Growth Development

◆Growth refers to an ◆Development refers to a

Middle Childhood
increase in physical size progressive increase in
of the whole body or any skill and capacity of ▪Smart Age
of its parts. function.
◆It is simply a quantitative
▪School Age
◆It is a qualitative change
change in the child’s body. in the child’s functioning.
▪Gang Age
“The human being is never static.” Early Childhood
▪ The child's growth and development is
characterized by gradual growth.
“People change.”
▪ Children commonly add 2-3 inches in
height and about 5lbs a year.
▪ Between 2-6 years, around 45 new
epiphyses (end part of a long bone)
emerges throughout the skeleton.
GROWTH DEVELOPMENT
▪ Teeth erupt
Divided into two phases:
Early Childhood
Childhood (3 – 6 years)
Middle Childhood
( 7 – 11 years)
CHILD & ADOLESCENT
DEVELOPMENTAL THEORIES
 Physical development Early Middle
adolescent
childhood childhood
Physical growth and motor development
Developmental delays Puberty occurs
Early Middle • implies some Secretion of chemical causes
adolescent
childhood childhood existing cognitive physical changes in both
problems. gender
Developmenta • enables interaction
Puberty occurs Adrenache !body odor and oil
l delays with others Gonardarche ! maturation
• lessens their ability of sexual organs
How can we to learn about the
help? Factors influencing growth world How can teachers
and physical development
help?
Early Middle
Adolescent
Secondary Sex Traits childhood childhood
• rapid • PEAK of
MALE FEMALE • Growths spurt
growth physical
and muscle’s and
• Increase in transverse diameter activity
• Increase in size of genitalia. and motor fat become
of the pelvis. • Quality of fine
• Swelling of the breast. developme proportionate
• Development of the breasts. motor skills
• Growth of pubic, axillary, facial nt • Sexual
• Change in the vaginal improve
and chest hair. maturation
secretions. • Improvement in
• Change in voice. occurs in both
• Growth of pubic and axillary speed, agility
• gender
Rapid growth of shoulder
hair. and control
• Development of
breadth.
• • Improved
Menstruation (first menstruation secondary sex
• Production of spermatozoa coordination of
is called menarche, which characteristics
(which is sign of puberty) occurs between 12 to 13 years). movement
Developmental delays Puberty occurs
Physical growth and motor development
Adolescence
is a transition period from childhood to adulthood. A. Growth
B. Motor development
It begins with the appearance of secondary sex
C. Fine motor
characteristics and ends when somatic growth is
D. Gross motor
completed and the individual is psychological mature.
Growth spurt begins earlier in girls (10–14 years, while it is Why are motor skills development
12–16 in boys). important in school?
MATURATIONIST perspective and theory of skill
acquisition (c.a.a)
Developmental milestones
 How can we help? SIGMUND FREUD: 

Psychosexual Development
• Physical
development Implications in classroom A. Oral stage (0 – 1 years)
- Eating satisfaction
B. Anal stage (1 – 3 years)
Lack of sleep Help improve sleeping
disorder habits
- Toilet training
C. Phallic stage (3 – 6 years)
- Pleasure comes from sex organs, opposite sex attraction
Dealing with obesity and OEDIPUS COMPLEX (males) | ELECTRA COMPLEX (females)
• Obesity nutrition
Eating habits D. Latency period (6 years to adolescence)
- People outside the family
• Drug use Moving away from drug E. Genital stage (adolescence and beyond)
use - Prepares for marriage and adult responsibilities
Factors influencing development SIGMUND FREUD: 

Psychosexual Development
10: 10 • Father of Psychoanalysis
Sleeping habits
Lack of sleep and the • All human beings pass through a
classroom
Sleeping habits series of psychosexual stages
• Satisfaction of libidinal desire
• Obesity Issues with obesity and
eating disorder • Failure: FIXATION
• Influences adult personality and
Onset?
• Drug use
Effects? behavior
Causes?
FIXATION – (1) tendency to stay at a particular stage (2) state in which an
individual becomes obsessed with an attachment to another human, an
animal, or an inanimate object
Factors influencing development
Genetics Maturationist
Three main conclusions
• Exercise
in the experiment
THEORIES OF HUMAN
• Nutrition and SES The importance of breast
feeding DEVELOPMENT
Lack of food security
(quality)
• Parent child John Hopkin’s
experiment?
 ERIK ERIKSON: 

