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Math & Science for Young Children ECE 141 / 111F winter quarter 2010 Emily McMason Units 2 & 3
children’s book example: The Kids’ Nature Book 365 Indoor/Outdoor Activities & Experiences Susan Milord
<ul><li>As you move through your day with children, there are three types of learning experiences: </li></ul>Unit 2   how ...
<ul><li>As you move through your day with children, there are three types of learning experiences: </li></ul><ul><li>Natur...
<ul><li>As you move through your day with children, there are three types of learning experiences: </li></ul><ul><li>Natur...
<ul><li>As you move through your day with children, there are three types of learning experiences: </li></ul><ul><li>Natur...
<ul><li>As you move through your day with children, there are three types of learning experiences: </li></ul><ul><li>Natur...
<ul><li>Divergent questions and directions </li></ul><ul><li>Convergent questions and directions </li></ul>Unit 2  how con...
<ul><li>Divergent questions and directions </li></ul><ul><li>No one right answer.  Ex: what can you tell me about? </li></...
<ul><li>Learning Styles- the work of Howard Gardner. </li></ul><ul><li>Multiple intelligences:  </li></ul>Unit 2  how conc...
<ul><li>Learning Styles- the work of Howard Gardner. </li></ul><ul><li>Multiple intelligences:  linguistic ,  </li></ul>Un...
<ul><li>Learning Styles- the work of Howard Gardner. </li></ul><ul><li>Multiple intelligences:  linguistic ,  logical-math...
<ul><li>Learning Styles- the work of Howard Gardner. </li></ul><ul><li>Multiple intelligences:  linguistic , logical-mathe...
<ul><li>Learning Styles- the work of Howard Gardner. </li></ul><ul><li>Multiple intelligences:  linguistic , logical-mathe...
<ul><li>Learning Styles- the work of Howard Gardner. </li></ul><ul><li>Multiple intelligences:  linguistic , logical-mathe...
<ul><li>Learning Styles- the work of Howard Gardner. </li></ul><ul><li>Multiple intelligences:  linguistic , logical-mathe...
<ul><li>Learning Styles- the work of Howard Gardner. </li></ul><ul><li>Multiple intelligences:  linguistic , logical-mathe...
<ul><li>Learning Styles- the work of Howard Gardner. </li></ul><ul><li>Multiple intelligences:  linguistic , logical-mathe...
<ul><li>Learning Styles- the work of Howard Gardner. </li></ul><ul><li>Multiple intelligences:  linguistic , logical-mathe...
<ul><li>Learning Styles- the work of Howard Gardner. </li></ul><ul><li>Multiple intelligences:  linguistic , logical-mathe...
<ul><li>Learning Styles- the work of Howard Gardner. </li></ul><ul><li>Multiple intelligences:  linguistic , logical-mathe...
<ul><li>Multiple intelligences:  linguistic , logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, musi...
<ul><li>Teach a child to count to 10.  How many different ways can you do it?  Write down a way for each intelligence.  Be...
<ul><li>Think of all the different ways you can teach the same material – just by moving around within these different fra...
<ul><li>I completely, fully, 100% disagree with the text about technology. </li></ul><ul><li>No need until they are ‘fully...
Mental stretch
Unit 3
<ul><li>Ok, that’s it!  Memorize this figure and you’re done with unit 3.   </li></ul><ul><li>Assess- this is always the ...
<ul><li>problem solving in science:  make it interesting </li></ul><ul><li>Ex: mass of 10 kg is a projectile… </li></ul><u...
<ul><li>problem solving in math:  help them estimate  </li></ul><ul><li>Ex: 43+38+52… </li></ul><ul><li>Start with: 40+40+...
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Ece141u2&3online

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  • What does this sound like? Least formal, child-driven, no adult agenda, pure open-ended exploration Sensorimotor is through age 2. Ex page 26
  • Naturalistic -What does this sound like? Least formal, child-driven, no adult agenda, pure open-ended exploration Informal – child directs, but adult steps in with questions, comments, to help move child to next level of understanding [scaffolding] Ex: page 27
  • Naturalistic -What does this sound like? Least formal, child-driven, no adult agenda, pure open-ended exploration Informal – child directs, but adult steps in with questions, comments, to help move child to next level of understanding [scaffolding] *teachable moments- especially when you are frustrated! Turn it around. Ex: cole and the piano
  • Structured learning- teacher driven – activities are preplanned. Ex page 28 All three are vital! Think about feather and ball falling- if only informal, kids may always think lighter things fall more slowly. [2 pieces of paper crumple]
  • Need a combination of both- divergent pushes them to think for themselves, convergent guides them in a specific direction
  • My bias: sheer brilliance.
