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Teaching young children

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Generalities for your
classroom project
To keep in mind!
A reflective
practitioner!
A reflective practitioner considers the immediate
and long-term consequences of all educational
decisions with the goal of constant refinement of
the teaching/learning process.
A reflective practitioner uses reflection in, on and
for practice

In: during practice, what is working and why
On: after practice, what worked and why
For: before practice, what should work and
why
WHAT TO REFLECT ABOUT?
There are three main pieces:

• elements of the learning environment
• essential dilemmas of education
• reflective

decision making process
LEARNING ENVIRONMENT

Learner
Educational Problems & Dilemmas
-

Problems - clear, if difficult, solutions
-

Dilemmas - values and needs in conflict with
no single best answer

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Teaching young children

  • 1. Generalities for your classroom project To keep in mind!
  • 2. A reflective practitioner! A reflective practitioner considers the immediate and long-term consequences of all educational decisions with the goal of constant refinement of the teaching/learning process.
  • 3. A reflective practitioner uses reflection in, on and for practice In: during practice, what is working and why On: after practice, what worked and why For: before practice, what should work and why
  • 4. WHAT TO REFLECT ABOUT? There are three main pieces: • elements of the learning environment • essential dilemmas of education • reflective decision making process
  • 6. Educational Problems & Dilemmas - Problems - clear, if difficult, solutions - Dilemmas - values and needs in conflict with no single best answer
  • 7. Grouping dilemma issues (examples) •What is important to know? •Who controls time in class? • Should schools transmit culture or •Is it more important to know or to do? •Who sets standards in class? encourage change? •Personally meaningful or publically valued? 28/08/1 •For what are schools (vs the parents vs the community) responsible? •How should resources be distributed? •Should childhood be different than adulthood?
  • 8. Decision-Making Process What to ask Philosophical Mode Interpretative Mode Reflective Practitioner Descriptive Mode 28/08/1
  • 9. Reflective Practice Moving steadily from practice to reflection and back to improve both reflection and practice requires tools – the conceptual framework is one such tool 28/08/1
  • 10. Reflective Practice Each piece (element, essential dilemmas, and decisionmaking process) is designed to foster reflection, NOT to determine the answer! 28/08/1
  • 11. Remember!  Your classroom project will help you learn about teaching, things are not going to be perfect.  Have  Good a plan B planning will make your project more outstanding
  • 12. Feedback on proposed activities 1. Recycle language. 2. Teach your topic within a context. (avoid teaching isolated words) 4. Learn from others and from your own experience. 5. Integrate the skills in your lessons. 6. Have real anticipated problems and anticipated solutions. 7. Stages of the lesson: socioconstructivism approach: scaffolding, modeling, exploring ideas. 8. Consider “Bloom's taxonomy”.
  • 13. 1. Supplement activities with visuals, realia, and movement. As Scott and Ytreberg (1990) describe, “Their own understanding comes through hands and eyes and ears. The physical world is dominant at all times.”
  • 14. Total Physical Response (TPR) is a method developed by Dr. James J. Asher, a professor emeritus of psychology at Sa José State University, to aid learning second languages.
  • 15. 2. Involve students in making visuals and realia.
  • 16. Students draw different characters for a story or make puppets, masks, play-do sculptures Collaborate with the art teacher to make the visuals you need for you activities. Students contribute their own toys for the lesson.
  • 18. Young learners have short attention spans. For ages 5–7, Keep activities around 5 and 10 minutes long. For ages 8–10, keep activities 10 to 15 minutes long.
  • 20.  A thematic unit, a series of lessons on the same topic or subject, can create broader contexts in which to teach language, recycle language from lesson to lesson.
  • 21. 5. Use stories and contexts familiar to students.
  • 22.     All learners, from babies to grandmothers, learn better with stories. Stories are energizers. Even hard truths can be taught through stories. Stories told and read at home and school both entertain and educate young learners.
  • 24. 1. Structure your reflection: focus on one idea and develop the idea. Consider the structure of an essay so the message can be conveyed more easily. 2. Punctuation: Use capital letters, remember that punctuation helps the reader read the text fluently. 3. Avoid ambiguity: 4. Don't write long sentences or long paragraphs: 5. Remember that reflections will be handed in to your advisor, he/she will guide you in the writing of your final report, so the final 6. Elaborate on citations: make the most out of citations and authors you include in reflection.