Psychosocial Development
STAGE 3: LOCOMOTOR
Age: Early Childhood 2 to 6 years
Conflict: Initiative vs Guilt
Important Event: Independence (family)
STAGE 4: LATENCY
Age: Elementary &
Middle School yrs. 6 to
12 years
Conflict: Industry vs Inferiority
Important Event: School
ERIK ERIKSON: 
 ERIK ERIKSON: 

Psychosocial Development Psychosocial Development
STAGE 1: ORAL-SENSORY STAGE 7: MIDDLE ADULTHOOD
Age: Infancy to 12-18 mos. Age: Middle adulthood 40 to 65 years
Conflict: Trust vs Mistrust Conflict: Generativity vs Stagnation
Important Event: Feeding (mother) Important Event: Parenting
STAGE 8: MATURITY
STAGE 2: MUSCULAR-ANAL Age: Old Age 65 years to death
Age: Toddler period 1 to 2 years Conflict: Integrity vs Despair
Conflict: Autonomy vs Doubt Important Event: Reflection on and acceptance of one’s life
Important Event: Toilet Training (parents)
ERIK ERIKSON: 
 ERIK ERIKSON: 

Psychosocial Development Psychosocial Development
- development of the ego and its ability to deal
with a series of crises or potential crises STAGE 5: ADOLESCENCE
throughout the individual's lifespan Age: Adolescence 12 to 18 yrs
Conflict: Identity vs Role Confusion
- There are 8 stages
Important Event: Peer Relationships
- characterized by a different conflict that
must be resolved by the individual.
STAGE 6: YOUNG ADULTHOOD
Age: Young Adulthood 19 to 40 yrs
Conflict: Intimacy vs Isolation
Important Event: Love Relationships
Resolved: sufficient strength to deal w/ the next stages of development
Failure: ROLE COFUSION or IDENTITY CRISIS
LAWRENCE KOHLBERG:
 LAWRENCE KOHLBERG:

Moral Development Moral Development
• Morality how individuals ought 3. Post-conventional Morality (the world)
to treat one another, with respect Stage V social contract
to justice, others’ welfare, “abstract thinking, logical and emotional justice”
and rights. Stage VI universal justice – respect for humanity
• Relations of justice, care, and “principled conscience”
respect “Robin hood”
exhibited in a wider circle of social
relations.
JEAN PIAGET: 
 LAWRENCE KOHLBERG:

Cognitive Development Moral Development
1. Sensorimotor Stage (0 – 2 years) 2. Conventional Morality (others)
- motor activity without the use of symbols
Stage III others directed
2. Preoperational Stage (2 – 7 years)
“conformity to social norms”
- use of symbols, language use matures, and memory
“nice girl/boy – pakikisama”
3. Concrete Organizational Stage (7 – 11 years)
- logical and systematic manipulation of symbols related to concrete Stage IV decision according to rules and law
objects
4. Formal Operational Stage (12 and beyond)
- the logical use of symbols related to abstract concepts
JEAN PIAGET: 
 LAWRENCE KOHLBERG:

Cognitive Development Moral Development
1. Pre-conventional Morality (myself)
- was the first psychologist to make a
systematic study of cognitive development. Stage I obedience and punishment orientation
- Children construct an understanding of the “survival of the fittest”
world around them different from that of
“might makes right”
adults
Stage II self-interest orientation
“You scratch my back, I’ll scratch yours”
SCHEMA: the basic building block of
intelligent behavior – a way of organizing e.g. bribery, accepting “lagay”
knowledge.
 3. The major contribution of educational
psychology towards modern education lies in
area of _________.
A. Clarification of the goals of modern education.
DEVELOPMENT IS SYNONYMOUS
B. Refinement of the research techniques through
TO E_ _ _ _ _ _ _ _ which educational problems might be solved
C. Re-evaluation of the principles of progressivism
D. Reconsideration of educational experiences
from the standpoint of their contribution to
pupil growth.
ANSWER: B

*IMPROVING PRACTICE
PSYCHOLOGY?
2. THIS MOVEMENT IN THE FIELD OF DEVELOPMENTAL
- IS THE SCIENTIFIC STUDY OF BEHAVIOR AND PSYCHOLOGY REFLECTS THE VIEW THAT DEVELOPMENT IS A
MENTAL PROCESS
 RESULT OF DIFFERENT VARIABLES EXISTING AT DIFFERENT LEVELS