  • languages
  • My bias: sheer brilliance.
  • My bias: sheer brilliance.
  • My bias: sheer brilliance.
  • On own
  • My bias: sheer brilliance.
  • My bias: sheer brilliance.
  • My bias: sheer brilliance.
  • ;big picture’ philosophy, religion, history, puts things in perspective.
  • So often we only teach in the first two ways. Who are you as a learner? Who are you as a teacher? What kind of learners are the majority of your students? Can you identify type for each child?
  • Ex: Eden’s [correct] assumption that I would never let one of the evil step-sisters win the contest got her to go back and examine her work for the mistake.
  • Transcript of "Ece141u2&3online"

    1. 1. Math & Science for Young Children ECE 141 / 111F winter quarter 2010 Emily McMason Units 2 & 3
    2. 2. children’s book example: The Kids’ Nature Book 365 Indoor/Outdoor Activities & Experiences Susan Milord
    3. 3. <ul><li>As you move through your day with children, there are three types of learning experiences: </li></ul>Unit 2 how concepts are acquired
    4. 4. <ul><li>As you move through your day with children, there are three types of learning experiences: </li></ul><ul><li>Naturalistic learning – emphasized in the sensorimotor period </li></ul>Unit 2 how concepts are acquired
    5. 5. <ul><li>As you move through your day with children, there are three types of learning experiences: </li></ul><ul><li>Naturalistic learning </li></ul><ul><li>Informal learning – introduced in sensorimotor, increased throughout preoperational period. </li></ul>Unit 2 how concepts are acquired
    6. 6. <ul><li>As you move through your day with children, there are three types of learning experiences: </li></ul><ul><li>Naturalistic learning </li></ul><ul><li>Informal learning </li></ul><ul><li>teachable moments </li></ul><ul><li>scaffolding </li></ul>Unit 2 how concepts are acquired
    7. 7. <ul><li>As you move through your day with children, there are three types of learning experiences: </li></ul><ul><li>Naturalistic learning </li></ul><ul><li>Informal learning </li></ul><ul><li>Structured learning – used sparingly in sensorimotor and early preoperational. Very brief and focused. </li></ul>Unit 2 how concepts are acquired
    8. 8. <ul><li>Divergent questions and directions </li></ul><ul><li>Convergent questions and directions </li></ul>Unit 2 how concepts are acquired
    9. 9. <ul><li>Divergent questions and directions </li></ul><ul><li>No one right answer. Ex: what can you tell me about? </li></ul><ul><li>Convergent questions and directions </li></ul><ul><li>Specific response. Ex: Find a ball smaller than this. </li></ul>Unit 2 how concepts are acquired
    10. 10. <ul><li>Learning Styles- the work of Howard Gardner. </li></ul><ul><li>Multiple intelligences: </li></ul>Unit 2 how concepts are acquired
    11. 11. <ul><li>Learning Styles- the work of Howard Gardner. </li></ul><ul><li>Multiple intelligences: linguistic , </li></ul>Unit 2 how concepts are acquired
    12. 12. <ul><li>Learning Styles- the work of Howard Gardner. </li></ul><ul><li>Multiple intelligences: linguistic , logical-mathematical, </li></ul>Unit 2 how concepts are acquired
    13. 13. <ul><li>Learning Styles- the work of Howard Gardner. </li></ul><ul><li>Multiple intelligences: linguistic , logical-mathematical, bodily-kinesthetic, </li></ul>Unit 2 how concepts are acquired
    14. 14. <ul><li>Learning Styles- the work of Howard Gardner. </li></ul><ul><li>Multiple intelligences: linguistic , logical-mathematical, bodily-kinesthetic, interpersonal , </li></ul>Unit 2 how concepts are acquired
    15. 15. <ul><li>Learning Styles- the work of Howard Gardner. </li></ul><ul><li>Multiple intelligences: linguistic , logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, </li></ul>Unit 2 how concepts are acquired
    16. 16. <ul><li>Learning Styles- the work of Howard Gardner. </li></ul><ul><li>Multiple intelligences: linguistic , logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, musical , </li></ul>Unit 2 how concepts are acquired
    17. 17. <ul><li>Learning Styles- the work of Howard Gardner. </li></ul><ul><li>Multiple intelligences: linguistic , logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, musical, spatial , </li></ul>Unit 2 how concepts are acquired
