Write about what you remember from the lectures and from the textbook chapter.Write about what you learned
Follow all instructions (the instructions are not suggestions; they are instructions).
Writing instructions:
1. This is a reflection paper.
2. You must write about ecology and Child Ecology of Teaching
3. Write about what you remember from the lectures and from the textbook chapter.Write about what you learned. Why it is important to you, and how you’ll use this new knowledge in your life, future classes, and or at the workplace.
Writing, Formatting, Rubric, and Submission Instructions
1. Do not use a cover page.
2. On the first line of your paper type your Name, Date, Course #, HW0 Reflection Summary
a. For example:
Barb McPherson, 1/1/2020, Psyc1000, HW0 Reflection
3. On the second line use a bold centered heading to label the topic you are writing about. Do this for both topics.
a. For example:
Chapter 25 Psychosocial Development
b. then left justified bold font the beginning of each subsection. The subsections are:
i. What I learned
ii. Why this is important
iii. How I will use this new knowledge in my (pick one: life, future classes, or work)
iv. Reference
4. Write using university-level writing, grammar, and organization.
5. Writing length is 800 words, ≈ 400 words per topic.
6. Including the headings and reference word count will be approximatly 830-880 words.
7. Use ‘Times New Roman’ 12-point font for the entire paper.
8. Use 1-inch margin all around and double space all writing. Do not include additional spacing beyond a double-spacing format.
9. At the bottom of your paper: include a reference for the textbook.
10. Check the syllabus for the due date. Must be submitted in Cougar Courses using the Turnitin link before the start of class on the due date. See late work policy.
Example format on next page
Barb McPherson, 1/1/2020, Psyc550: HW4 Reflection Summary
Chapter 25 Psychosocial development
Whereas children’s thinking is oriented to concrete events that they can directly observe, adolescents can think about what might be. This allows adolescents to think “counterfactually” – to think not only about how things are, but to think about what might have been. Related to this new ability is deductive reasoning (in which one draws logical conclusions based on premises) as well as hypothetical thinking (thinking that involves “if-then” statements).
Whereas children’s thinking is oriented to concrete events that they can directly observe, adolescents can think about what might be. Related to this new ability is deductive reasoning (in which one draws logical conclusions based on premises) as well as hypothetical thinking (thinking that involves “if-then” statements). Whereas children’s thinking is oriented to concrete events that they can directly observe, adolescents can think about what might be.
Whereas children’s thinking is oriented to concrete events that they can directly observe, adolescents can think about what might be. This allows adolescents to think “counterfactually” – to think not only about how things are, but to think about what might have been. Related to this new ability is deductive reasoning (in which one draws logical conclusions based on premises) as well as hypothetical thinking (thinking that involves “if-then” statements). Whereas children’s thinking is oriented to concrete events that they can directly observe, adolescents can think about what might be. This allows adolescents to think “counterfactually” – to think not only about how things are, but to think about what might have been. Related to this new ability is deductive reasoning (in which one draws logical conclusions based on premises) as well as hypothetical thinking (thinking that involves “if-then” statements).
How I will use this new knowledge in my life (or future classes or work)
Whereas children’s thinking is oriented to concrete events that they can directly observe, adolescents can think about what might be. This allows adolescents to think “counterfactually” – to think not only about how things are, but to think about what might have been. Related to this new ability is deductive reasoning (in which one draws logical conclusions based on premises) as well as hypothetical thinking (thinking that involves “if-then” statements). This allows adolescents to think “counterfactually” – to think not only about how things are, but to think about what might have been. Whereas children’s thinking is oriented to concrete events that they can directly observe, adolescents can think about what might be.
Chapter 35 Toddler Cognitive Development
What I Learned
Whereas children’s thinking is oriented to concrete events that they can directly observe, adolescents can think about what might be. This allows adolescents to think “counterfactually” – to think not only about how things are, but to think about what might have been. Related to this new ability is deductive reasoning (in which one draws logical conclusions based on premises) as well as hypothetical thinking (thinking that involves “if-then” statements).
Whereas children’s thinking is oriented to concrete events that they can directly observe, adolescents can think about what might be. Related to this new ability is deductive reasoning (in which one draws logical conclusions based on premises) as well as hypothetical thinking (thinking that involves “if-then” statements). Whereas children’s thinking is oriented to concrete events that they can directly observe, adolescents can think about what might be.
Why this is important
Whereas children’s thinking is oriented to concrete events that they can directly observe, adolescents can think about what might be. This allows adolescents to think “counterfactually” – to think not only about how things are, but to think about what might have been. Related to this new ability is deductive reasoning (in which one draws logical conclusions based on premises) as well as hypothetical thinking (thinking that involves “if-then” statements). Whereas children’s thinking is oriented to concrete events that they can directly observe, adolescents can think about what might be. This allows adolescents to think “counterfactually” – to think not only about how things are, but to think about what might have been. Related to this new ability is deductive reasoning (in which one draws logical conclusions based on premises) as well as hypothetical thinking (thinking that involves “if-then” statements).
How I will use this new knowledge in my life (or future classes or work)
Whereas children’s thinking is oriented to concrete events that they can directly observe, adolescents can think about what might be. This allows adolescents to think “counterfactually” – to think not only about how things are, but to think about what might have been. Related to this new ability is deductive reasoning (in which one draws logical conclusions based on premises) as well as hypothetical thinking (thinking that involves “if-then” statements). This allows adolescents to think “counterfactually” – to think not only about how things are, but to think about what might have been. Whereas children’s thinking is oriented to concrete events that they can directly observe, adolescents can think about what might be. This allows adolescents to think “counterfactually” – to think not only about how things are, but to think about what might have been.
Reference
Berns, R. M. (2016). Child, family, school