 WHILE MULTIDIRECTIONALLY INFLUENCING EACH OTHER AND
- COVERT AND OVERT


 THE DEVELOPING PERSON?
Description of
- SYSTEMATIC
 A. CHILD STUDY MOVEMENT development



 B. THE CHILD DEVELOPMENT Developmental norms
describe MOVEMENT
Explanatory
predict C. DEVELOPMENTAL PSYCHOLOGY
Developmental Multidirectionality of
Behavior and D. LIFE SPAN PERSPECTIVE
understand and educational influence
mental process
psychology
control ANSWER: D (MULTIPLE VARIABLES AND DIRECTIONALITY)
DEVELOPMENT
• EVOLUTIONARY PERSPECTIVE
1. The four fundamental goals of • CONTINUOUS PROCESS IN WHICH PRESENT ORGANISM DEVELOPED
FROM EARLIER FORMS. (E______)
psychology in studying human behavior can • DEVELOPMENTAL PERSPECTIVE
• PROGRESSIVE SERIES OF ORDERLY, COHERENT CHANGES
be seen in which letter? LEADING TOWARDS MATURITY
A. Describe, Predict, understand, control • DEVELOPMENTAL PSYCHOLOGY
• HOW AND WHY HUMANS CHANGE THROUGHOUT THEIR LIFESPAN
B. Describe, Understand, diagnose, treat • IT AIMS TO DESCRIBE, PREDICT EXPLAIN, AND TO OPTIMIZE
C. Describe, Predict, comprehend, change DEVELOPMENT (BALTES, REESE, & LIPSITT, 1980, AS CITED IN MCLEAD,
2012).
D. Describe, Predict, control, change
ANSWER: B
 DEVELOPMENTAL DESIGN
4. The effect of play hours on the cognitive Design Procedure Design Procedure
and affective aspect in early childhood stage Cross- Observes Sequential Combines cross-
hints that a particular research method was sectional people of sectional and
used. And that method is? different ages longitudinal by
a.Experimental method (A) at one point in
time
observing different
cohorts repeatedly over
b.Correlational method time
c.Observational method
d.Survey method Longitudinal Observers Micro Children are observed
people of one genetic extensively over a
• THEY ASKED 80 PRESCHOOL STUDENTS HOW MUCH TIME DO THEY SPEND PLAYING cohort limited period of time
WITH THEIR FRIENDS. THEY WERE ALSO ASKED 5 QUESTIONS MEASURING THEIR
LEVELS OF EMPATHY (NEVER, SELDOM, OFTEN, ALWAYS). AT THE END OF THE STUDY
repeatedly when a developmental
THE RESEARCHER FOUND OUT THAT THE TIME SPENT PLAYING WITH THEIR FRIENDS
IS CONNECTED WITH LEVEL OF THEIR EMPATHY.
(A) overtime change is thought to occur
SAMPLES OF SOME KNOWN EXPERIMENTS
RESEARCH METHODS
• HARLOW’S MONKEY AND ATTACHMENT
Descriptive Which strategies can second year teacher’s
studies use in motivating their students?
Correlation Is there a relationship between type of
al design motivation and academic performance
studies
Experiment Effects of using rewards and punishment on
al study students academic performance
Action Incorporating cosplay to increasing
Research participation and valuing of choral recitation
for Filipino subjects
EDUCATIONAL PSYCHOLOGY RESEARCH
Education
gives
psychology a
context to
study and
psychology
provides
education
theories
- Educational psychologists examine what happens
when someone teaches something to someone else in
some setting
 DIFFERENT PERSPECTIVES OF DEVELOPMENT
Maturational vs Transactional
•Inevitable AND capacities •Dynamic interaction with the 8. Mr. And mrs. Miranda believes that what their
will unfold environment
daughter’s intelligence was inherited from them
Continuous vs Discontinuous
A.involves gradual and A.distinct and separate stages and at the same time was also influenced by how
ongoing changes with they brought her. Their belief reflects which of the
Sensitive period vs Critical period
A.a time that is best because A.limited time span where the
following principles of development
the child is responsive to child is biologically ready to A. Growth is sequential
environmental influences acquire certain adaptive B. Development is an interaction between heredity
behaviors and environment
Nature vs Nurture C. Developmental rates vary
A.is influenced by genetic A.is influence by external D. Each stage of development has characteristic traits
inheritance and other factors (exposure and
biological factors experience) ANSWER: B
5. THIS PERSPECTIVE IN DEVELOPMENT BELIEVES THAT
7. Which of the following principles of human
THERE IS EITHER “THE BEST TIME VS THERE IS A
LIMITED AND SPECIFIC” TIME FOR CERTAIN CAPACITIES development refers to the situation that girls
TO DEVELOP mature earlier than boys?
