CURRICULUM GUIDE FOR S.C. TEACHER CADET COURSE | EXPERIENCING EDUCATION, TENTH EDITION
5. Divide the class into small groups and have each group research and report on one of
the following:
b. Provide some phonetic examples of animals’ sounds as portrayed by different words
in different languages.
c. Provide examples of traditional children’s games and toys in other cultures. How do
games and toys reflect culture?
d. Explain your concept of a supreme being without using words or with a vocabulary of
only 25 words. Then research Vygotsky’s theories about the need for language.
e. Compare important customs and rituals within another society and yours (e.g. In Asian
weddings, the bride wears a colorful dress. India still has arranged marriages.)
f. Present words that do not exist in other languages (e.g. There is no word for privacy
in Russian, no word for “maintenance” in some nomadic tribal languages). Discuss
implications regarding the concept: If a word does not exist in a language, then the
concept doesn’t exist.
g. Read about and report on the wild boy from Alvignon who was raised by wolves and
had no language. An alternative assignment is to learn about the Los Angeles child
(Genie) who had been kept in isolation and, at age 13, had a comprehension
vocabulary of fewer than 20 words.
h. Discuss some new “learnings” that you can do with help, but have not mastered well
enough to perform well. Read about and report on how this relates to
ZPD (Zone of Proximal Development).
i. Review Vygotsky’s cognitive theory and the importance of language and the
transference of learning.
j. Instructors might want to show part or all of the video entitled Emotional Intelligence:
A New Vision for Educators. It will reinforce some of the theories of Piaget, Gardner,
Erikson, and Vygotsky.
Materials:
• Variety of materials to complete their structures such as paper, straws, Popsicle® sticks, clay,
paper clips, tape
• Handout: “Social Cognitive Development: Lev Vygotsky”
• Teacher Resource: a short video clip which briefly explains Vygotsky’s Development
Theory
http://video.google.com/videoplay?docid=634376752589779456&q=B+F+Skinner&hl=en
• Optional video: Emotional Intelligence: A New Vision for Educators
Assessment:
Instructors may choose one or more of the following assessments.
1. Students may complete a journal or portfolio reflection of how it felt not being able to
communicate with others.
2. Students may write a reflective journal or portfolio entry of their experiences in school
regarding culture.
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Theme I: Experiencing Learning
Unit 3: Growth and Development
a. Record idioms from different geographic regions and/or different languages.
Northern states: “You’uns buy some pop and hoagies.”
Southern states: “Y’all buy some Coke and sandwiches.”
Latino expression: “pineapple in armpit” is comparable to American slang “pain in the
(posterior)”