Piramide In Action

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  • Why is this a Nearness question? \n\nUse Show & Tell poster at tables to create some Nearness questions/ Invite tables to share ideas...\n\nWhy is it important to use this type of questioning with children?\n
  • Why is this a Nearness question? \n\nUse Show & Tell poster at tables to create some Nearness questions/ Invite tables to share ideas...\n\nWhy is it important to use this type of questioning with children?\n
  • Why is this a Nearness question? \n\nUse Show & Tell poster at tables to create some Nearness questions/ Invite tables to share ideas...\n\nWhy is it important to use this type of questioning with children?\n
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  • Piramide In Action

    1. 1. Taking Teaching and Young Children’s Learning to a
    2. 2. Piramide Promotes...CriticalThinking Metacognitive Reflection Hands-on ExplorationCollaborat Comparing &ion Problem Contrasting Solving
    3. 3. Piramide Promotes...CriticalThinking Metacognitive Reflection Hands-on ExplorationCollaborat Comparing &ion Problem Contrasting Solving
    4. 4. Piramide Promotes...CriticalThinking Metacognitive Reflection Hands-on ExplorationCollaborat Comparing &ion Problem Contrasting Solving
    5. 5. Piramide Promotes...CriticalThinking Metacognitive Reflection Hands-on ExplorationCollaborat Comparing &ion Problem Contrasting Solving
    6. 6. Piramide Promotes...CriticalThinking Metacognitive Reflection Hands-on ExplorationCollaborat Comparing &ion Problem Contrasting Solving
    7. 7. Piramide Promotes...CriticalThinking Metacognitive Reflection Hands-on ExplorationCollaborat Comparing &ion Problem Contrasting Solving
    8. 8. Piramide Promotes...CriticalThinking Metacognitive Reflection Hands-on ExplorationCollaborat Comparing &ion Problem Contrasting Solving
    9. 9. Piramide Promotes...CriticalThinking Metacognitive Reflection Hands-on ExplorationCollaborat Comparing &ion Problem Contrasting Solving
    10. 10. Piramide Principles and Guiding Beliefs 3
    11. 11. Piramide Principles and Guiding BeliefsWe learn best when we feel safe. 3
    12. 12. Piramide Principles and Guiding Beliefs We learn best when we feel safe.Once we feel safe, we can learn at higher levels of complexity . 3
    13. 13. Piramide Principles and Guiding Beliefs We learn best when we feel safe.Once we feel safe, we can learn at higher levels of complexity . We are capable of learning on our own. 3
    14. 14. Piramide Principles and Guiding Beliefs We learn best when we feel safe.Once we feel safe, we can learn at higher levels of complexity . We are capable of learning on our own. We are capable of learning with greater speed and depth when a moreknowledgeable person guides our thinking. 3
    15. 15. Piramide’s Four-Step Distancing Process (Orientation, Demonstration, Broadening & Deepening)
    16. 16. Piramide’s Four-Step Distancing Process (Orientation, Demonstration,A four-step process taking children’s learning from the here-and-now to & Deepening) Broadening the abstract
    17. 17. Piramide’s Four-Step Distancing Process (Orientation, Demonstration,A four-step process taking children’s learning from the here-and-now to & Deepening) Broadening the abstract Piramide’s four-step, easy-to-follow path helps you intentionally deepen children’s learning. ODBD begins by building children’s confidence as learners and creating excitement about a concept. Then purposefully leads children from the here- and-now to more abstract understanding.
    18. 18. Piramide’s Four-Step Distancing Process (Orientation, Demonstration,A four-step process taking children’s learning from the here-and-now to & Deepening) Broadening the abstract Piramide’s four-step, easy-to-follow path helps you intentionally deepen children’s learning. ODBD begins by building children’s confidence as learners and creating excitement about a concept. Then purposefully leads children from the here- and-now to more abstract understanding. The basic principle in distancing is to begin close to the child through the use of concrete situations and material.Then gradually introduce things that are not in the here and now making the non-present present. ~ Dr.Jef J. van Kuyk
    19. 19. Piramide’s Four-Step Distancing Process ODBD in ActionPiramide’s four-step process,Orientation, Demonstration,Broadening, Deepening, can help todeepen children’s understanding ofreading, writing and languageconcepts.Through the use of the storybook“The Three Little Pigs”, these
    20. 20. Piramide’s Four-Step Distancing Process 6
    21. 21. Piramide’s Four-Step Distancing ProcessCreating theAtmosphere 6
    22. 22. Before the Project Begins... Intentional Planning
    23. 23. Before the Project Begins... Intentional PlanningBefore the project begins teachers create the atmosphereby seeding the environment with attractive materials tostimulate conversation, curiosity and excitement aboutthe upcoming project.
