Cognitive
I do best with one direction at a time
I need to know “why” I’m asked to do certain things
I will ask questions
I can learn in a variety of ways
I like process more than the goals
I like to be challenged and successful
I can describe and explain
I will remember the highlights of my day
Characteristics --- Instructor Responses
Can separate reality from imagination > Avoid the use of fantasy; it makes them feel that you are treating them like babies
Can understand things they can’t see --- Use hypotheticals (what ifs) to introduce cause and effect and explain why something worked or didn’t work
May overestimate their abilities (I can do anything!) --- Keep them reined in to avoid unsafe situations or setbacks
Affective
I want ownership in my day and can work independently
I compare my achievements to those of my peers
I want to have fun and like to play games
I like to be responsible for my learning
I like to know when I’ve done something well
Characteristics --- Instructor Responses
Can consider the feelings of others in their own actions --- Introduce group tasks, but with participation by all the students
Becoming competitive; self-worth is tied to accomplishment --- Emphasize competition with themselves, not each other
Willing to accept responsibility --- Let them help formulate rules and participate in decision making
Like knock-knock jokes and toilet humor --- Keep it appropriate
Have “clever as a fox” morals --- Don’t let them bend the rules
Physical
I like to learn with a variety of activities
I can practice independently with simple direction
I learn new movements through repetition and feedback
I can move my body parts independently of one another
Characteristics --- Instructor Responses
Beginning to develop fine muscle coordination ---Teach and expect more in terms of refined movements
Children’s Instructional Manual, Children’s Instruction Handbook
I do best with one direction at a time
I need to know “why” I’m asked to do certain things
I will ask questions
I can learn in a variety of ways
I like process more than the goals
I like to be challenged and successful
I can describe and explain
I will remember the highlights of my day
Characteristics --- Instructor Responses
Can separate reality from imagination > Avoid the use of fantasy; it makes them feel that you are treating them like babies
Can understand things they can’t see --- Use hypotheticals (what ifs) to introduce cause and effect and explain why something worked or didn’t work
May overestimate their abilities (I can do anything!) --- Keep them reined in to avoid unsafe situations or setbacks
Affective
I want ownership in my day and can work independently
I compare my achievements to those of my peers
I want to have fun and like to play games
I like to be responsible for my learning
I like to know when I’ve done something well
Characteristics --- Instructor Responses
Can consider the feelings of others in their own actions --- Introduce group tasks, but with participation by all the students
Becoming competitive; self-worth is tied to accomplishment --- Emphasize competition with themselves, not each other
Willing to accept responsibility --- Let them help formulate rules and participate in decision making
Like knock-knock jokes and toilet humor --- Keep it appropriate
Have “clever as a fox” morals --- Don’t let them bend the rules
Physical
I like to learn with a variety of activities
I can practice independently with simple direction
I learn new movements through repetition and feedback
I can move my body parts independently of one another
Characteristics --- Instructor Responses
Beginning to develop fine muscle coordination ---Teach and expect more in terms of refined movements
Children’s Instructional Manual, Children’s Instruction Handbook
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