A. MATURATIONAL VS TRANSACTIONAL A. Growth is patterned
B. CONTINOUS VS DISCONTINOUS
B. Developmental rates vary
C. Each stage of development has characteristic
C. SENSITIVE VS CRITICAL
traits
D. NATURE VS NURTURE D. Maturation should precede certain types of
learning
ANSWER: C ANSWER: B
Teacher A wanted to see why young children with dysgraphia
had difficulty writing. She observed one of her students who has 6. A set of identical twins who were orphaned
were adopted by families who belong to
shown the symptoms of the condition. She watch over her as she
different socio-economic status One was adopted
was trying to complete an essay type task. From the observation
by low income class family while the other one
and notes she made, she saw how the kid struggled to hold the was raised by a family from the upper SES. After 10
writing material appropriately. With the findings consistent years, they saw there was a big difference in the
across setting and time, she concluded that the writing difficulty academic performance of the identical twin.
of that student is due to underdeveloped and uncoordinated Which can better explain this difference?
fine motor skills. What approach was used in the study? A. Difference in heredity
B. Difference in nature
A. CROSS SECTIONAL B. LONGITUDINAL C. Difference in intelligence
D. Difference in nurture
C. MICROGENETIC D. LONGITUDINAL
ANSWER: D
 11. WHICH IS THE BEST WAY TO DEAL
RISK FACTORS IN DEVELOPMENT WITH RISK FACTORS?
A. Provide feeding program and
RESILIENCE livelihood opportunities
- ABILITY TO ADAPT AND FLOURISH B. Provide compensatory education like
IN THE FACE OF ADVERSITY
preschool program
RISK FACTORS
C. Create laws that will deal with the
-ASPECT OF THE CHILD OR THE
ENVIRONMENT WHICH MAY RESULT source of risk factors
TO POOR OUTCOMES D. A and C only
E. A, B, C
ANSWER: E
RISK AND RESILIENCE
• WHY IS IT THAT SOME CHILDREN WILL STILL GREW UP FAIRLY WELL
10. The following are facts about risk factors in OR OKAY (RESILIENT) DESPITE THE VERY UNFAVORABLE
development except? ENVIRONMENT, EXPERIENCE AND UPBRINGING? OR VICE VERSA?
A. Risk factors results to poor developmental outcomes Risk factors (biological and social)
B. Risk factors are so strong that even having a good education
Family Family
through a good teacher will be useless. investment Genes environment stress
model model
C. Being raised by a single parent and poor nutrition can be a
risk factor.
Protective factors
D. When risk factors accumulates its negative effect becomes Accumulation of Stability of risk
stronger therefor resulting to more negative outcomes. (Turning points and
risk canalization)
OUTCOME
ANSWER: B (development)
9. NAEYC released 12 principles of child development
and learning where they reminded the importance of self
control, social interaction, respect for differences and the
importance of early experiences to mention a few. This
PROTECTIVE FACTORS
reminds teachers and parents to primarily? • HIGH QUALITY PARENTING
A. Provide more opportunities to learn through play and • HIGH INTELLIGENCE
interaction • STRONG RELATIONSHIP WITH
THE PARENTS
B. Embed those practices as we highlight the development of
• SOCIAL COMPETENCE,
academic skills during early childhood stage OUTGOING PERSONALITY AND
C. Provide more opportunities for using technology to enhance PEER ACCEPTANCE
learning • RELIGIOUS INVOLVEMENT
D. Create a more academically rigorous curriculum
ANSWER: A
13. THIS THEORY FOCUSES ON THE ACQUISITION OF DEVELOPMENTAL TASK
BECAUSE THEY BELIEVE THAT THE ACQUISITION OF SUCH TASKS WILL
14. Angela who is in grade 3 focuses her attention
ENABLE THE CHILD TO FUNCTION EFFECTIVELY AND MEET THE DEMANDS on the school work and vigorous play with peers and
PLACED BY THE SOCIETY
ANSWER: A
 this routine consumes most of her time and physical
A. DEVELOPMENTAL TASK THEORY energy. This is a healthy utilization of ones libido or
B. BIOECOLOGICAL MODEL
psychic energy and is reflective of which stage?
Multiple layers of A. Oral stage
C. ETHOLOGY
variables B. Anal stage
D. COGNITIVE DEVELOPMENTAL Function of behavior in
THEORY different species C. Phallic stage
Active construction of D. Latency stage
knowledge
ANSWER: D
ETHOLOGY 