    24. 24. Before the Project Begins... Intentional PlanningBefore the project begins teachers create the atmosphereby seeding the environment with attractive materials tostimulate conversation, curiosity and excitement aboutthe upcoming project.
    25. 25. Before the Project Begins... Intentional PlanningBefore the project begins teachers create the atmosphereby seeding the environment with attractive materials tostimulate conversation, curiosity and excitement aboutthe upcoming project.
    26. 26. Piramide’s Four-Step Distancing Process 8
    27. 27. Piramide’s Four-Step Distancing ProcessStep One:Orientation 8
    28. 28. Piramide’s Four-Step Distancing ProcessStep One:OrientationOrient children by buildingexcitement through what they already know. 8
    29. 29. Step One - O R I E N T A T I O N
    30. 30. Step One - O R I E N T A T I O NTeachers create Nearness for children through fun activities involving familiar reading, writing and language concepts.
    31. 31. Step One - O R I E N T A T I O NTeachers create Nearness for children through fun activities involving familiar reading, writing and language concepts. Children reconnect with what they know about the rooms of a house and what things belong in each room.
    32. 32. Step One - O R I E N T A T I O NTeachers create Nearness for children through fun activities involving familiar reading, writing and language concepts. Children reconnect with what they know about the rooms of a house and what things belong in each room.
    33. 33. Step One - O R I E N T A T I O NTeachers create Nearness for children through fun activities involving familiar reading, writing and language concepts. Children reconnect with what they know about the rooms of a house and what things belong in each room.
    34. 34. Step One - O R I E N T A T I O N
    35. 35. Step One - O R I E N T A T I O NParts of the house are named and discussed using Piramide’s Show and Tell house poster. Teachers ask Nearness questions about the rooms in the poster.For example, “ How many rooms are in the house?”
    36. 36. Step One - O R I E N T A T I O NParts of the house are named and discussed using Piramide’s Show and Tell house poster. Teachers ask Nearness questions about the rooms in the poster.For example, “ How many rooms are in the house?”
    37. 37. Step One - O R I E N T A T I O NParts of the house are named and discussed using Piramide’s Show and Tell house poster. Teachers ask Nearness questions about the rooms in the poster.For example, “ How many rooms are in the house?”
    38. 38. Step One - O R I E N T A T I O N “ How many rooms are in the house?”
    39. 39. Step One - O R I E N T A T I O N “ How many rooms are in the house?”
    40. 40. Step One - O R I E N T A T I O N NEARNESS ????????? “ How many rooms are in the house?”
    41. 41. Step One - O R I E N T A T I O N NEARNESS ????????? Nearness Questions Nearness questions stay in the here and now and can be answered by looking at the picture. Children use sensoryperception to “see” answers on the page. “ How many rooms are in the house?”
    42. 42. Piramide’s Four-Step Distancing Process 12
    43. 43. Piramide’s Four-Step Distancing ProcessStep Two:Demonstration 12
    44. 44. Piramide’s Four-Step Distancing ProcessStep Two:DemonstrationDemonstrate new ideas andconcepts through hands-on, sensory activities. 12
    45. 45. Step Two -DEMONSTRATION
    46. 46. Step Two - DEMONSTRATIONNew learning starts near to children with activities that are concrete and hands-on.
    47. 47. Step Two - DEMONSTRATIONNew learning starts near to children with activities that are concrete and hands-on. The teacher creates excitement and interest by donning wolf slippers and reading the familiar story of The Three Little Pigs.
    48. 48. Step Two - DEMONSTRATIONNew learning starts near to children with activities that are concrete and hands-on. The teacher creates excitement and interest by donning wolf slippers and reading the familiar story of The Three Little Pigs.
    49. 49. Step Two -DEMONSTRATION
    50. 50. Step Two - DEMONSTRATIONThe teacher introduces the language of building as he sits withthe class and opens a suitcase full of straw, sticks and bricks.Children explore the materials and talk together about each itemthat was used in the story. The teacher records their comments.
    51. 51. Step Two - DEMONSTRATIONThe teacher introduces the language of building as he sits withthe class and opens a suitcase full of straw, sticks and bricks.Children explore the materials and talk together about each itemthat was used in the story. The teacher records their comments.
