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Ece141day2class

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Ece141day2class

  1. 1. Math & Science for Young Children ECE 141 / 111F winter quarter 2011 Emily McMason Night 2 units 1-5
  2. 2. Homework Due <ul><li>Please take a folder, write your name on the label and hand in Activity #1. </li></ul><ul><li>Wander up to the front, see if I can guess your name. </li></ul>
  3. 3. Homework Due <ul><li>A note on my grading. 100% = perfection. True, undiluted, brilliance. </li></ul><ul><li>Perfection is a rare achievement. To earn 100% means to take the assignment to a realm of exquisite logic, passion & communication. </li></ul><ul><li>9/10 or 5/6 is mastery of material. It isn’t that you did something ‘wrong’, I’m acknowledging that there is room to grow. </li></ul>
  4. 4. Homework Due <ul><li>FOR NEXT WEEK: </li></ul><ul><li>It occurs to me that it would be helpful to you to get your first assignment back before handing in a new one…. </li></ul>
  5. 5. Homework Due <ul><li>FOR NEXT WEEK: </li></ul><ul><li>SooOOOoo…I want you to FIND an activity, I want you to FIGURE OUT which age group it goes with, I want you to DETERMINE how it connects to the units we are covering, I want you to BRING it to class for me and your group. </li></ul>
  6. 6. Homework Due <ul><li>FOR NEXT WEEK: </li></ul><ul><li>BUT!!! Do NOT, do NOT, do not , write up an analysis. </li></ul><ul><li>Questions? </li></ul>
  7. 7. Tops & Bottoms Adapted & Illustrated by Janet Stevens
  8. 8. <ul><li>If school is closed: Schoolreport.org </li></ul><ul><li>If I need to cancel class: </li></ul><ul><li>on our class page </li></ul><ul><li>Email </li></ul>
  9. 9. <ul><li>Write down all of your feelings that first come to mind when you think about math & science. </li></ul>Five Minute Focus
  10. 10. <ul><li>Write down all of your feelings that first come to mind when you think about math & science. </li></ul><ul><li>Now do the same thing for reading. </li></ul>Five Minute Focus
  11. 11. <ul><li>Write down all of your feelings that first come to mind when you think about math & science. </li></ul><ul><li>Now do the same thing for reading. </li></ul><ul><li>How do these compare? </li></ul><ul><li>What does our culture think about math & science? Reading? </li></ul>Five Minute Focus
  12. 12. <ul><li>Reading tells us about our experiences, it describes the world around us. </li></ul>Five Minute Focus
  13. 13. <ul><li>Reading tells us about our experiences, it describes the world around us. </li></ul><ul><li>So does Science. </li></ul>Five Minute Focus
  14. 14. <ul><li>Reading is using a language, a way to describe the world around us. </li></ul>Five Minute Focus
  15. 15. <ul><li>Reading is using a language, a way to describe the world around us. </li></ul><ul><li>So is Math. </li></ul>Five Minute Focus
  16. 16. <ul><li>You will be starting your online discussions. </li></ul><ul><li>I want to make a HUGE change in the syllabus. I am going to eliminate the writing of the key terms and review questions *IF* you all write amazing online discussion posts that reference your reading. Deal? Or no deal? </li></ul>
  17. 17. <ul><li>Here’s what you will do: </li></ul><ul><li>Go to week 2 classroom. Click on ‘have a conversation’ (either team 1 & 2 will be highlighted or 3 & 4). </li></ul><ul><li>Watch the video, read the question. Post your thoughts. (be sure to reference the text). </li></ul><ul><li>(this week there is only one question to keep things simple). </li></ul>
  18. 18. <ul><li>Watch the video, read the question. Post your thoughts. </li></ul><ul><li>Read through your classmates’ writings & respond. </li></ul><ul><li>Return on another day and repeat. </li></ul>
  19. 19. <ul><li>Speaking of languages….There were 37 vocabulary terms you slogged through in Unit 1. </li></ul><ul><li>Grab your notebooks, I want to answer any questions and highlight a few. </li></ul>
  20. 20. <ul><li>On your mark…get set…write (and think!) </li></ul><ul><li>Concept </li></ul><ul><li>Preprimary </li></ul><ul><li>Primary </li></ul><ul><li>Development </li></ul><ul><li>Senses </li></ul><ul><li>Example definitions given online. </li></ul>Vocab
  21. 21. <ul><li>Process skills </li></ul><ul><li>Understanding </li></ul><ul><li>Principles </li></ul><ul><li>Standards </li></ul><ul><li>Any Questions? </li></ul>Vocab
  22. 22. <ul><li>Who knows Jean Piaget? </li></ul><ul><li>What is important about his work? </li></ul>Vocab
  23. 23. <ul><li>10. Sensorimotor period </li></ul><ul><li>11. Object permanence example </li></ul><ul><li>12. Object recognition </li></ul><ul><li>13. Representational thought example </li></ul>Vocab