KONRAD LORENZ AND NIKOLAS TINBERGEN

12. THEORIES ARE USEFUL BECAUSE OF THE
FOLLOWING EXCEPT?
A. IT IS APPLICABLE IN ALL SITUATION
B. IT PROVIDES PRINCIPLES AND ASSUMPTIONS
C. IT HELPS US INTERPRET OR EXPLAIN WHAT YOU
OBSERVED
D. SUGGEST WAYS ON HOW TO PROMOTE DEVELOPMENT
ANSWER: A

DEVELOPMENTAL TASK THEORY

IMPLICATIONS OF RISK AND DAVID HAVIGHURST

PROTECTIVE FACTORS
• BE A PROTECTIVE FACTOR
• AMPLIFY PROTECTIVE FACTOR
AND HIGHLIGHT AND RECOGNIZED
THE STRENGTH OF THE INDIVIDUAL
• PROVIDE QUALITY EDUCATION (A
CURRICULUM THAT IS APPROPRIATE
AND IS ENGAGING)
• PROVIDE COMPENSATORY
EDUCATION (PRESCHOOL)
 HOW DOES COGNITIVE DEVELOPMENT
HAPPENS ACCORDING TO PIAGET
16. According to Erikson's theory of
18. _____ Occurs when a child
psychosocial development, preschool aged
incorporates new knowledge into
children seek to resolve which of the
following socio-emotional issues? existing knowledge
A. Trust vs mistrust A. Assimilation
B. Identity vs role confusion B. Accommodation
C. Initiative vs guilt C. Equilibration
D. Intimacy vs isolation D. Lateralization
ANSWER: C ANSWER: A
15. In Freud's theory, if the child fails to resolve the Oedipus 17. FREUD AND ERIKSON’S THEORY TELL TEACHERS AND
or Electra complex, that child may develop the tendency to PARENTS THAT WHEN IT COMES TO DEVELOPMENT AND
be or engage in FACILITATING LEARNING __?
A. OVEREATING ORAL A. IT IS IMPORTANT FOR TEACHERS AND PARENTS TO DEVELOP A
B. MESSINESS HEALTHY RELATIONSHIP WITH THE CHILD
ANAL B. PARENTS MUST SATISFY ALL THE NEEDS
C. DEVIANCY, SEXUAL
DYSFUNCTION PHALLIC C. THEY MUST PROTECT THE CHILD FROM ANY NON
GENITAL PLEASURABLE EVENTS OR CIRCUMSTANCES
D. SEXUAL IMMATURITY
D. IGNORE NEEDS TO DEVELOP STRONG CHARACTER
ANSWER: C
 ANSWER: A
20. (ANALYZE USING PIAGETS THEORY) Student B is
22. WHICH OF THE FOLLOWING CONCEPTS IS
already 18 years old. She is expected to understand
CENTRAL TO VYGOTSKY'S THEORY?
the concept of discipline and responsibility and that
it should be applied both at home and at school. At A. OBJECT PERMANENCE
her age she is supposed to have acquired the ability B. FIXATION
to:
A. Have intimate relationship with the opposite sex C. MYLELINATION
B. Abstraction and generalization D. ZONE OF PROXIMAL DEVELOPMENT
C. Know his strengths and weakness as a person
D. To know what is morally right and wrong.
ANSWER: B
ANSWER: D
PIAGET’S COGNITIVE DEVELOPMENT THEORY
An individual who is in the good boy nice
girl will rely on the which factor when
making a decision regarding a moral
dilemma?
A. Family expectations
B. Potential punishment involved
C. Individual values
D. Personal needs and desires
ANSWER: A
19. ACCORDING TO PIAGET, A CHILD COMES TO UNDERSTAND
21. A high school student who feels it is wrong to
THAT SEQUENCES OR PROCEDURES ARE REVERSIBLE. THIS IS
ACQUIRED IN WHICH STAGE OF DEVELOPMENT? cheat because if he gets caught he will be sent
to the office is in which level of Kohlberg's moral
A. SENSORIMOTOR STAGE OBJECT PERMANENCE
B. PREOPERATIONAL STAGE EGOENTRISM
reasoning?
SERIATION A. Preconventional
C. CONCRETE OPERATIONAL STAGE
ABSTRACTION B. Internal reasoning
D. FORMAL OPERATIONAL STAGE METACOGNITION
C. External reasoning
D. Conventional
ANSWER: C ANSWER: A
 27. The combined effect of the home and
25. The need to develop oneself to the
the school is an example of the influence of
fullest and determine ones purpose in life
which system?
reflects which needs in Maslow's hierarchy?
A.Microsystem
A. Belongingness
B. Psychological need B. Mesosystem
C. Self-actualization C.Exosystem
D. Safety needs D.Macrosystem
ANSWER: B
ANSWER: C
BRONFENBRENNER’S MODEL

