifications stem from observations’ inferences.

In creating the Observation Log, candidates gather data across three developmental domains and use this data to infer about a student’s developmental needs and abilities. The student plan requires participants to discuss the classroom implications of the data, focusing on how this developmental knowledge can inform their instructional choices. Candidates should begin this discussion by summarizing the developmental information they gathered about their student through the observations. Throughout the Student Plan, candidates should refer to all 3 observations and reference course readings. The following questions are to be addressed:

1.) How will the developmental insights gained from the observations help you to promote learning opportunities for this student?

2). How does the student appear to learn best? How can this inform your teaching approach with this student?

3). What practices might be useful in constructing meaning for this student?

4). How can the student’s abilities be utilized?

5). How might the student’s needs be supported?

First Observation

Renee Montecier

Child development

Katherine von Duyke

02/13/17

Session 4

Cognitive Observation

OBSERVATION
Running Record

Observer: Renee Montecier Date: 02/13/17 Time:9:30 a.m
Ethan Mestizo Age: 10 Grade: 5 Location: Classroom
Type of observation Cognitive Development
Description of the Context

Project Time
Group of 2 with 1:1 paraprofessional in the classroom
Students are working on making a Ball Court ( for a mayan game)
( Ethan is studying the Mayan Ball Game. He is making the ball court out of paper mache)
Students are using paper mache
All the other kids are working on their project
Ethan and his partner work well together, he likes his partner to do most of the work.

Description of Child’s Activities/Actions Comments
Ethan dips the newspaper into the paper mache while talking to the other student.
He is very messy, dropping the paper mache on the ground.
Ethan is laying back acting lazy
He is distracted by other student’s projects.
He is talking to other kids across the room
He is frustrated and decides to stop working
He is staring at the ceiling.
He walks around the class
He is going back and forth with his paraprofessional.
He asked to use the bathroom.
He took 10 minutes in the bathroom.
When he returned from the bathroom he picked up a book and sat down.
His para explained to him he needs to complete his project.

Carry Out

Para: “It can’t be too big Ethan”

Ethan: “Why? How much do we need to make?”

Para: “I don’t see you making a person. Do I really need to sit next to you to do this?”

Ethan: “No!” How are we going to make him stand up? Are we going to poke it?

Para: “Great suggestions but I have not seen you make any men or people”

Ethan: “I am trying. Make it like this? I hate model magic!”

Para: “Make another one!” You still need three more”

Ethan: “I am super 100% mad” I made it 2-3 times and it broke. I am bored!”

Ethan: “ I am going to finish this once and for all.”

Para: “Do it!”

Ethan: I don’t want to do no more! OMG!”

Looking at other children across the room.He is trying to get their attention.

Ethan, why do your paraprofessional have to continuously ask you to do your work? ( Classroom teacher)

Ethan looks very tired and restless

Inferences
Ethan Mestizo is a fifth grade student who needs a 1:1 paraprofessional for support. He is unable to stay focus and he requires frequent breaks. He is using a timer to let him know he is working for five minutes on a specific project. He becomes frustrated and unwilling to complete his task. Based on his body language he is tired of making men for his project. He is continuously making excuses so he can’t do any work. He needs support to stay focus and on task. He is easily distracted by other students and he is also a distraction. Ethan is also unable to understand certain language. He is reading on a Level B. Ethan tried to get away from completing his work but, his paraprofessional did not allow him. He took 10 minutes at the bathroom and then he came back to work.

According to Piaget’s theory, children undergo four stages of development. Ethan is 10 years old and he is currently thinking like a child who is in the preoperational stage ( two to -seven years old ). Observing Ethan allowed me to see how difficult is was for him to focus on what he needed to do. In the preoperational stage “children learn to think-to use symbols and internal images- but their thinking is unsystematic and illogical” ( Crain 102). I think that Ethan needs help to express himself. His language is poor and his use of words is not clear. For example, “Are we going to poke it?” Ethan is having problems processing what his para is asking him to do. He is continuously waiting for his paraprofessional to give him directions and support. Ethan’s paraprofessional uses words and the different objects to help him understand what he needs to do. His paraprofessional is giving him examples on how to paper mache his ball court. He eventually got the hang of it but, became very lazy. He did not want to finish his project.
According to Piaget, “Children’s thinking during the preoperational period is very different from that of older children and adults” ( Crain). Children in this stage lack thinking skills. Ethan is not thinking on a fifth grade level because he is behind cognitively. He is unable to process information, understand language because of his stage of development. Ethan’s actions tells me that Piaget’s stages of development can be used to identify what stage a child is in. It depends on the child’s cognitive development.
The project was appropropriate for the Ethan’s age group because he was able to do it but he just did not want to. Ethan has low self-esteem so this holds him back from actually doing the work. He is afraid he will not be able to complete the task. I think this is the reason why he is continuously waiting for his paraprofessional to help him. He is afraid he will do it the wrong way. Also, his para helps him stay focus.