    52. 52. Step Two - DEMONSTRATIONThe teacher introduces the language of building as he sits withthe class and opens a suitcase full of straw, sticks and bricks.Children explore the materials and talk together about each itemthat was used in the story. The teacher records their comments.
    53. 53. Step Two -DEMONSTRATION
    54. 54. Step Two - DEMONSTRATIONChildren have opportunities to build using each of thematerials. As children construct, the teacher writes downtheir exact words to document their building process andthinking. Children’s building descriptions are compiled for a
    55. 55. Step Two - DEMONSTRATIONChildren have opportunities to build using each of thematerials. As children construct, the teacher writes downtheir exact words to document their building process andthinking. Children’s building descriptions are compiled for a
    56. 56. Piramide’s Four-Step Distancing Process 16
    57. 57. Piramide’s Four-Step Distancing ProcessStep Three:Broadening 16
    58. 58. Piramide’s Four-Step Distancing Process Step Three: BroadeningBroaden children’s thinking by comparing, contrasting, andconnecting to their experiences. 16
    59. 59. Step Three - B R O A D E N I N G
    60. 60. Step Three - B R O A D E N I N GChildren’s learning is expanded as they begin to take distance by connecting their new learning to other known concepts and examining relevant characteristics.
    61. 61. Step Three - B R O A D E N I N GChildren’s learning is expanded as they begin to take distance by connecting their new learning to other known concepts and examining relevant characteristics.After a review of the story, The Three Little Pigs, childrencompare and contrast the building materials used by eachpig. They discuss relevant characteristics of each materialand predict which type will withstand their “huffing andpuffing”.
    62. 62. Step Three - B R O A D E N I N GChildren’s learning is expanded as they begin to take distance by connecting their new learning to other known concepts and examining relevant characteristics.After a review of the story, The Three Little Pigs, childrencompare and contrast the building materials used by eachpig. They discuss relevant characteristics of each materialand predict which type will withstand their “huffing andpuffing”.
    63. 63. Step Three - B R O A D E N I N GChildren’s learning is expanded as they begin to take distance by connecting their new learning to other known concepts and examining relevant characteristics.After a review of the story, The Three Little Pigs, childrencompare and contrast the building materials used by eachpig. They discuss relevant characteristics of each materialand predict which type will withstand their “huffing andpuffing”.
    64. 64. Step Three - B R O A D E N I N G
    65. 65. Step Three - B R O A D E N I N GChildren have a chance to compare and contrast differentversions of the story of “The Three Little Pigs”. TheTeacher asks intentional Distance questions that stimulatethe children’s thinking about elements of the stories. Forexample, “Why is the wolf trying to eat the pigs”?
    66. 66. Step Three - B R O A D E N I N GChildren have a chance to compare and contrast differentversions of the story of “The Three Little Pigs”. TheTeacher asks intentional Distance questions that stimulatethe children’s thinking about elements of the stories. Forexample, “Why is the wolf trying to eat the pigs”?
    67. 67. Step Three - B R O A D E N I N GChildren have a chance to compare and contrast differentversions of the story of “The Three Little Pigs”. TheTeacher asks intentional Distance questions that stimulatethe children’s thinking about elements of the stories. Forexample, “Why is the wolf trying to eat the pigs”?
    68. 68. Step Three - B R O A D E N I N G
    69. 69. Step Three - B R O A D E N I N G DISTANCE ?????????
    70. 70. Step Three - B R O A D E N I N G DISTANCE ?????????
    71. 71. Step Three - B R O A D E N I N G DISTANCE ?????????“Why is the wolf trying toeat the pigs”?
    72. 72. Step Three - B R O A D E N I N G DISTANCE ????????? Distance Questions Distance questions move to the abstract and require the creation of answers that represent the past, transcend the present and anticipate the future. Children use“Why is the wolf trying to mentaleat the pigs”? representations to “look into their minds” for answers.
