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Ece141u2&3online

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  • 1. Math & Science for Young Children ECE 141 / 111F winter quarter 2011 Emily McMason Units 2 & 3
  • 2. children’s book example: The Kids’ Nature Book 365 Indoor/Outdoor Activities & Experiences by Susan Milord
  • 3. As you move through your day with children, there are three types of learning experiences: Unit 2 how concepts are acquired
  • 4. As you move through your day with children, there are three types of learning experiences: Naturalistic learning – emphasized in the sensorimotor period Unit 2 how concepts are acquired
  • 5. As you move through your day with children, there are three types of learning experiences: Naturalistic learning Informal learning – introduced in sensorimotor, increased throughout preoperational period. Unit 2 how concepts are acquired
  • 6. As you move through your day with children, there are three types of learning experiences: Naturalistic learning Informal learning teachable moments scaffolding Unit 2 how concepts are acquired
  • 7. As you move through your day with children, there are three types of learning experiences: Naturalistic learning Informal learning Structured learning – used sparingly in sensorimotor and early preoperational. Very brief and focused. Unit 2 how concepts are acquired
  • 8. Divergent questions and directions Convergent questions and directions Unit 2 how concepts are acquired
  • 9. Divergent questions and directions No one right answer. Ex: what can you tell me about? Convergent questions and directions Specific response. Ex: Find a ball smaller than this. Unit 2 how concepts are acquired
  • 10. Learning Styles- the work of Howard Gardner. Multiple intelligences: Unit 2 how concepts are acquired
  • 11. Learning Styles- the work of Howard Gardner. Multiple intelligences: linguistic , Unit 2 how concepts are acquired
  • 12. Learning Styles- the work of Howard Gardner. Multiple intelligences: linguistic , logical-mathematical, Unit 2 how concepts are acquired
  • 13. Learning Styles- the work of Howard Gardner. Multiple intelligences: linguistic , logical-mathematical, bodily-kinesthetic, Unit 2 how concepts are acquired
  • 14. Learning Styles- the work of Howard Gardner. Multiple intelligences: linguistic , logical-mathematical, bodily-kinesthetic, interpersonal , Unit 2 how concepts are acquired
  • 15. Learning Styles- the work of Howard Gardner. Multiple intelligences: linguistic , logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, Unit 2 how concepts are acquired
  • 16. Learning Styles- the work of Howard Gardner. Multiple intelligences: linguistic , logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, musical , Unit 2 how concepts are acquired
  • 17. Learning Styles- the work of Howard Gardner. Multiple intelligences: linguistic , logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, musical, spatial , Unit 2 how concepts are acquired
  • 18. Learning Styles- the work of Howard Gardner. Multiple intelligences: linguistic , logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, musical, spatial, naturalist , Unit 2 how concepts are acquired
  • 19. Learning Styles- the work of Howard Gardner. Multiple intelligences: linguistic , logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, musical, spatial, naturalist, existential . Unit 2 how concepts are acquired
  • 20. Learning Styles- the work of Howard Gardner. Multiple intelligences: linguistic , logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, musical, spatial, naturalist, existential . Unit 2
  • 21. Learning Styles- the work of Howard Gardner. Multiple intelligences: linguistic , logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, musical, spatial, naturalist, existential . Make sure you have an understanding of each one. Unit 2
  • 22. Multiple intelligences: linguistic , logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, musical, spatial, naturalist, existential . 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? Unit 2
  • 23. 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. Multiple intelligences: linguistic , logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, musical, spatial, naturalist, existential . Unit 2
  • 24. Think of all the different ways you can teach the same material – just by moving around within these different frameworks: Piaget /Vygotsky Learning cycle Natural /informal /structured Divergent / convergent Multiple intelligences … is your head spinning yet? Now for some Fun?
  • 25. I completely, fully, 100% disagree with the text about technology. No need until they are ‘fully literate’ which is usually 5 th grade. Children stop using their minds [the calculator must be right] The line between ‘education’ and ‘game’ is too small, and the detriments are too many…obesity, violence, pregnancy, etc. And all of this is ironic because this is hybrid class. However, you are not 5 th graders (and you are smarter!) One BIG divergence:
  • 26. Mental stretch
  • 27. Unit 3
  • 28. Ok, that’s it! Memorize this figure and you’re done with unit 3.  Assess- this is always the starting place. The first question in teaching ‘where are they now?’ watch and see where they are Choose objectives- what’s the goal? What are you after? What should they learn next? Plan experiences- naturalistic/informal/structured, learning cycle, multiple intelligences Select materials- concrete to abstract, three dimensional to two [dolls to cut out dolls to pictures of squares to paper & pencil] Teach- need I say more? Evaluate-what did the child learn? What can they now do? Assessment questions are asked again Unit 3
  • 29. problem solving in science: make it interesting Ex: mass of 10 kg is a projectile… Verses: Cinderella and her evil step sisters are engaged in a glass slipper kicking contest. Context gives them a hook, and helps them predict the possible answer. Brownie point alert: ask me about Cinderella & Eden in class. Unit 3
  • 30. problem solving in math: help them estimate Ex: 43+38+52… Start with: 40+40+50. They know their answer should be around 130. Estimation gives them a solid starting place, and helps them predict the possible answer. Unit 3

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