EDF 3234: Learner Development Project
The description should now read: The learner development project is a key assignment that will be uploaded to the TK20 system as part of your
program assessment and readiness to be an Empowered Professional Making a Difference. You will create a PowerPoint or Google Presentation
document which describes the characteristics (physical, social, emotional, intellectual development, cultural characteristics, and learning disabilities)
of the students you would like to teach. This is an opportunity for you to learn specific information related to the students you intend to teach and the
general characteristics of your future students. You need to choose one of the following combinations of grade levels for your area of concentration:
Pre-K thru 1; 2 and 3, 4 and 5; 6 and 7, 8 and 9; 10 thru 12; Adult (multiple generations); ESE K-5, ESE 6 – 8; or ESE 9 - 12. You will describe the
characteristics of these students in a way that both you and I have a better understanding of the children you will be working with and how to best
teach the general population of students given their characteristics. You will include an aspect of the historical and sociological perspective with
respect to current practices in education.
Key Assignment: EDF 3234 Learner Development Project
Program(s) SLOs:
o Critical Thinker - 1.3 Content: Draw upon human development/learning theories and concepts as the foundation for instructional
planning
o Decision Maker - 1.2 Content: Identify the cognitive, linguistic, emotional, and physical needs of students and match them
appropriately to instructional plans.
NCATE Standard 1 Component: 1c: Professional & Pedagogical Knowledge & Skills for Teacher Candidates
Conceptual Framework Outcomes: Critical Thinker; Decision Maker
Competency Rubric
Evaluation of the Course Student Learning Outcome (SLO) listed below is determined based on performance on the corresponding Assignment Grading Rubric as follows:
100-90% = Exceeds Expectations, 89-70% = Meets Expectations, 69% & below = Does Not Meet Expectations
Exceeds Expectations
Course SLO
Meets Expectations
Does not Meet
Expectations
The student will construct a Learner Development Project that describes the
physical, social, emotional, and intellectual development characteristics of the
students he or she would like to teach.
Criteria
PowerPoint: Introduction and
Conclusion
PowerPoint: Physical Development
FEAPS
Subject Area Competencies
2.0, 3.8, 5.0, 7.6,
10.0, 12.5
Professional Education (PEC):
00.7.1, 00.13.2
ESOL Performance
Standards
2.1, 2.2, 22.1, 23.2,
23.3, 25.1
Reading Endorsement
Competencies
N/A
ESOL: 47.3.1, 47.3.5, 47.3.8,
47.10.1, 47.10.3
Assignment Grading Rubric
Performance Descriptors
Accomplished
2 Points: The introduction identifies the purpose of the presentation and generates a
compelling desire to continue viewing, frames the developmental level in a holistic manner, and
transitions the reader into the specific developmental attributes that are to follow. The
conclusion appropriately summarizes the presentation.
2 Points: Appropriate physical characteristics of the chosen developmental level are
comprehensively described to include topics and terms such as stature, weight, motor and
Developing
Inadequate
1 Point: The introduction identifies
the purpose of the presentation and
frames the developmental level in a
holistic manner. A conclusion is
provided.
1 Point: General physical
characteristics of the chosen
0 Points: The introduction does
not set the stage for the
presentation to follow and/or a
conclusion is not provided.
0 Points: General physical
characteristics of the chosen
muscles development, prepubescence, preadolescence, puberty, and adulthood.
developmental level are described.
2 Points: Appropriate social characteristics of the chosen developmental level are
comprehensively described to include topics and terms such as play, self-centered, sharing,
group acceptance, peer relationships, generosity, kindness, sacrificing self-interest for others,
leadership, friend relationships, marriage and divorce.
1 Point: General social
characteristics of the chosen
developmental level are described.
PowerPoint: Emotional Development
2 Points: Appropriate emotional characteristics of the chosen developmental level are
comprehensively described to include topics and terms such as self-esteem, verbal or
nonverbal facial and gestural expressions, anger, anxiety, mood, and depression.
1 Point: General emotional
characteristics of the chosen
developmental level are described.
PowerPoint: Mental Development
2 Points: Appropriate mental characteristics of the chosen developmental level are
comprehensively described to include topics and terms such as language skills, intuitive or
logical reasoning, seriation, transitivity, classification, decentering, reversibility, conservation,
elimination of egocentrism, metacognition, and multidimensional, metaphorical and abstract
thought.
