References

Citations: 

Gardner, H. (1983). Frames of mind. New York: Basic Books. 

Gardner, H. (1993). Multiple intelligence. New York: Basic Books.

Gardner, H. (2002). The pursuit of excellence through education. In M. Ferrari (Ed.), Learning from extraordinary minds. Mahwah, NJ: Erlbaum

Nelson, C. A. (2003). Neural development and lifelong plasticity. In R. M. Lerner, F. Jacobs, & D. Wertlieb (Eds.), Handbook of applied developmental science (Vol. 1). Thousand Oaks, CA: Sage.

Pressley, M., & Hilden K. (2006). Cognitive strategies. In W. Damon & R. Lerner (Eds.), Handbook of child psychology (6th ed.). New York: Wiley.  

Steinberg, L. (2010). A behavior scientist looks at the science of adolescent brain development. Brain and Cognition, 72, 160-164.


Developmental Standards:

1.2 knowledge of developmental characteristics and developmental variation for students in grades 5–12, and the ability to use this knowledge to inform instructional decision making and promote student success

1.3 typical developmental challenges for students in grades 5–12 (e.g., in relation to peer interactions, identity formation, self-esteem, risk taking, and educational decision making), and the ability to help students address these challenges

1.4 knowledge of types of student diversity (e.g., cultural, economic, and linguistic background; gender; religion; family structure), and the ability to use this knowledge to promote learning and development for students with diverse backgrounds, characteristics, and needs

2.4 procedures for making instruction rigorous and relevant to students and for linking new learning to students' experiences and prior knowledge, and the ability to use these procedures to facilitate student learning

2.5 strategies for promoting students' independent thinking and learning, reflection, and higher-order thinking, and the ability to use these strategies to promote students' growth as learners 

5.1 the ability to apply skills and strategies for creating a safe, healthy, supportive, and inclusive learning environment that encourages all students' engagement, collaboration, and sense of belonging