ECED200_Fall2024_WK11

ECED200

start!

Fall 2024

Week 11

start!

DAY 1

01

Teaching to Enhance Learning and Development

Chapter 9

Teachers use research based, successful approaches to effectively teach new skills and content to young learners

....what a teacher says and does to engage children and facilitate learning and development

Pedagogy

• Child Development
• How People Learn
• Effective Instructional Strategies and Contexts

Teaching as a Science

Teaching is based on research-based study of these areas:

Teachers must make adaptations to the individual child they teach, situations that arise daily, and the materials they are given

• Vision
• Creativity
• Decision Making

Teaching as a Art

Teaching is an art requires:

Teaching as an Art and Science

02

Teaching Strategy

Fill Your Suitcases

The more teaching strategies you know how to use, the better prepared you will be to meet the needs of your diverse learners

Learning Strategies Children construct meaning in different contexts and situations

Effective Strategies

Teaching Strategies An activity a teacher chooses and applies to help students construct meaning

Select the Right Tool

Young learners learn in different ways and vary in:

• Attention Span
• Learning Style
• Prior Experiences
• Cognitive Ability

As teachers we must select the correct tool to teach each learner effectively

Teaching Strategies

Which one would be more powerful? Which one do you favor?

Children gain knowledge and skills through exploration and interaction, while teachers support the experience

• Student Led
• Student Interest or Choice

Teachers lead students, set goals and provide direction

• Modeling
• Demonstrating
• Explicit Instruction

Child-Initiated Experiences

Teacher-Initiated Experiences

Experiences

Learning

Teacher-Initiated and Child-Initiated Experiences

During child-initiated experiences, children acquire knowledge and skills through their own exploration and interactions with objects and other children (Weisberg et al., 2016, 2017). Child-initiated experiences grow out of children’s interests. However, teachers organize the environment and materials, and provide the learning opportunities from which children make choices.

During teacher-initiated experiences, teachers take the lead by providing explicit information and modeling or demonstrating skills. The goals and direction of teacher-initiated learning experiences determine them, but children should be actively engaged (Epstein, 2014).

Blending Teaching Strategies

• Teacher-initiated vs. Child initiated
• Whole group vs. Small group vs. Individual
• Active vs. Quiet

Teaching strategies are usually combined together to provide effective instruction to learners, as well as learning environments

Explicitly Teach

Work Collaboratively

Question

Give Cues, Hints & Help

Scaffold

Model or Demonstrate

Give Quality Feedback

Acknowledge & Encourage

Definition: Give specific comments on a child's performance or behavior Use: When teachers want to expand learning and understanding to help expand learning the next time

Definition: Showing the correct way to follow a direction or show a skill as children watch Use: When teachers want to expand learning and understanding to help expand learning the next time

Definition: Giving positive verbal or nonverbal attention to promote perservance and effort Use: When students need motivation to stay engaged on a task or maintain behavior expectations

Definition: Giving positive verbal or nonverbal attention to promote perservance and effort Use: When students need motivation to stay engaged on a task or maintain behavior expectations

Definition: Thinking with different points of view and experiences shared tgether to learn Use: When teachers and/or other students both benefits from sharing ideas

Definition: Direct Instruction on concepts, skills or behavior Use: When learning can only happen from one person sharing it with another, not indirectly acquiring

Definition: Promoting different thinking and responses during learning Use: When children can benefit from higher order thinking in an open-ended learning situation

Definition: Reminding a child of what they already know or can do and connecting it to a new skill or concept Use: When you know a child's prior knowledge and experiences

Definition: Support a Child's ability to Reach a bit higher" than what they can accomplish or learn independently Use: When you are teach something new that is out of an individual child's independent range of abilities

Match the Teaching Strategy to the Definition/Use

Assists a child to work in the zone of proximal development , the area just beyond their current level of understanding or ability ....Scaffolding gives a task that is "just right" - Not too easy that they can complete it independently and not too hard that the child will frustrate

Scaffolding

Scaffolding in Action

Watch the video on the right to see examples of scaffolded instruction

• You will notice that scaffolding may be combining some of the teaching strategies we already learned about

• Scaffolding looks different for each of our learners, because what they need is different

Scaffolding Looks Like

1. What is the best term to describe this scenario?
2. What would you say when Mary brings her own flowers for you to observe at the science table?
3. How might you engage students in science and exploration beyond using a science table?

Ms. Walton has a science table in her classroom that has leaves, magnifying glasses, and flowers in it. One day, Mary becomes very interested in the flowers and starts asking Ms. Walton a lot of questions. The next day, Mary brings in her own flowers to show Ms. Walton and for them to look at in the science table.