24. Vygotsky's stage in the development
of speech characterized by silent "self-
talk" is called?
A. Egocentric speech
B. Personal speech
C. Social speech
D. Private speech
ANSWER: D
26. According to Bronfenbrenner, which
23. The teacher noticed that student B cannot solve a system contains structures that has a
problem on his own, but can do so when provided with hints direct contact and influence to the
about the steps. What the teacher did is an example of?
child?
A. Direct instruction
B. Modeling
A. Microsystem
C. Scaffolding B. Mesosystem
D. Differentiated instruction C. Exosystem
D. Macrosystem
ANSWER: C
ANSWER: A
 29. It is advisable to advocate the use of Considering Erikson's life-span development theory, which
manipulative materials to a child in his of the following strategies would best enable a teacher to
stimulate identity exploration in adolescents?
early childhood to develop _________?
A. Structure activities around success rather than failure.
A. Numerical skills B. Evaluate students' opinions carefully and critically.
B. Social skills C. Given them activities which will allow them to freely
C. Pre-reading skills express themselves
D. Give them a set of principles which they need to
D. Pre-handwriting skills internalize
ANSWER: D ANSWER: C
28. Baby M’s parents are very happy because she has just Which of the following statements refers to students
said her first clear word. Having only this information, how aged eleven years and beyond in piaget’s theory of
old how old do you think the baby is? cognitive development?
A. 3-6 months A. Able to solve abstract problems in logical fashion
B. 12-18 months B. Able to solve concrete problems in logical fashion
C. They depend on innate reflexes to engage the
C. 18-24 months
world
D. At least 36 months D. They use symbolism to represent and understand
various aspects of the environment
ANSWER: B ANSWER: A
The City government through the school board passed a new
law that limits the number of students allowed in each classroom.
This move is an example of how a particular environmental 30. During the period of development known as
system may influence an individual’s development. The influence
"middle childhood," a child typically does which
of the city government reflects the influence of which system?
of the following
A. Microsystem A. Master the fundamental skills of writing
B. Mesosystem B. Spend time with peers than with parents
C. Exosystem C. Learns to master gross motor skills
D. Macrosystem D. Learns to identify letters of the alphabet
ANSWER: C
ANSWER: B
 EMOTIONAL DEVELOPMENT AND POSITIVE OUTCOMES
Attachment
temperament 31. This refers to the students
experiences and prior knowledge
Parenting style Personality
Self control
(OCEAN) based on their specific culture?
Emotional
A.Intelligence
discipline Regulation B.Aptitude
POSITIVE OUTCOMES
-Achieve academically
C.Emotional intelligence
empathy -Socially competent
- Self control D.Cultural capital
- Self confidence
-Less aggressive
-Better language skills
-Liked by peers and teachers
SOCIAL SKILLS
QUESTIONS
Talent and
LANGUAGE DEVELOPMENT Intelligence expertise
Achievement
BY PRODUCT OF:
•DELIBERATE
PRACTICE CONNECTED TO
Ability to •GOOD CAREER SUCCESS
- TEACH STUDY
•REASON INSTRUCTION AND
FEEDBACK SKILLS
•SOLVE PROBLEM - PROVIDE PUSH
•THINK •10 YEARS OF EARLY FOR ACHIEVEMENT
•LEARN QUICKLY AND EXTENSIVE - MORE TIME ON
•DEAL WITH TRAINING TASKS
ABSTRACTION AND - MORE TIME IN
COMPLEXITY •THEY HAVE BETTER SCHOOL
MEMORY AND
PATTERN
RECOGNITION