2 Points: Developmentally appropriate motivation is comprehensively described to include
concepts such as extrinsic and intrinsic motivation, motivation to learn, age-appropriate reward
systems, creating a safe classroom environment, modeling respect for all, task values, goal
orientation, and self efficacy.
2 Points: Several developmentally-appropriate classroom management strategies are
presented to include establishing rules, reward systems, maintaining a positive learning
environment, learner responsibilities, contracts, time management, transitions between
activities, effective communication with all stakeholders, setting boundaries, seating
arrangements, expectations, consequences, intervention strategies, and dealing with violence
and aggression.
2 Points: The presentation demonstrates a high level of technological pedagogical content
knowledge by modeling the use of appropriate font selections (including color, style, all text 18
points or larger, not more than 3 styles, matching styles to headings or body text, and use of
bright colors for emphasis); including representative graphics (visual theme supports the topic
of the presentation), providing supportive illustrations, charts, and graphs (enhance topics, no
more than one per slide, and are of a readable size); providing supportive video and audio
(multiple communication channels to support multiple learning styles); elimination of
unnecessary words or long lists; appropriate flow of topics to include main topics and
subtopics; judicious use of slide transitions (support the presentation as opposed to distracting
the viewer); and allowing for margins and use of colors that ensure the ability to view and
project the presentation.
2 Points: The presentation is written for an informed audience of your peers; includes credible
and appropriate citations in APA style; is not plagiarized or infringing on copyrights; is error free
to include eliminating misspellings, grammatical mistakes; avoids unnecessary jargon or use of
abbreviations; adheres to the elements of style such as economy of language, precise word
choice, and pleasing rhythm.
1 Point: General mental
characteristics of the chosen
developmental level are described.
2 Points: Appropriate cultural characteristics of students in the Northwest Florida regional area
are described in sufficient detail to understand the background and attitudes of the students
that will be in the classrooms, comparison and contrast of local cultures to major cultures
worldwide, and strategies to work with home and school-related personnel to overcome cultural
barriers.
PowerPoint: Social Development
PowerPoint: DevelopmentallyAppropriate Motivation
PowerPoint: DevelopmentallyAppropriate Classroom Management
PowerPoint: Technological
Pedagogical Content Knowledge
PowerPoint: Composition Skills
(Florida Statute 1004.04, Public
Accountability and State Approval for
Teacher Preparation
Programs(http://www.flsenate.gov/Sta
tutes/index.cfm?App_mode=Display_
Statute&Search_
String=&URL=Ch1004/SEC04.HTM&
Title=-%3E2002-%3ECh1004%3ESection%2004) (5) (e) 1. Write
and speak in a logical and
understandable style with appropriate
grammar.
Cultural Recognition
Learning Disabilities
2 Points: Appropriate learning disabilities that are common to the age group are described with
1 Point: General motivational
concepts of the chosen
developmental level are described.
1 Point: General classroom
management strategies for the
chosen developmental level are
described.
developmental level are
described.
0 Points: The social
characteristics are not
described or are incorrect for
the chosen developmental
level.
0 Points: The emotional
characteristics are not
described or are incorrect for
the chosen developmental
level.
0 Points: The mental
characteristics are not
described or are incorrect for
the chosen developmental
level.
0 Points: Motivational concepts
are not described or are
incorrect for the chosen
developmental level.
0 Points: Classroom
management strategies are not
described or are incorrect for
the chosen developmental
level.
1 Point: The presentation
demonstrates an average level of
technological pedagogical content
knowledge by modeling the
principals of good design.
0 Points: The presentation is
hard to follow or read and does
not enhance learning the topic.
1 Point: The presentation includes
credible and appropriate citations in
APA style; is not plagiarized or
infringing on copyrights; and is error
free to include eliminating
misspellings, grammatical mistakes.
0 Points: The presentation is
not appropriately referenced,
includes plagiarized or
copyrighted material; and/or
contains spelling and
grammatical errors.
1 point: Appropriate cultural
characteristics of students in the
Northwest Florida regional area are
described to include comparison
and contrast of local cultures to
major cultures worldwide.
1 Point: Appropriate learning
0 points: Appropriate cultural
characteristics of students in
the Northwest Florida regional
area and appropriate
strategies to overcome cultural
barriers are not described.
0 Points: Appropriate learning
a special emphasis on those that would relate to LEP students, as well as hearing and
language related disabilities that affect language development.
disabilities that are common to the
age group are described with a
special emphasis on those that
would relate to LEP students.
disabilities that are common to
the age group are described
with a special emphasis on
those that would relate to LEP
students are not described.