Ethan was aware of what he was doing during project time. He thought he could get away from completing his project o therefore he tried all the tricks in the book to decrease the amount of time he had to spend on his project. “ The maturity of children’s thinking may depend on their familiarity with the task presented and the complexity of knowledge sampled” ( Berk 22).

References

Berk, L. (2005). Infants and Children: Prenatal Through Middle Childhood., NJ: Pearson, pp. 19-22.

Crain, W. (1992). Piaget’s cognitive-developmental theory In: Theories of Development: Concepts and Applications. 5th Edition., pp. 100-127, Englewood Cliffs, NJ: Prentice Hall.

Second Observation

Renee Montecier

Child Development

Katherine von Duyke

03/01/17

Session 5

OBSERVATION
Running Record

Observer: Renee Montecier Date: 03/01/17 Time: 1:40 pm
Child’s name: Ethan Mestizo Age: 10 Grade: 5 Location: Big Yard
Type of observation: Emotional/Social Development; Learning
Description of the Context
Playing Tag / Using Jungle Gym
Group of 8 in the Big yard
Some students are playing tag
Some students are sliding down the slide
Ethan is playing with Tate and Felix

Description of Child’s Activities/Actions Comments
He is smiling
Running around
Throwing himself on the ground
Sitting
Rolling on the ground
Chasing Tate and Felix around the yard
Screaming
Jumping
Yelling
Pushing Felix on the ground and running away

Carry Out:

Ethan: “get over here Tate ( chases behind Tate)”

Tate: “You cannot catch me Ethan”

Ethan: “ He began chasing Tate up and down the yard”

Felix: Let’s change the game, I am tired chasing behind you guys

Ethan: “No dummy”

Felix: “ I am not a dummy,” Ethan

Tate: “No, let’s just play tag”

Ethan: “Yeah, Tate”

Felix: “ I am not playing anymore”

Ethan: “Ok, whatever”
Let’s play Tate
Alta looks sad, but no girls allowed
Tate, come on catch me again

His shoelace needs tieing but he is not attempting to do it.

Alta wants to play but he ignores her.

Teacher state” Everyone must be included in the game.
He seems out of breath but continues to play
Asks to use the bathroom
He laughs after he calls Felix a dummy.

Inferences
Ethan is a fifth grader who requires a 1:1 paraprofessional. While playing tag with his friends in the big yard he was having lots of fun. He seems very happy while playing with his friends. Ethan enjoys playing with certain children. He loves playing with Tate and Felix. He is mean to his friends when he wants to do his own thing. During this unstructured time Ethan showed high levels of physical development but he needs to work on his social skills

While watching Ethan play tag with Tate and Felix he was happy. He looked like he enjoyed playing tag. I think he enjoyed being chased but became very unwilling when it was his turn to tag. According to Erikson’s third stage Initiative vs Guilt -“Children begin to plan activities, make up games, and initiate activities with others. If given this opportunity, children develop a sense of initiative and feel secure in their ability to lead others and make decisions” ( McLeod 1). Ethan enjoyed playing with his friends but, he excluded Alta from joining the game. Ethan was aware of Alta’s feelings because he laughed after he told her she can’t play. He knew he hurt Felix’s feeling when he called him a “dummy” but he kept on playing. Ethan requires his paraprofessional to be around him all the time. He is mean to the other children and he continuosly wants to be in control. Ethan took the initiative to play with Tate and Felix but spent most of the time feeling guilty because he did not allow Alta to play. He said “Alta looks sad!” He was aware of how he made her feel. “Central to this stage is play, as it provides children with the opportunity to explore their interpersonal skills through initiating activities” ( McLeod 1). Ethan feels he can control who can play and who isn’t allow to play tag. He felt superior to the other kids because he was in control of the game.
Ethan must work on building relationships with his friends. He must work on speaking to others respectfully and also practicing how to include others. He should also start playing with other children so he can learn new ways of interaction. Ethan is also impulsive, he has no control over his body. He is also demanding and controlling amongst his friends. Ethan was influenced by his environment. His paraprofessional had a conversation about including others in the game. She asked him “How will you feel if someone excluded you from playing with them?” and his response was “ I will feel very upset.”

