Process Curriculum - Learning Behaviors

				Late Teens Evalutes ideas and innovations Defines ideas personally Expresses own view vehemently Exploration meaning of life questions Organizes concepts, processes, studys Excited by learning strengths Formal operations of future
			Early Teens Critiques and evaluates synthesizes Defines ideas personally Expresses personal views vehemently Iniates exploration of philosophical questions Acquiring conservation of matter, etc. Computer learning includes games of skills, logic Coordination consolidating
		Intermediate Able to learn organizational skills Reasoning styles and strategies can be taught Creates own strategies and rules to solve dilemmas Monitors self as learner and can make adjustments Participates in exercises that evaluates own thinking Can learn to work well in pairs and as a community Able to work independently in areas of strength Often very creative and expansive in solving problems
	Primary High level of exploration, investigation, risk-taking Excellent problem solver when involves own needs Exchanges perspectives when role playing Recognizes that people may not agree Investigates and explores for "how" not just "why" Formulates answers - beginnings of reasoning to reason Much better initiating projects than carrying to completion
Early Childhood Awareness of learning Shows knowing, proud of self Discovery orientation Sensori-motor and sensate exploration Models adults and visual images to learn roles High level of input, minimal formal retrieval Assimilating and accommodating Large muscle acquisition and fine tuning

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E-mail J'Anne Ellsworth at Janne.Ellsworth@nau.edu

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