Total Time _ 15 min 7 minutes _ Group Discussion 7 minutes - Class Discussion

Activity

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DAY 2

01

Key Principles

• Provide cues to spark the connection
• Ask a question to engage in prior knowledge
• Build on background knowledge with a graphic organizer to connect what they know and what they will learn (See the KWL example on Page 291 of the Textbook)
• Do a sort of new information to "get the brain ready" for the new information

Teachers must find out what children know to activate their prior knowledge of a concept or skill

Strategies to Make Learning Meaningful

Classification systems develop in children as young as babies Classification is a strong tool for learning, because it is concrete Teachers must support children in identifying the similarities and differences between concepts and comparing and contrasting what they see

Strategies to Develop Concepts: Classification

In this video children are using drawing and picture props to remember the story and retell it with details

Children learn through seeing ideas in a visual way: drawings, pictures, models, videos, charts, maps This strategy is called graphic representation Children can show what they have learned visually through drawings, playdough or other representations that can be extended with oral or written language

Strategies to Develop Concepts: Get Visual

In this video, the children are using visual reminders of the fish and manipulating them to understand the concept of subtraction

Children learn through doing By moving manipulatives or objects, abstract ideas become concrete Manipulatives are good for learning reading, writing, math, science and social studies skills

Strategies to Develop Concepts: Manipulate

Students become aware of:

• What they learned
• What was interesting
• How they felt during the experience
• What comes next to extend and use what they learned

REFLECTING is remembering and analyzing your learning and choices

Predict what you want/need + Make a choice/anticipate the consequence See the consequence and reflect

Children must have open ended experiences each day to PLAN and make intentional choices, based on their goals

Strategies to Promote Higher Level Thinking: Planning and Reflecting

In this video, the children are learning to read through reciprocal teacing

Definition: Reciprocal teaching is a strategy that develops a child's understanding or comprehension and builds higher-level thinking skills Looks Like: Children leading (Teacher Scaffolding) their own learning ingroups in four areas:

• Summarizing
• Clarifying
• Questioning
• Predicting

Strategies to Promote Higher Level Thinking: Reciprocal Teaching

Discovery learning is learning that allows a child to wonder, question and test to figure out solution The teacher is an inquiry-based learning environment, is the facilitator The teacher must also plan the environment to carefully create a successful learning experience for the child with a learning outcome in mind

Strategies to Promote Higher Level Thinking: Inquiry-Based Learning

Success Comes When You:

• Reflect on what you know and do not know
• Make connections to prior knowledge
• Apply the new concepts or skills

When you encounter information that you have never heard before or you are not interested in learning, you may not develop a deep understanding of the new material and soon forget what you have learned

Metacognition is the understanding of how you understand and remember what you learn and reflection of the process

Succeed or Fail???

01

Group Strategy

Whole group time should be limited with young learners due to short attention spans

Whole group time is to build a sense of community and guide discussions that affect the entire class

Whole group time is when the students are gathered together, usually on the carpet or at tables

Whole Group

• Circle Time
• Class Meetings
• Music/Movement
• Visitors
• Read Alouds
• Demonstrations
• Directions

Whole Group Activities

In small groups,children can be more actively engaged

Small group time should happen several times a day

Small group time gives children the chance to interact and learn from their peers

Small group time allows the teachers to meet with 4-6 students, where they can receive more individualized instruction, based on ability or interest

Small Group

• Reading Groups
• Centers
• Cooperative learning
• Math Groups
• Experiments
• Kid Writing
• Literature Circles

Small Group Activities

During small group times, students may choose to play independently within the group or parallel play beside peers

During smaill group times, students may choose to play independently with in the group or parallel play beside peers

This allows them to make decisions and choices appropriate for themselves

Often, children enjoy playing along

Individual Opportunities

01

Learning Centers

Teachers use center time to work with individuals, extend learning for the group, observe and assess

45-90 minutes each day

Learning Centers

• Practice Skills
• Discover & Explore
• Plan & Make Choices
• Learn Through Play
• Build Language
• Build Relationships

01

Play Time

Play is the developmentally appropriate way for children to learn skills and concept Play is not a teaching strategy, but a child-initiated experience where teachers can help children develop concepts and skills

Children Learn Through Play

Learning Through Play

• Self Regulation
• Language Skills
• Problem Solving
• Content Area Skills

Content Area Skills Taught in Play

Teachers’ involvement during playContinuum of teacher roles

• Onlooker
• Stage manager
• Co-player
• Play leader

Teacher's Involvement in Play

Match each teacher role with an explanation

Teacher Roles in Play

In his preschool classroom, Mr. Ron sets up a veterinary clinic with stuffed animals, toy medical kits, examination tables, and a reception desk. He adds clipboards with pretend patient forms, bandages, and pet care pamphlets. As 4-year-old Emily brings in her stuffed dog for a check-up, the "veterinarian" Alex, her classmate, asks, "What seems to be the problem today?" After Emily describes the symptoms, Alex examines the stuffed dog and provides pretend treatments. Meanwhile, sitting nearby, Mr. Ron is approached by Jacob, who needs help filling out a patient form for his stuffed cat. He wants to add the cat's name. Mr. Ron says, "Caaat," emphasizing the /k/ sound at the beginning of the word. "What letter does it start with?" "C!" exclaims Jacob, who eagerly begins to write a C on the form.

1. What is the best term to describe this scenario?2. In which category of the continuum of teacher roles does Mr. Ron belong?3. Can you think of any other scenarios that could be set up in the classroom to encourage imaginative play and learning?

Total Time _ 20 min 10 minutes _ Group Discussion 10 minutes - Class Discussion

Activity

In the video, the children are playing builders. How could a teacher use the Continuum of Teacher Roles (Onlooker, Stage Manager, Co-player, Play Leader) to support their learning during this play activity?

01

Using Technology

Effective Teaching with Digital Media

Assistive technology for children with diverse abilities

Research on digital media

Classroom practices

Professional decision-making