Marci+Syme+-+Who+is+my+student?

** Cognitive development considerations **
== This student is eight to nine years old, and as a result are at a key developmental stage in their learning. This is an exciting age where the growth of a student can be phenomenal. Students are in transition from the intuitive stage to the concrete operational stage of intellectual development. [|Piagetian developmental stages]== == Most of the curriculum requirements for third grade require an intellect functioning at a concrete operational stage. There is a spectrum of development wherein a child will fall within a normal range, and yet not be cognitively ready for some of the academic tasks required. A variety of instructional strategies are necessary in order to assist students in bridging that gap until brain development catches up with curricular requirements. [|Concrete vs. Abstract thought] ==

Providing hands-on lessons that seque into the abstract concepts are vital. [|Strategies for making math concepts concrete]
== Culminating activities using project based learning give students the opportunity to synthesize their learning, and develop problem solving skills. Project based learning for Science[|Project based learning modules for 3rd grade Science] [|Project based learning customized topic checklists] ==

=
stories Math Concepts are more effective than skill practice__ Math performances __ ===== ====simulations Science Simulation Lesson Bank ====

hands-on activities @http://hotmath.com/learning_activities/
====visual representations Examples of Visual Presentations for Various Curricular Areas [|What Works] ====

real-world problem solving ﻿﻿ ﻿@http://www.figurethis.org/index.html



 * = Social/Emotional =

What You Might Observe:

 * ====Recognition that people’s actions do not always reflect their true thoughts and feelings ====
 * ====Growing realization that other people interpret (rather than simply remember) their experiences ====
 * Decrease in rigid stereotypes of particular groups of people (for most children)
 * Growing repertoire of conflict-resolution skills
 * Increasing empathy for unknown individuals who are suffering or needy
 * Increasing desire to help others as an objective in and of itself
 * Decrease in overt physical aggression, but with an increase in relational aggression and more covert antisocial behaviors (e.g., lying, stealing) || = Intellectual =

**What You Might Observe: **
S﻿uccess on test items that involve defining concrete words, remembering sentences and short sequences of digits, understanding concrete analogies, recognizing similarities among objects, and identifying absurdities in illogical statements
 * Some consistency in test scores from one occasion to the next
 * <span style="font-family: Arial,Helvetica,sans-serif;">Noticeable differences among children in mastery of classroom subject matter
 * <span style="font-family: Arial,Helvetica,sans-serif;">To develop a sense of accomplishment, which centers around the ability to learn and apply skills, deal with peers, competition, self-control, and greater physical strength.
 * <span style="font-family: Arial,Helvetica,sans-serif;">To develop and test values and beliefs, which guide present and future behaviors. ||  || =<span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">Physical =

**What You Might Observe:**

 * <span style="font-family: Arial,Helvetica,sans-serif;">uses tools, such as a hammer or small garden tools, fairly well
 * <span style="font-family: Arial,Helvetica,sans-serif;">· capable of fine hand and finger movements
 * <span style="font-family: Arial,Helvetica,sans-serif;">· draws with great detail
 * <span style="font-family: Arial,Helvetica,sans-serif;">· may persist with an activity until exhausted
 * <span style="font-family: Arial,Helvetica,sans-serif;">· interested in own strength; boys enjoy wrestling ||

<span style="color: #ff0000; font-family: 'Arial Black',Gadget,sans-serif;">At Risk Factors/Solutions

 * ===Learning Differences===

ADD effective approaches to instruction
|| ====**Self-fulfilling prophecies**====

Academic Self-Concepts As a Predictor of Student Success
||
 * ====**One significant adult**====

Key moments to intervene
[|Risk and Resiliancy Factors of Academic Success] || ====**Poverty**==== [|90/90/90 High Success in High Poverty Schools] Ruby Payne interview ||