Chapter 13-Teaching Lifespan Development

Question 1

What does Helms argue as a broader concept of developmental theory?

Answer 1

“phasic” view of “stages,” with stages representing “interactive themes rather than mutually exclusive categories”

Question 2

What are important aspects to keep in mind when teaching development course?

Answer 2

1. Attempt to match students’ development with instruction
2. Address multiple learner needs
3. Use personalized, experiential constructivist teaching

Question 3

In the lifespan development course, what four elements help students learn from a constructivist perspective?

Answer 3

1. ambiguity
2. incongruity
3. multiple perspectives
4. incompleteness

Question 4

RE: Lifespan Development Course, examples of such experience-and reflection-oriented activities include:

Answer 4

1. Students applying developmental concepts to themselves

2. interacting with and interviewing individuals in various developmental phases

Question 5

By participating in experiential learning in the Lifespan development course, what do students learn about themselves?

Answer 5

1. No longer make quick and stereotyping pronouncements about human development or particular age groups
2. Recognize more of own “issues.”
3. More comfortable with ambiguity and client surprises

Question 6

Constructivist principles that guide the human development course:

Answer 6

1. personalizing teaching
2. valuing and promoting experience
3. hearing student voices
4. encouraging multiple perspectives

Question 7

Describe personalizing teaching in the human development course.

Answer 7

1. Teacher and students personal stories brought to the class
2. Paying attention to individual personalities and learning styles
3. Students apply developmental principles to themselves

Question 8

What are among the social factors that contribute to classroom atmosphere and, ultimately, to student learning?

Answer 8

teacher’s personality and self-presentation

Question 9

How can instructors personalize learning in development course?

Answer 9

1. Use personal references about clients tied to dev theories.
2. Communicate that instructors are lifelong learners.
3. Self-disclose appropriately

Question 10

When personalizing teaching, what skills do instructors need to employ with students?

Answer 10

1. Immediacy in responding to students’ comments, nonverbal behaviors
2. genuine interest in students’ comments
3. continually self-reflective about teacher-learner relationship

Question 11

How can students personalize their learning in human development course?

Answer 11

1. Respond personally to the readings
2. apply developmental understandings to their own lives
3. process in-class relationships

Question 12

What is another way to personalize human development course with different age groups?

Answer 12

1. In-class interactions with children, adolescents, and adults
2. Self-assessment of what did/did not work in interacting with differently aged people

Question 13

What is the Defining Issues Test?

Answer 13

Assesses students’ moral development (Kohlberg)

Question 14

What is the Learning Environments Preferences Scale (LEP)?

Answer 14

Assesses students’ cognitive complexity (Perry)

Question 15

What does the instructor discuss during young adult development?

Answer 15

1. Theories of this developmental phase
2. Refer to
   
   • Perry’s scheme from dualistic thinking to conceptual relativism to self-chosen commitment;
   • Riegel’s concept of dialectical adult thought
   • Labouvie-Vief’s advocacy of exposure to complexity to escape dualistic thinking
   • Kegan’s emphasis on continued development of systems of meaning

Question 16

After exposure to a variety of constructivist-developmental theories, what can the instructor do next?

Answer 16

Give students their DIT and LEP scores and ask them to assess themselves.
Indicate characteristics relevant to their stage, stage they have emerged from, and stage they are aiming for

Question 17

What are important aspects of the final paper or culminating activity for the human development course =?

Answer 17

1. linkages among theory
2. earlier experiential dimensions of the course
3. personal insights gained
4. courage and discretion in self-presentation
5. Also, processing the process of the final paper/activity

Question 18

What are the goals of interactive interviews in the human development course?

Answer 18

1. Students see clients as potential teachers for themselves and see themselves as learners in the counseling relationship.
2. Students can corroborate or challenge info in textbook
3. Gain experience adapting communication to developmental levels
4. Anticipate how developmental tasks/issues intersect with diagnosable problems

Question 19

How can instructors help students who are anxious working with a particular age group?

Answer 19

1. Normalize anxiety
2. Reviewing basic listening skills
3. Pair students with those more experienced with a particular age group

Question 20

What are guidelines for Interactions With Children and Teens?

Answer 20

1. Learning about development during the school years

2. Students prepare “instigating activity” (drawing, open-ended questions)

Question 21

What are ways to interact with adults?

Answer 21

Open-ended, developmental questions about:

1. differences from the preceding age/decade’s experiences
2. changing roles and relationships with family of origin and current family
3. new concerns and thoughts relative to direction, career, meaning, goals, and health

Question 22

In the human development course, how do students demonstrate “deep learning?”

Answer 22

1. Students inductively gather “data” through interaction with both the guests and each other.
2. Add their own theories of development to those they have been reading about

Question 23

How can instructors support students when they argue/discuss developmental stages and their themes?

Answer 23

1. Point out communication patterns
2. draw attention to internal processes (students’ metacognitions)
3. Affirm multiple perspectives

Question 24

When the instructor and students can work through group tensions on developmental stage topics, what can this lead to?

Answer 24

1. Therapeutic “corrective emotional experience”
2. Students’ cognitive development progresses as they gradually and “correctively” build tolerance for differences between themselves and others
3. Helps students move beyond the “taken-for-grantedness” that shapes their view
4. Develop a “dialectical language”
5. Change by resolving disequilibrium through the process of accommodation
6. Movement along a continuum of identity development

Question 25

What are the goals of building interpersonal connections in human development course?

Answer 25

1. Building community for comfortable communication and personal growth
2. Parallel learning about group interaction for professional development

Question 26

What interpersonal dynamics can students learn through observing various developmental groups?

Answer 26

Sensitive observers of:

1. group dynamics
2. nonverbal behavior
3. communication sequences

Question 27

How do students develop their raised awareness of interpersonal dynamics and social “embeddedness”(Kegan)?

Answer 27

Reflecting on:

1. their interpersonal styles and roles at various developmental stages
2. struggles with differentiation issues

Question 28

Describe “facing incongruity” in human development course.

Answer 28

Students may see a developmental group as homogeneous, but are surprised when they do not present as they seem (i.e., poverty, mental illness, etc)
Helps students generate insights, personal growth and to see clients as more complex