The document discusses strategies for effective teaching in inclusive classrooms. It identifies two goals of inclusive education: helping all children experience success in learning and gain independence. It describes naturalistic strategies that occur within typical classroom contexts, like incidental teaching during routines. Sociocontextual strategies foster social interaction and group learning. The document also discusses assessing effectiveness through alternative methods like child performance assessments, portfolios, and collaboration. Program evaluation involves indicators like teacher qualifications, ratios, class size, and family feedback.
Importance of motivation in teaching and learning
A project to promote conceptual learning for all;
Dr. Amjad ali arain; University of Sind; Faculty of education; Pakistan
Importance of motivation in teaching and learning
A project to promote conceptual learning for all;
Dr. Amjad ali arain; University of Sind; Faculty of education; Pakistan
Meaning, Definition, Characteristics, Causes or Factors Affecting Giftedness, Types of Giftedness, Tools for Identification and Assessment of Giftedness.
Meaning, characteristics of learner-centered teaching, characteristics learner-centered learning, Need for learner-centered approaches in teaching, advantages, learner-centered teaching vs teacher-centered learning, teaching, Learner - centered techniques of teaching and their advantages.
In the past, Since learning of basic knowledge was very important. The behaviourist approach was generally use as traditional instruction. In this instructional approach, knowledge is merely abstracted and the “learning” and “teaching” process is viewed as individual process, and “learning” is conceived as the accumulation of stimulus-response association. Drill and practice play an important role in this process. Also, the assessment practice is mainly based on testing, basic knowledge. Because, the proof of learning
generally is seen as changing the behaviors and increasing the right answer in test,
Meaning, Definition, Characteristics, Causes or Factors Affecting Giftedness, Types of Giftedness, Tools for Identification and Assessment of Giftedness.
Meaning, characteristics of learner-centered teaching, characteristics learner-centered learning, Need for learner-centered approaches in teaching, advantages, learner-centered teaching vs teacher-centered learning, teaching, Learner - centered techniques of teaching and their advantages.
In the past, Since learning of basic knowledge was very important. The behaviourist approach was generally use as traditional instruction. In this instructional approach, knowledge is merely abstracted and the “learning” and “teaching” process is viewed as individual process, and “learning” is conceived as the accumulation of stimulus-response association. Drill and practice play an important role in this process. Also, the assessment practice is mainly based on testing, basic knowledge. Because, the proof of learning
generally is seen as changing the behaviors and increasing the right answer in test,
a slideshow on what makes an effective teacher. particularly useful to college/school teachers. helps teachers do some quick swot and helps them equip themselves with useful skills.
Scanned by CamScannerScanned by CamScannerTABLE .docxtodd331
Scanned by CamScanner
Scanned by CamScanner
TABLE 2.2 Connecting Knowledge of Development and Learning to Teaching Practices
Principles of Child Development and Learning
Developmentally Appropriate Teaching Practices
Children develop holistically
• Teachers plan daily activities and routines to address aesthetic, emotional, cognitive, language, physical, and social development.
• Teachers integrate learning across the curriculum (e.g., mixing language, physical, and social; combining math, science, and reading).
Child development follows an orderly sequence
• Teachers use their knowledge of developmental sequences to gauge whether children are developing as expected, to determine reasonable expectations, and to plan next steps in the learning process.
Children develop at varying rates
• Teachers give children opportunities to pursue activities at their own pace.
• Teachers repeat activities more than once so children can participate according to changing needs and abilities.
• Teachers plan activities with multiple learning objectives to address the needs of more and less advanced learners.
Children learn best when they feel safe and secure
• Teachers develop nurturing relationships with children and remain with children long enough so children can easily identify a specific adult from whom to seek help, comfort, attention, and guidance.
• Daily routines are predictable. Changes in routine are explained in advance so children can anticipate what will happen.
• There is two-way communication between teachers and families, and families are welcome in the program.
• Children have access to images, objects, and activities that reflect their home experiences.
• The early childhood environment complies with all safety requirements.
• Adults use positive discipline to enhance children’s self-esteem, self-control, and problem-solving abilities.
• Teachers address aggression and bullying calmly, firmly, and proactively.
Children are active learners
• Activities, transitions, and routines respect children’s attention span, need for activity and need for social interaction. Inactive segments of the day are short.
• Children participate in gross motor activities every day.
Children learn through a combination of physical experience, social experience, and reflection
• Adults encourage children to explore and investigate. They pose questions, offer information, and challenge children’s thinking.
• Children have many chances to document and reflect on their ideas.
Children learn through mastery and challenge
• Practitioners simplify, maintain, or extend activities in response to children’s functioning and comprehension.
Children’s learning profiles vary
• Teachers present the same information in more than one modality (seeing, hearing, touching) and through different types of activities.
• Children have opportunities to play on their own and with others; indoors and outdoors; with natural and manufactured materials.
Chil.