    73. 73. Step Three - B R O A D E N I N G
    74. 74. Step Three - B R O A D E N I N GAfter a brief discussion with children about additional materialsthat could be used for building, the teacher makes a variety ofthe materials and tools available. Children use the newly added
    75. 75. Step Three - B R O A D E N I N GAfter a brief discussion with children about additional materialsthat could be used for building, the teacher makes a variety ofthe materials and tools available. Children use the newly added
    76. 76. Step Three - B R O A D E N I N GAfter a brief discussion with children about additional materialsthat could be used for building, the teacher makes a variety ofthe materials and tools available. Children use the newly added
    77. 77. Step Three - B R O A D E N I N GAfter a brief discussion with children about additional materialsthat could be used for building, the teacher makes a variety ofthe materials and tools available. Children use the newly added
    78. 78. Step Three - B R O A D E N I N GAfter a brief discussion with children about additional materialsthat could be used for building, the teacher makes a variety ofthe materials and tools available. Children use the newly added
    79. 79. Piramide’s Four-Step Distancing Process 21
    80. 80. Piramide’s Four-Step Distancing ProcessStep Four:Deepening 21
    81. 81. Piramide’s Four-Step Distancing Process Step Four: Deepening Deepen children’s thinking by helping children take distancefrom the here-and-now throughabstraction and problem-solving 21
    82. 82. Step Four - D E E P E N I N G
    83. 83. Step Four - D E E P E N I N G Children are challenged to use problem solving andabstract representations to apply their learning in new and creative ways.
    84. 84. Step Four - D E E P E N I N G Children are challenged to use problem solving and abstract representations to apply their learning in new and creative ways.Children re-present their own versions of the story through
    85. 85. Step Four - D E E P E N I N G Children are challenged to use problem solving and abstract representations to apply their learning in new and creative ways.Children re-present their own versions of the story through
    86. 86. Step Four - D E E P E N I N G Children are challenged to use problem solving and abstract representations to apply their learning in new and creative ways.Children re-present their own versions of the story through
    87. 87. Step Four - D E E P E N I N G Children are challenged to use problem solving and abstract representations to apply their learning in new and creative ways.Children re-present their own versions of the story through
    88. 88. Step Four - D E E P E N I N G Children are challenged to use problem solving and abstract representations to apply their learning in new and creative ways.Children re-present their own versions of the story through
    89. 89. Step Four - D E E P E N I N G Children are challenged to use problem solving and abstract representations to apply their learning in new and creative ways.Children re-present their own versions of the story through
    90. 90. Step Four - D E E P E N I N G
    91. 91. Step Four - D E E P E N I N GThroughout the four ODBD steps, teachers document children’sthinking and learning. At the close of the project, teacherssupport children as they reflect on their own thinking andlearning (metacognition).
    92. 92. Step Four - D E E P E N I N GThroughout the four ODBD steps, teachers document children’sthinking and learning. At the close of the project, teacherssupport children as they reflect on their own thinking andlearning (metacognition).
    93. 93. Step Four - D E E P E N I N GThroughout the four ODBD steps, teachers document children’sthinking and learning. At the close of the project, teacherssupport children as they reflect on their own thinking andlearning (metacognition).
    94. 94. Piramide’s Four-Step Distancing Process 24
    95. 95. Piramide’s Four-Step Distancing ProcessStep One: Orientation 24
    96. 96. Piramide’s Four-Step Distancing ProcessStep One: Orientation Orient children by building excitement through what they already know. 24
    97. 97. Piramide’s Four-Step Distancing ProcessStep One: Orientation Orient children by building excitement through what they already know.Step Two: Demonstration 24
    98. 98. Piramide’s Four-Step Distancing ProcessStep One: Orientation Orient children by building excitement through what they already know.Step Two: Demonstration Demonstrate new ideas and concepts through hands-on, sensory activities. 24
    99. 99. Piramide’s Four-Step Distancing ProcessStep One: Orientation Orient children by building excitement through what they already know.Step Two: Demonstration Demonstrate new ideas and concepts through hands-on, sensory activities.Step Three: Broadening 24
    100. 100. Piramide’s Four-Step Distancing ProcessStep One: Orientation Orient children by building excitement through what they already know.Step Two: Demonstration Demonstrate new ideas and concepts through hands-on, sensory activities.Step Three: Broadening Broaden children’s thinking by comparing, contrasting, and connecting to their experiences. 24
    101. 101. Piramide’s Four-Step Distancing ProcessStep One: Orientation Orient children by building excitement through what they already know.Step Two: Demonstration Demonstrate new ideas and concepts through hands-on, sensory activities.Step Three: Broadening Broaden children’s thinking by comparing, contrasting, and connecting to their experiences.Step Four: Deepening 24
    102. 102. Piramide’s Four-Step Distancing ProcessStep One: Orientation Orient children by building excitement through what they already know.Step Two: Demonstration Demonstrate new ideas and concepts through hands-on, sensory activities.Step Three: Broadening Broaden children’s thinking by comparing, contrasting, and connecting to their experiences.Step Four: Deepening Deepen children’s thinking by helping children take distance from the here- and-now through abstraction and problem-solving. 24

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