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Thematic teaching
Thematic teaching
Thematic teaching
Thematic teaching
Thematic teaching
Thematic teaching
Thematic teaching
Thematic teaching
Thematic teaching
Thematic teaching
Thematic teaching
Thematic teaching
Thematic teaching
Thematic teaching
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Thematic teaching

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  • 1. THEMATIC PLANNING<br />Hans Christian AndersenSchool<br />EnglishImmersionProgram<br />
  • 2. Thematic Planning<br />Organize curriculum around a theme<br />Integrates different developmental and subject areas<br />Contributes to child’s growing awareness and understanding<br />Provides opportunities for child to learn by doing and have direct experiences with the world<br />Helps children understand that learning is connected to life.<br />
  • 3. Children’s Experiences<br />Reflect on and recreate experiences through:<br />Dramatic play<br />Block building<br />Discussions<br />Art<br />Music<br />Movement<br />Measuring<br />Graphing and Mapping<br />Children develop skills through:<br />Sensing<br />Moving<br />Thinking<br />Problem solving<br />Communicating<br />Creating<br />Working<br />Playing with others<br />
  • 4. Appropriate Themes<br />Primary Question: Can I give children direct experience of this topic?<br />Should reflect children’s interests, abilities and issues of concern<br />Should involve concepts and skills at the right level of challenge for the age group<br />Topic should be complex and interesting enough to be explored at some depth<br />Plan to focus on topic for several weeks to several months<br />
  • 5. Criteria for Theme Selection<br />The topic can be taught through direct experience.<br />Children can explore it with their senses.<br />Concept is developmentally appropriate for young children.<br />Concept can be organized to move from:<br />Simple to complex<br />Concrete to abstract<br />Interesting, meaningful, and worth knowing about.<br />Helps children acquire understanding and appreciation of themselves, others, and the world in which they live.<br />
  • 6. “Major Understanding” of the Theme<br />The important ideas you wish children to acquire<br />Brainstorm the purpose and goals<br />Gather the resources and materials<br />Create a mind map or curriculum web<br />Ask the children:<br />What do you want to know?<br />What would you like to learn?<br />
  • 7. Mind Map<br />Family <br />Activities<br />Books and <br />Poems<br />Cooking<br />Games<br />Songs and <br />Rhymes<br />THEME<br />Blocks<br />Art Activities<br />Field Trips<br />Dramatic Play<br />Creative <br />Movement<br />
  • 8. K-W-L Chart<br />Brainstorm!<br />K<br />What do <br />you <br />KNOW?<br />W<br />What do <br />you <br />WANT <br />to<br />know?<br />L<br />What did <br />you <br />LEARN?<br />
  • 9. Outline for an Integrated Thematic Plan<br />Theme: the topic or focus<br />Children: age and characteristics<br />Rationale: Why?<br />Goals: 3-6 broad statements of desired ends<br />Attitudes<br />Skills<br />Abilities<br />Experiences<br />Major Understandings: 4-6 important ideas you want children to construct<br />Resources: Books, articles, etc.<br />
  • 10. Adapt your Teaching Environment to Include ALL Children<br />Ask yourself:<br />What goals do I have for the activity so that all children are engaged and learning?<br />What different ways do I need to present information so that everyone understands and is engaged?<br />What kinds of support or encouragement will be needed to engage and ensure learning among all children?<br />
  • 11. Adapt your Teaching Environment to Include ALL Children<br />Possibilities:<br />Vary your expectations for participation and performance<br />Example: If children are listening to a story and are asked to recall events<br />some may attend to and repeat back key words <br />others may recall the names of characters by pointing to pictures or using signs and gestures<br />even others may predict what will happen next using complete sentences in English<br />
  • 12. Teaching Environment<br />Present content in multiple formats<br />verbal, print, video, or concrete objects<br />repeating key words/phrases in children’s home language<br />using simple sentences with gestures<br />Use physical cues to focus children’s attention<br />pointing to the picture in the book<br />giving verbal prompts to help children begin a response <br />offering language models for children to imitate<br />encouraging children to keep thinking and trying<br />
  • 13. Assessment<br />How do you document children’s learning?<br />How do you know if children understand the big ideas of your unit?<br />Documentation<br />Observation notes<br />Photography or video<br />Collection of student work samples<br />A class book, newsletter, scrapbook<br />Social event where student work is shared<br />
  • 14. How Can you Involve Families?<br />Possibilities:<br />Share information with families through a newsletter written at an appropriate level<br />Have key phrases translated into families’ home languages, and include photographs of children engaged in an activity.<br />Provide multiple opportunities for families to be involved<br />Families could support their child’s involvement by asking specific questions about the activity and/or the book read to the group.<br />

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