Overview of the approach to communication in the reformed EYFS, including: EAL, assessment and workload, curriculum planning and working with parents – Julian Grenier – Sheringham Nursery School & Children’s Centre, London
Pedagogy and innovative approaches in Teaching and learning.pptxjagannath Dange
All children are born and raised in different situations. The schools in need to implement a curriculum which not only promotes development in cognition, language, literacy, numeracy and the arts but also addresses wellbeing and happiness of the students. so, Pedagogy must be ideal to the needs of the learners. hence different approaches must be adopted to train the different faculties of children.
The school purposes in curriculum developmentMica Navarro
it includes:
Curriculum and School Purposes
Meaning and Application
School Goals and Sources of Curriculum
Data on the Learner
Data on the Contemporary Society
The Fund of Knowledge
Levels of School Goals
This presentations provides a working definition of fostering children's thinking skills. In addition, it gives examples and strategies for how teachers can foster children's thinking skills in the classroom. This presentation also connects fostering children's thinking skills to the Early Learning Framework. The Power Point also provides suggestions for teachers on how to improve their ability to foster children's thinking skills. Unfortunately, video clips are not included in the presentation.
Methodology of Teaching Children with Intellectual DiabilityRICHARDMENSAH24
This PowerPoint presentation explains clear the methodology of teaching children with intellectual disability presented by Richard Mensah a student at university of education winneba.
Reading materials were gathered from a course taken at the second semester of level 300.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2. Identifying Effective Teaching
Strategies
Goals and objectives for Using Inclusive Teaching
Strategies
2 overall goals for using carefully selected inclusive
teaching strategies:
• Successful learners: to help all children experience
success in learning
• Independent learners: to assist children in gaining
independence as learners
3. The major goal of inclusive education in
early childhood is to promote the success
of all children in their early learning
experiences. There are several objectives
teachers in inclusive classroom seek to
accomplish through careful and
deliberate use of learning enhancement
strategies to:
4. • Encourage children’s engagement
• Improve the quality of play and learning
opportunities
• Streamline learning process of children
• Activate children’s prior knowledge
• Facilitate children’s social and learning
interactions
5. Selecting Inclusive Teaching Strategies and
Practices
There is abundant evidence indicating that
‘how’ children are taught is just as critical as
‘what’ they are taught. Teachers tend to spend
time planning the curricular activities that
present children with the curriculum content
or ‘what’ is to be learned.
6. Insight from Brain Research
Nature and nurture
• Through neurobiological research, we learn
that brain development is a dynamic process
that involves a unique interplay between
nature and nurture.
• A long-standing assumption of scientists has
been that nature, the biological and genetic
characteristics of individuals, affects how a
child’s brain grows and develops.
7. Scientists are finding evidence that several
complex environmental variables that
constitute what is commonly referred to as
nurture also exert a profound influence on the
growth and development of the human brain.
The type of stimulation children receive, the
adequacy of their nourishment, the kind of
care they are given, and the social interactions
children experience are among the types of
environmental conditions identified as
influential in the development of the amazing
organ that we call the brain.
8. Critical Period
Scientist have determined that the brains of
infants and toddlers are far more active
compared to the brains of adults.
Researched suggested that environmental
contexts in which a child grows and develops can
exert either a positive or negative influence on
brain development and learning. We also know
that warm, responsive care giving is essential for
optimizing brain development, especially during
critical periods for specific types of learning.
9. Implications for parents and teachers
Interactions, such as those that occur as a
result of efforts to teach children, can have
extra ordinarily powerful affects on the brain
development of the children. The type and
number of different strategies and practices
teachers and parents use may affect the
quality of interactions and experiences of
children during periods of growth that are
prime for the development of the brain and
the acquisition of knowledge and skills.
10. Early is best
It makes sense for early childhood teachers to
be especially conscientious in planning their
roles in facilitating children’s learning in the
classroom.
It is important to plan beyond the activities
and materials that will be offered to children
daily
11. Implications for teaching children with
special needs
It is most efficient to ensure proper brain
development through attention to adequate
nutrition, care, health, and safety for all children.
When trauma and negative influences on
children’s brain development have not been
averted, it is critical to focus on providing these
children access to prompt and intensive
intervention during the early years when the
brain is most likely to recover.
12. Implications for inclusion
Howard Gardner and others have long
contended that “one size fits all” teaching fails
to reach all children.
Effective teachers adjust their teaching
strategies to the learning styles of individual
children in their classrooms, which is
particularly true of inclusive early childhood
settings.
13. Guiding preparation and practice
Professional standards and guidelines serve a
dual purpose in early childhood education:
1. These documents provide a solid research
basis for guiding practice in early childhood
settings.
2. Professional guidelines provide a framework
for personnel preparation.
14. Staying informed
Early childhood teachers in inclusive
classrooms are obligated to stay apprised of
accepted strategies and practices across
disciplines and fields of study.
Teachers in inclusive classrooms should check
for relevant information in
multicultural, special
education, giftedness, and bilingual education
literature to name a few.