Why is cultural capital important?
A. It helps the students make sense of
their environment
B. It provides them with the financial
resources to afford school materials
C. They might base their understanding
of the lesson on their prior knowledge
D. It provides them social support
Why is cultural capital important?
A. It helps the students make sense of
their environment
B. It provides them with the financial
resources to afford school materials
C. They might base their understanding
of the lesson on their prior knowledge
D. It provides them social support
31. This refers to the students
experiences and prior knowledge
based on their specific culture?
A.Intelligence
B.Aptitude
C.Emotional intelligence
D.Cultural capital
32. The following are the reasons why should
teachers be aware of diversity except?
A. Teacher has the professional accountability
to all of her students, their families and the
community
B. Diversity influences, the teaching and
learning process and the environment
C. It influences academic outcomes which is
the primary concern of the teachers
D. It causes stereotypes and biases which
influence expectations
32. The following are the reasons why should
teachers be aware of diversity except?
A. It influences the primary concern of the
teachers which is their academic outcomes
B. Teacher has the professional accountability
to all of her students, their families and the
community
C. Diversity influences, the teaching and
learning process and the environment
D. It causes stereotypes and biases which
influence expectations
Why should teachers be aware of it?
• Professional accountability to the learners
• Influences
• the teaching and learning process
• Learning environment
• Expectation
• Life outcomes
• In and out the school
• Causes
• Stereotype
• biases
Cross-cultural dissonance can also occur when the
Different Types of Bias
methods of instruction used in school differ from
what students may be used to. Which one best
reflects this issue?
• Linguistic bias
A. The teacher uses examples specific to a
culture to explain a general concept • Stereotype
B. The teacher explains why a certain individual • Exclusion
is considered as a national hero in a country
• Unreality
C. The teacher explains why people from a
particular place behaves in such a manner • Selectivity
D. The teacher gives minority students a chance • Isolation
to explain things based on their perspective
What causes diversity? Use the theory of
Amelia moved to a new school. Her teacher told her not Bronfenbrenner to explain diversity
to call her mam but in Amelia culture, saying “ma’am”
was the expected appropriate behavior. However from
the teacher’s point of view, however, Amelia’s behavior
appeared patronizing and disrespectful, especially
after she had been told to stop. The teacher called her
parents to complain about her behavior; she continued
to address her teacher as “ma’am” (something the
teacher was uncomfortable with) even after being told
not to. This case is a portrayal of? 
A. Oppositional defiant behavior C. Identity confusion
B. Cross-cultural dissonance D. Linguistic barrier
Cross-cultural dissonance can also occur when
Amelia moved to a new school. Her teacher told her not to
call her mam but in Amelia culture, saying “ma’am” was the methods of instruction used in school differ
the expected appropriate behavior. However from the from what students may be used to. Which one
teacher’s point of view, however, Amelia’s behavior best reflects this issue?
appeared patronizing and disrespectful, especially after
she had been told to stop. The teacher called her parents A. The teacher uses examples specific to a
to complain about her behavior; she continued to address culture to explain a general concept
her teacher as “ma’am” (something the teacher was
uncomfortable with) even after being told not to. This case B. The teacher explains why a certain individual
is a portrayal of?  is considered as a national hero in a country
C. The teacher explains why people from a
A. Oppositional defiant behavior C. Identity confusion particular place behaves in such a manner
B. Cross-cultural dissonance D. Linguistic barrier D. The teacher gives minority students a chance
to explain things based on their perspective
Comparing the two sentences below, most of us, who are
The picture below depicts which
not native English speakers will find it easier to translate kind of bias?
the first sentence because?

A. Sentence 1 is a social language and is developed early in
life
B. Sentence 1 is shorter A. Gender discrimination
C. You hate science
B. Sexual harassment
D. Sentence 2 is longer
C. Stereotyping
D. Gender preference
The picture below depicts which
Comparing the two sentences below, most of us, who
are not native English speakers will find it easier to kind of bias?
translate the first sentence because?

A. Sentence 1 is a social language and is developed early in
life
A. Gender discrimination
B. Sentence 1 is shorter
B. Sexual harassment
C. You hate science
D. Sentence 2 is longer C. Stereotyping
D. Gender preference
Linguistic Bias
• Casual register because of
• poor English skills.
• language is about survival
• The language they use outside the school.
• Formal register
• Middle class for negotiation
• Wealthy, for networking.
• Poverty for survival
• Bias happens when:
• The class laughs at the way a student speaks,
• When a name is laugh at or deliberately mispronounced.
• When a student has difficulty with English or the main
language
• Implications:
• Teacher should be a model and be vigilant not to allow
put downs.
• Discuss the importance of respect and culture differences.