Bibliography
McLeod, S.A. ( 2013). Erikson. Retrieved from www.simplypsychology.org/Erik-Erikson.html.

Third Observation

Katherine von Duyke

03/06/17

Session 6

OBSERVATION
Running Record

Observer: Renee Montecier Date: 03/06/17 Time:
Name: Ethan Mestizo Age: 10 Grade: 5 Location: Classroom
Type of Observation: Cognitive Development
Description of the Context

Science – Electricity ( Using a battery to build a circuit)
Group of 2 with 1:1 paraprofessional in the classroom
Students are working on making circuits
Ethan is partners with Felix
Students are using one AAA battery( power source) , two insulated stripped wires and one light bulb ( to build a circuit)

Description of Child’s Activities/Actions Comments

Ethan is trying to put the circuit together
Playing with battery, bulb, wires)
The other partner ( Felix) is staring at him
Ethan is playing with the wires
Swinging the wires
Putting the wires in his mouth
Putting the wires on his eyes
Putting the wires on his chin
His partner is trying to get eye contact

Carry out

Felix: “What are you doing?”

Ethan: “ I am trying to put the circuit together”

Felix: “The two of us must do it”

Ethan: “ Let me do it first”

Felix: “May I have my own materials, Ethan is not sharing” ( Talking to Ethan’s paraprofessional)

Para: “ Ethan you have to share the materials with Felix”

Ethan: “I am trying to figure it out”

Felix: I can help you Ethan”

Ethan: “Laughing, joking around.. Yeah Yeah’’

Para: Let Felix try making a circuit, you had enough chances.

Ethan: “ Ok!”
He threw the circuits on the floor

Para: Don’t do that!, you will no longer use the materials if you can’t be respectful”

Ethan: He took his paras advice and allowed Felix to try making the circuit.

Felix was successful making the circuit

Ethan: He was unable to praise Felix
Ethan looked at the way Felix was making the circuit and asked Felix if he can show him step by step what to do

Para told him” don’t put the wires in your mouth”
Ethan “stay focus” ( para)
Ethan seems frustrated because he is getting directives from his para and and his partner

Inferences
Ethan Mestizo is a fifth grade student who needs a 1:1 paraprofessional for support. During Science they were given materials to make circuits. Ethan was very enthusiastic about the idea of electricity. Felix was his partner for the science period. Ethan was not sharing the materials and he became very selfish. Ethan has delays in reading and writing. He was unable to read the instructions so therefore his paraprofessional reread the instructions for him. He is reading on a first grade level B which is a kindergarten level. He tried to demonstrate what was being asked but he was unable to perform the task. His paraprofessional told him what to do but, he was very distracted by the wires. His partner waited patiently until he could no longer wait for him. Felix grew impatient because Ethan was trying to do the required task without him.
According to Vygotsky “ A student’s level of cognitive development affects the kinds of learning and behavior that are possible. Teachers must consider their students level of cognitive development when planning topics and methods of instruction” ( Karpov 37). Ethan’s paraprofessional is aware of his learning disability so she made sure he could understand what he needs to do to complete the science experiment. Ethan also has a low IQ. He has little memory and tends to forget all the time.
Vygotsky’s idea of metacognition is very important in Ethan’s case. According to Vygotsky “children become conscious of their thinking and ideas and begin to exercise some control over them” (Crain 216). Ethan is aware of his abilities and therefore he waited patiently for this paraprofessional to assist him. He attempted to make the circuit but, because he is unable to read and have little memory he could not do the task.
Finally, he asked Felix if he can show him what to do and how to make the circuit. Even though Ethan was upset because he wanted to do his own thing, he asked for help. He learnt how to solve his problem by seeking help and learning from others. Felix and Ethan made a great collaboration because they worked together to make the circuit.
Even though Ethan struggled at first to complete the circuit he asked his partner to help him. He developed new skills to help him complete the task.

Bibliography
Crain, W. (1992). Vygotsky’s social- historical theory of cognitive development, In: Theories of Development: Concepts and Applications, 3rd edition,pp. 193-217, Englewood Cliffs: Prentice Hall.
Y. Karpov’s The New-Vygotskian Approach to Child Development. Cambridge Univ. Press, 2005. pp. 35-39.

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