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ECED4080 Creating Materials for Use by Young Children Sample Album of Learning Task Documentation EntryLearning Task: Real & Imaginary – MatchDescription:Students work independently trying todecide whether an image a card represents areal or imaginary thing. Laminated cardswith pictures of animals, people, andinanimate objects are used. There ismatching picture of a real thing for each Student Learning Outcomes:imaginary thing. A header card providesboth the heading in either Arabic or English Reading:and a sample picture of an imaginary duck • uses and interprets pictures in books toand a real duck. The student browses ‘read’through the cards until a match of a real andan imaginary thing are found. The matching Understands Media Materials:pair is then placed beside each other under • distinguishes between the imaginarythe appropriate heading. The activity can be and the realused either on a table or on the floor. Whilethere are eighteen matching things a subset Prerequisite Concepts, Skills, & Values:of these can be used for students beginningthis activity. • follows class routines for selecting, using and returning individual learningLearning task adapted from: tasksChild Care Centre, Sultan Qaboos • adopts class routines for obtainingUniversity. teacher support to demonstrate learning tasks and to obtain assistanceAge Group: • has experienced stories, television, or4.5 to 6.5 years cinema where real and imaginary characters are depictedSubject Area: • has experience finding similarities andLanguage differences in pictures • recognizes one to one correspondenceSubject Strands: and can match similar objects andReading & Understands Media Materials picturesSubject Topic: Learning Theory & InstructionalReal & Imaginary Things Strategies: • the activity is based upon a cognitiveBackground Information: approach where students make linksChildren are often confused between what is with previous experiencesreal and imaginary particularly when they • a teacher demonstration is how thesee quite realistic characters on television learning task commencesand in the cinema. By comparing images of • this activity can be thought of as anthe real with the imaginary children, begin to advanced organizer for the morerecognize patterns. It is important that these complex concept of fiction and non-concepts are reinforced as they are applied fictions literatureduring the reading of storybooks and factualtexts.
ECED4080 Creating Materials for Use by Young ChildrenStudent Characteristics Accommodated: • accommodating linguistic, spatial and naturalistic intelligences was important in the design of this activity as student enjoy matching people, animals and things from their world of literature and media. • having the ability to rearrange the cards as they recognize patterns and self-correct allows children to work in a trial and error type of strategy. • children only engage in this activity when it is developmentally appropriate for them and are not forced to move along with the entire class or through the forced progression inherent to printed workbooksIntroduction of the Learning Task: • Show the child how to remove the activity tray from the shelf noting the placement of each item. • Take the learning task to an open space at a table. • Demonstrate how to take the cards out of the plastic bag and place them under the column headers. Using Partial Decks of Cards: • The level of difficulty of thisChecklist of Tray Items: learning task can be adjusted by • tray or box using subsets of the eighteen cards • plastic zip-lock bag containing the provided. subset of cards that the student will • Perhaps all of the cards related to use. people could be used initially. • Card not used at the time should be • This could be followed by using a set stored in a safe easily locatable of cards showing animals. place. • A third subset would consist of cards with non-living things.Extension Activities: • For more advance students the 1. Students could use the entire set of difficulty could be increase by cards rather than a subset. mixing these subset until all eighteen 2. Students should be asked to identify cards are in play. characters and objects in stories read to them are real or imaginary. 3. Students could identify characters in drama, television, animation, or movies are real or imaginary.
ECED4080 Creating Materials for Use by Young ChildrenEnrichment Activities: Evaluation Rubric: 1. Students could use make finger 1. Does not distinguish between the puppets of things both real and imaginary and the real. imaginary. 2. Begins to distinguish between 2. Students could use real and imaginary cartoons and real life. objects as sets for workjobs in math 3. Distinguishes between cartoons or language. and real life. 3. Students involved in role-play 4. describes the differences between activities could be asked whether their animations and real life. characters were real or imaginary. Vocabulary:Assessment Techniques: real, imaginary, cartoon, living, non- • Student compares objects aligned to living, animation ensure that they are a matching pair and that each is under the correct References: header as a self-correction exercise. Images from Clipart.com, Animation • Instructor observes student while Factory.com, and Hermera Photo– working and provides formative Objects. feedback. • Instructor examines and analyzes Comments, Hints, & Suggestions: finished product. • Use a glue stick to anchor the pictures on a card beforeFeedback Suggestions: applying the sticky film. • How can you decide which column an image should go in? Key Words: • What is difference in pictures that are real, imaginary, living, non-living, real from the imaginary ones? animation, match, pattern recognition, • Which image does not belong in this fiction, n0n-fiction column? • All of the images are in the correct columns! Which images do not fit together? • All of the images match their twin. Which ones need to change columns?