33. The following shows the negative effects of
stereotypes when teachers are not aware of it. One
however is not true, and that is?
A. We are already making judgment about a
persons ability
B. We are giving inaccurate description of
the person
C. We are influencing others to have a
distorted perception about the person
D. We are highlighting the person’s good
qualities
33. The following shows the negative effects of
stereotypes when teachers are not aware of it. One
however is not true, and that is?
A. We are already making judgment about a
persons ability
B. We are giving inaccurate description of
the person
C. We are influencing others to have a
distorted perception about the person
D. We are highlighting the persons good
qualities
Stereotyping
• adopted specific thoughts about specific groups
does not usually reflect reality accurately.
• Cultures have invisible webs “the way things are”.
• Learned helplessness
• destined to fail or not to
• transferred to other aspects of life
• As teachers
• We need to be careful in choosing learning materials
• We need to help children with LH to have control over
their life. Provide them with a mean to an end belief.
• Have high expectations and a growth mindset rather
than a fixed mindset.
34. The following are the reason why exclusion
and diversity becomes an educational problem
except?
A. Exclusion causes unequal opportunities
and access
B. Poverty hinders access to the needed
resources
C. Exclusion nurtures bias and prejudice
D. Poverty makes access to quality
education difficult
Exclusion
• lack of representation
• teacher calls only those who raises their hands
• Difficulties are magnified as having special needs
• Latinos and black Americans
• 1% of the 17 yrs comprehends a specialized text.
• 20% understands a less specialized text which 50% of
the white student can understand.
• 70% of the white students mastered fraction while only
3% can do.
• And by high school graduation, Latinos and black
Americans are reading only at eight grade level
• Poverty makes access to quality education difficult because it
is expensive.
Exclusion
 Selectivity 35. The following happens when the teachers
communicate high expectations to the students
except?
• is a single interpretation of an issue, situation
or condition A. Give longer wait time after asking a
• children from poverty may laugh at when question
disciplined because they learned from the
streets that if they showed fear it would B. Provide more prompts and cues to
cost them their lives shape student responses
IMPLICATIONS
• help student see from the other perspectives. This will make C. Give little or no wait time to
them better problem solvers. develop critical and quick
• Teach them resiliency by teaching students to respond to the processing in students
larger world differently from the way they respond to the
streets D. Provide more feedback
Unreality Perception and expectation: Does it
matter?
High Low
• is a misinformation about a group. • Give longer wait time • Give little or no wait time
after asking a question
• E.g. Teachers who were told that they are handling • Provide more prompts • Move on to another student
above average students showed higher expectations and cues to shape if a student gives an
which led the students to performing well. student responses incorrect answer
• Offer specific feedback • Offer minimal feedback
• IMPLICATIONS: (e.g., “Incorrect,”
• Put highly qualified and experienced teachers in the program
where there are high poverty rates “Wrong”)
• Enable the teachers through quality professional development • Create more • Provide fewer
• Teachers who believes in the student (growth mindset) opportunities to learn opportunities to learn and
• Help determine potentials and provide feedback and practice new skills practice new skills
• Provide more positive • Provide less reinforcement
reinforcement
34. The following are the reason why exclusion
and diversity becomes an educational problem Isolation
except?
• Separation of groups
• High vs low performing groups
A. Exclusion causes unequal opportunities
and access
• Implications:
B. Poverty hinders access to the needed
• build a sense of camaraderie,
resources
community where there is acceptance.
C. Exclusion nurtures bias and prejudice • Provide students a chance to talk to
D. Poverty makes access to quality each other and work together.
education difficult • Create a learning community.
 Achievement gap
Diversit What teachers should understand
y
Cultural Instruction might be confusing to students if their
cultural experiences or background knowledge are
different from or inconsistent with those of their
teacher.
Linguistic Mastering academic content might be difficult for
students who are not proficient in English.
Exception A disability might affect a student’s learning, and
alities therefore the teacher might need to make
instructional adjustments if the student is to be
successful.
Socioeco Students might not have access to additional
nomic
educational resources and supports outside of
school.
Developm There is a need for developmentally
ental
appropriate practice
The following happens when the teachers
communicate high expectations to the students
except?

2/25/18 free template from www.brainybetty.com

A. Give longer wait time after asking a
question
B. Provide more prompts and cues to
shape student responses
C. Give little or no wait time to
develop critical and quick
processing in students
D. Provide more feedback !124