    18. 18. <ul><li>Learning Styles- the work of Howard Gardner. </li></ul><ul><li>Multiple intelligences: linguistic , logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, musical, spatial, naturalist , </li></ul>Unit 2 how concepts are acquired
    19. 19. <ul><li>Learning Styles- the work of Howard Gardner. </li></ul><ul><li>Multiple intelligences: linguistic , logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, musical, spatial, naturalist, existential . </li></ul>Unit 2 how concepts are acquired
    20. 20. <ul><li>Learning Styles- the work of Howard Gardner. </li></ul><ul><li>Multiple intelligences: linguistic , logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, musical, spatial, naturalist, existential . </li></ul>Unit 2
    21. 21. <ul><li>Learning Styles- the work of Howard Gardner. </li></ul><ul><li>Multiple intelligences: linguistic , logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, musical, spatial, naturalist, existential . </li></ul><ul><li>Make sure you have an understanding of each one. </li></ul>Unit 2
    22. 22. <ul><li>Multiple intelligences: linguistic , logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, musical, spatial, naturalist, existential . </li></ul><ul><li>So often we only teach in the first two ways. </li></ul><ul><li>Who are you as a learner? </li></ul><ul><li>Who are you as a teacher? </li></ul><ul><li>What kind of learners are the majority of your students? Can you identify type for each child? </li></ul>Unit 2
    23. 23. <ul><li>Teach a child to count to 10. How many different ways can you do it? Write down a way for each intelligence. Be ready to share in class. </li></ul><ul><li>Multiple intelligences: linguistic , logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, musical, spatial, naturalist, existential . </li></ul>Unit 2
    24. 24. <ul><li>Think of all the different ways you can teach the same material – just by moving around within these different frameworks: </li></ul><ul><li>Piaget /Vygotsky </li></ul><ul><li>Learning cycle </li></ul><ul><li>Natural /informal /structured </li></ul><ul><li>Divergent / convergent </li></ul><ul><li>Multiple intelligences </li></ul><ul><li>… is your head spinning yet? </li></ul>Now for some Fun?
    25. 25. <ul><li>I completely, fully, 100% disagree with the text about technology. </li></ul><ul><li>No need until they are ‘fully literate’ which is usually 5 th grade. </li></ul><ul><li>Children stop using their minds [the calculator must be right] </li></ul><ul><li>The line between ‘education’ and ‘game’ is too small, and the detriments are too many…obesity, violence, pregnancy, etc. </li></ul><ul><li>And all of this is ironic because this is hybrid class. However, you are not 5 th graders (and you are smarter!) </li></ul>One BIG divergence:
    26. 26. Mental stretch
    27. 27. Unit 3
    28. 28. <ul><li>Ok, that’s it! Memorize this figure and you’re done with unit 3.  </li></ul><ul><li>Assess- this is always the starting place. The first question in teaching ‘where are they now?’ watch and see where they are </li></ul><ul><li>Choose objectives- what’s the goal? What are you after? What should they learn next? </li></ul><ul><li>Plan experiences- naturalistic/informal/structured, learning cycle, multiple intelligences </li></ul><ul><li>Select materials- concrete to abstract, three dimensional to two [dolls to cut out dolls to pictures of squares to paper & pencil] </li></ul><ul><li>Teach- need I say more? </li></ul><ul><li>Evaluate-what did the child learn? What can they now do? Assessment questions are asked again </li></ul>Unit 3
    29. 29. <ul><li>problem solving in science: make it interesting </li></ul><ul><li>Ex: mass of 10 kg is a projectile… </li></ul><ul><li>Verses: Cinderella and her evil step sisters are engaged in a glass slipper kicking contest. </li></ul><ul><li>Context gives them a hook, and helps them predict the possible answer. </li></ul><ul><li>Brownie point alert: ask me about Cinderella & Eden in class. </li></ul>Unit 3
    30. 30. <ul><li>problem solving in math: help them estimate </li></ul><ul><li>Ex: 43+38+52… </li></ul><ul><li>Start with: 40+40+50. They know their answer should be around 130. </li></ul><ul><li>Estimation gives them a solid starting place, and helps them predict the possible answer. </li></ul>Unit 3
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