15. NATURALISTIC STRATEGIES
What are Naturalistic Strategies?
Naturalistic strategies are implicit teaching
strategies and practices that naturally occur
within the typical contexts of early childhood
settings.
Incidental or milieu teaching > a type of
naturalistic strategy where teachers embed
strategies as incidents occur to enhance learning
within the usual milieu of the classroom activities
and functions.
16. NATURALISTIC STRATEGIES
• Respect a child’s way of learning
• Value play as a natural catalyst for learning
• Maximize transitions and routines
• Are unobtrusive
• Foster learning in a relevant context
17. The Importance of Naturalistic
Strategies
Helps maximize learning through daily
routines and activities at home and school.
Permits teachers to significantly increase the
chances for children to learn without adding
undue pressure.
18. Play-based strategies
• Children’s play activities offer a variety of
opportunities for teachers to enhance
children’s learning.
• Play linked to culture and is present in every
society across the globe.
• Play appears to serve a cultural function of
creating a cohesive bond between children
and their society.
19. Naturalistic strategies in Preschool
Washing hands
• Sensory awareness: “Feel the water running over
your hands? Is it cool or warm? How does the
soap make your hands feel? How does the soap
smell? Tell me how the water sounds.”
• Vocabulary: “Water is…wet, cool, warm. It
splashes, sprinkles, drops.
• Mathematics: “How much water do you think you
will use to wash your hands?”
20. Walking to playground
• Motor: “Can you walk tall? Walk small? Can
you be quiet as a mouse?”
• Finding Bug Outdoors: “what is this bug
doing? Walking, running?”
21. SOCIOCONTEXTUAL STRATEGIES
What are Sociocontextual Strategies?
Sociocontextual strategies are a type of
naturalistic strategy that involves children with
others in authentic situations or contexts.
22. SOCIOCONTEXTUAL STRATEGIES
• Help children acquire collaborative interaction
skills
• Foster group thinking to learn
• Enhance social interaction
• Provide opportunities for practicing expressive
language and communication skills
23. KEY SOCIOCONTEXTUAL STRATEGIES
• Select games and activities that promote interaction.
• Encourage children to work and play in pairs or small
groups.
• Reduce materials for some activities to foster sharing
and cooperation
• Assist children in delineating roles for group activities
or play.
• Scaffold children’s interactions.
• Interact with children frequently during their activities.
• Stimulate peer mediated play and learning.
24. Assessing the Effectiveness of
the Inclusive Classroom
USES OF ASSESSMENT AND RELATED ISSUES
What is the Difference between Testing and
Assessment?
Assessment > a term that is usually more broadly
defined than testing. It is the ongoing process of
gathering data and artifacts over a span of time
and analysis of the collected information. The
goal of assessment is to provide an accurate view
of the child’s progress, allowing teachers to make
informed decisions about instruction or strategies
to stimulate a child’s learning.
25. • Testing > is generally defined more narrowly
as a method of checking for skill
mastery, content knowledge, or determining
performance of a task.
26. ALTERNATIVE ASSESSMENT
TECHNIQUES
Child Performance Assessments
Monitoring children’s progress by evaluating
their performance on specific learning task is
widely accepted as an alternative assessment
method in early childhood and early
childhood special education.
27. Portfolio and Work Sample Systems
Teachers using this method find it is a versatile system for
assessing children’s progress and keeping tangible records
documenting their work samples. In an inclusive
classroom, portfolios represent a strength-based system
that highlights a child’s abilities rather than disabilities.
Role of Collaboration in the Assessment Process
When teachers use collaborative methods that bring others
into the assessment process, the resulting information will
likely be more comprehensive and accurate.
Personal profile > it is similar to a case study; however, it is
a greatly abbreviated form with bulleted categories of
information.
28. CULTURE-FAIR AND GENDER-FAIR
PRACTICES
Selecting Assessment Techniques and
Instruments
Living in poverty can impede a child’s chances
for success in school. An ongoing scheme of
cultural-fair assessments to guide instruction
may help close the academic gaps precipitated
by poverty, lack of preschool experience, or
other factors.
29. Collaborative Approaches with Professionals
TIPS:
• Establish contact with professionals already
involved with the children in your inclusive
classroom.
• Identify professionals not yet in your network
who can contribute ways to assess the child’s
skills and abilities.
30. PROGRAM EVALUATION
Ongoing Evaluation of Program Effectiveness
Informal evaluation
3 key program indicators have proven reliable as
barometers for estimating the overall quality
of an early childhood programs:
31. • The education attainment of teachers is
associated with high-quality programs.
• Low child-to-staff ratios are likely to signal
effective programs.
• Low class size has been reported to have a
high correlation with quality programs.
32. Involving families in evaluation
Ask families to comment the following
major programs areas:
•Communication
•Satisfaction with programs strategies
•Child’s satisfaction with the program
Child’s progress in learning new skills.