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Unit 3 The Learner
14. Identify evidence. Use text to give an
example of positive peer pressure and
of negative peer pressure that a 10- to
12-year-old might experience. Research
reliable resources to identify evidence of
ways teachers can help reinforce positive
peer pressure. Discuss your findings in class.
Core Skills
15. Research and writing. Use the text and
Internet resources to research how peers,
teacher behavior and attitudes, and student
experiences, interests, aptitudes, family,
and culture influence development of
self-concept and academic performance.
Write a paper summarizing your findings.
16. Observing children. Observation is
a great technique for learning about
children and teaching. Find a place to
observe parents and children interacting
such as at the library, a playground, or
your own home (obtain permission to
observe). Take notes on what you see,
looking for a verbal exchange between
a parent and child, preferably about the
child’s behavior. Record what the parent
said and the child’s verbal and nonverbal
responses. Also note the circumstances
of the observation (date, time, place, and
situation) and the child’s approximate
age. Use your notes to write a factual
account of your observation. Then, write
your comments. For example, comment
on the effectiveness of the adult response
and describe it as positive, negative,
productive, or counterproductive. Ask
for your teacher’s feedback. Make any
appropriate revisions, and add the
observation to your portfolio.
17. Technology application. Use the Internet
to research various free and low-cost quality
“apps” to help reinforce children’s learning
of such skills as writing letters and numbers,
tying shoes, and other skills that foster brain
development. If possible, demonstrate how
one of these apps functions for the class.
18. Research and speaking. Develop a
demonstration, for example, to teach
a five-year-old how to tie shoes. Begin
by identifying the steps involved. Then
figure out what you would say and do
to demonstrate each step. Pair up with
a classmate, and take turns being the
“teacher” and “child.” Combine the best from
each of your plans to present to the class.
19. Speaking, listening, and writing.
Speak with a children’s librarian or media
specialist about choosing appropriate
books for children ages five to seven,
eight to nine, and 10 to 12. Read at least
two books for each age group. Then start
building a digital reference log (that you
can add to continually) that includes the
following information for each book:
• Book title, author, publisher, and date of
publication
• Summary and your evaluation about the
story, language, length, and difficulty
• Summary of what you learned about
the development of reading skills by
reading books for different ages
20. Create a math learning tool. Create
a board game (using simple materials
such as a file folder and construction
paper) or a digital learning game with a
school-approved program or application
to help children ages seven to 11 build
the skills of seriation and classification.
Demonstrate your game for the class.
Discuss the criteria that makes this game
beneficial for children.
21. Speaking, listening, and writing.
Collaborate in groups to develop a list of
the specific social skills a child needs to