  24. 24. <ul><li>Preoperational period </li></ul><ul><li>Preconcepts </li></ul><ul><li>Symbolic behaviors </li></ul><ul><li>Centration </li></ul><ul><li>Reversability </li></ul><ul><li>Conservation </li></ul><ul><li>Seriation </li></ul><ul><li>Classification </li></ul><ul><li>Any Questions? </li></ul>Vocab
  25. 25. <ul><li>Jump up and down, stretch, moan, whatever. We only have 16 more to go… </li></ul>Vocab
  26. 26. <ul><li>22. Concrete operations </li></ul><ul><li>23. Abstract symbolic activities </li></ul><ul><li>Formal operations </li></ul><ul><li>Physical knowledge </li></ul><ul><li>Logico-mathematical knowledge </li></ul><ul><li>Social knowledge </li></ul><ul><li>Autonomy </li></ul><ul><li>Any Questions? </li></ul>Vocab
  27. 27. <ul><li>Lev Vygotsky </li></ul><ul><li>Signs </li></ul><ul><li>Zone of Proximal Development [ZPD] </li></ul><ul><li>Scaffolding </li></ul>Vocab
  28. 28. <ul><li>32. Learning Cycle </li></ul><ul><li>(33. Descriptive lessons – skipping this) </li></ul><ul><li>34. Awareness </li></ul><ul><li>35. Exploration </li></ul><ul><li>36. Inquiry </li></ul><ul><li>37. Utilization </li></ul>Vocab
  29. 29. <ul><li>We made it! </li></ul>Vocab
  30. 30. <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>Teach a child to count to 10. </li></ul><ul><li>Can you do it using all 9 intelligences ? </li></ul>Unit 2
  31. 31. <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?
  32. 32. <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 because this is hybrid class. However, you are not 5 th graders (and you are smarter!) </li></ul>One BIG divergence:
  33. 33. If you’ve ever had me for class before… <ul><li>… you recognize this image: </li></ul>
  34. 34. <ul><li>99% of US households have a TV (including mine.) </li></ul>Often, the topic will be TV.
  35. 35. <ul><li>Often, the topic will be TV. </li></ul><ul><li>Usually it will be about kids and TV. </li></ul><ul><li>But today I wanted to make sure you had all seen this headline: </li></ul><ul><li>Too much TV may mean earlier death </li></ul>
  36. 36. <ul><li>Too much TV may mean earlier death </li></ul><ul><li>( Health.com ) -- Watching too much television can make you feel a bit brain-dead. According to a new study, it might also take years off your life. </li></ul><ul><li>The more time you spend watching TV, the greater your risk of dying at an earlier age -- especially from heart disease , researchers found. </li></ul><ul><li>The study followed 8,800 adults with no history of heart disease for more than six years. Compared to those who watched less than two hours of TV per day, people who watched four hours or more were 80 percent more likely to die from heart disease and 46 percent more likely to die from any cause. All told, 284 people died during the study. </li></ul>
  37. 37. <ul><li>Too much TV may mean earlier death </li></ul><ul><li>Each additional hour spent in front of the TV increased the risk of dying from heart disease by 18 percent and the overall risk of death by 11 percent, according to the study, which was published Monday on the Web site of Circulation, an American Heart Association journal. (The study appeared in the Jan. 26, 2010 print edition.) </li></ul>
  38. 38. Mental stretch
  39. 39. <ul><li>share your activities </li></ul><ul><li>Give each other copies of the activity </li></ul><ul><li>Participate in classmate .’s activity </li></ul>Gather in your Groups
  40. 40. <ul><li>SCIENCE as a VERB , not a noun . </li></ul><ul><li>Science is a way of thinking and acting , not a collection of facts. </li></ul><ul><li>Science is a way of trying to discover the nature of things. </li></ul><ul><li>The attitudes and skills that enable us to discover science are the same ones that allow us to solve every day problems . </li></ul>Unit 5
  41. 41. Unit 5
  42. 42. <ul><li>Differentiating the different types of science: life science, health science & nutrition, physical science, earth & space science, science & technology education, history & nature of science </li></ul>Unit 5
  43. 43. <ul><li>As a group, pick one of these science topics and plan how you would include process, attitude & content (hint, look in your text). </li></ul><ul><li>life science, </li></ul><ul><li>health science & nutrition </li></ul><ul><li>physical science </li></ul><ul><li>earth & space science </li></ul><ul><li>science & technology education </li></ul><ul><li>history & nature of science </li></ul><ul><li>You may use any of the materials at the front of the room to help you design your activity. </li></ul>Unit 5

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