This document discusses how early childhood learning benchmarks can be taught through arts activities. It provides examples of three sample activities - a visual art activity incorporating coloring and cutting, a music activity involving passing instruments to rhythms, and an interactive storytelling activity using movement. Each activity is designed to target specific benchmarks like fine motor skills, language skills, social skills, and more. The document also provides supplemental information on how the arts stimulate brain growth, can help with healing, and engage both rational and emotional thinking in children.
The document discusses Howard Gardner's Theory of Multiple Intelligences which proposes that people learn and process information in different ways. The theory identifies eight types of intelligences: musical, bodily-kinesthetic, logical-mathematical, linguistic, spatial, interpersonal, intrapersonal, and naturalistic. For each intelligence type, the document provides characteristics of students with those strengths and suggests instructional strategies and multimedia tools that can be used to teach students with those particular intelligences.
The document discusses strategies to promote creative thinking across different subject areas. It provides examples of questions teachers can ask students to encourage imagination, generating ideas, experimenting, being original, expanding on ideas, and exercising judgment. Some key strategies mentioned are using imagination, generating more ideas, experimenting with alternatives, being original, and expanding on what is known. The document emphasizes that creativity must be valued and explicitly taught in all lessons.
Music is an effective way to teach preschool science lessons. Catchy, easy-to-sing songs help motivate students and make lessons more memorable. Integrating music develops students' motor skills and allows them to internalize and better understand scientific concepts. It is important for early childhood education to include music training as it cultivates basic life skills in students.
The lesson plan involves students creating a fork painting of an inchworm during small group art activities, then formulating a short story based on their painting using vocabulary from a story read earlier. The teacher will assess students formatively based on their ability to integrate new vocabulary and form their own story about worms.
The document discusses Howard Gardner's theory of multiple intelligences. It begins by introducing Gardner and his work developing the theory of multiple intelligences at Harvard and Boston University. It then discusses the eight intelligences Gardner identified: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. The document provides descriptions of each intelligence and examples of how students may demonstrate strengths in each area. It concludes by discussing how understanding multiple intelligences can help teachers incorporate a variety of teaching styles and help students learn in ways that align with their intellectual preferences.
This document provides a list of furniture, materials, and equipment needed to outfit the indoor and outdoor environments of a preschool classroom for 12-15 3-5 year old children. It includes detailed items for different activity centers, dramatic play, math/manipulatives, language/literacy, building, and outdoor play along with the associated costs. Guidelines are provided for creating rich indoor environments through exploration, play, teaching, social interaction, significance to children, and a sense of belonging. Outdoor environments should support gross motor development, active engagement, physical exercise, safety, and natural materials.
This document discusses planning and organizing art education. It emphasizes the importance of advance preparation when planning art experiences. A teacher must consider objectives, class level, facilities, time, and materials available. The document provides examples of planning a dance activity and suggests potential art activities that integrate other subjects. It also stresses that effective time management and organization of materials and space are crucial. A variety of affordable materials that engage students' imagination can be used for visual and performing art experiences.
August 13, 2014 Pompano Beach, FL - Parent Talk HandoutsThomas Armstrong
These are the handouts for a parent talk I did at Somerset Pines Charter School in Pompano Beach, Florida on August 13, 2014 on the topic of multiple intelligences.
The document discusses Howard Gardner's Theory of Multiple Intelligences which proposes that people learn and process information in different ways. The theory identifies eight types of intelligences: musical, bodily-kinesthetic, logical-mathematical, linguistic, spatial, interpersonal, intrapersonal, and naturalistic. For each intelligence type, the document provides characteristics of students with those strengths and suggests instructional strategies and multimedia tools that can be used to teach students with those particular intelligences.
The document discusses strategies to promote creative thinking across different subject areas. It provides examples of questions teachers can ask students to encourage imagination, generating ideas, experimenting, being original, expanding on ideas, and exercising judgment. Some key strategies mentioned are using imagination, generating more ideas, experimenting with alternatives, being original, and expanding on what is known. The document emphasizes that creativity must be valued and explicitly taught in all lessons.
Music is an effective way to teach preschool science lessons. Catchy, easy-to-sing songs help motivate students and make lessons more memorable. Integrating music develops students' motor skills and allows them to internalize and better understand scientific concepts. It is important for early childhood education to include music training as it cultivates basic life skills in students.
The lesson plan involves students creating a fork painting of an inchworm during small group art activities, then formulating a short story based on their painting using vocabulary from a story read earlier. The teacher will assess students formatively based on their ability to integrate new vocabulary and form their own story about worms.
The document discusses Howard Gardner's theory of multiple intelligences. It begins by introducing Gardner and his work developing the theory of multiple intelligences at Harvard and Boston University. It then discusses the eight intelligences Gardner identified: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. The document provides descriptions of each intelligence and examples of how students may demonstrate strengths in each area. It concludes by discussing how understanding multiple intelligences can help teachers incorporate a variety of teaching styles and help students learn in ways that align with their intellectual preferences.
This document provides a list of furniture, materials, and equipment needed to outfit the indoor and outdoor environments of a preschool classroom for 12-15 3-5 year old children. It includes detailed items for different activity centers, dramatic play, math/manipulatives, language/literacy, building, and outdoor play along with the associated costs. Guidelines are provided for creating rich indoor environments through exploration, play, teaching, social interaction, significance to children, and a sense of belonging. Outdoor environments should support gross motor development, active engagement, physical exercise, safety, and natural materials.
This document discusses planning and organizing art education. It emphasizes the importance of advance preparation when planning art experiences. A teacher must consider objectives, class level, facilities, time, and materials available. The document provides examples of planning a dance activity and suggests potential art activities that integrate other subjects. It also stresses that effective time management and organization of materials and space are crucial. A variety of affordable materials that engage students' imagination can be used for visual and performing art experiences.
August 13, 2014 Pompano Beach, FL - Parent Talk HandoutsThomas Armstrong
These are the handouts for a parent talk I did at Somerset Pines Charter School in Pompano Beach, Florida on August 13, 2014 on the topic of multiple intelligences.
Come on a journey of the senses. Explore content creation, student lead exploration and ‘messy learning’. Balance virtual with real experience! Transform classroom learning using iPads and teaching approaches that draw on modern learning pedagogies. With emphasis placed on Universal Design for Learning.
The document discusses different learning styles and preferences, including visual, auditory, kinesthetic, and read/write styles. It provides descriptions of each style's characteristics and tips for how to study based on one's preferred style. The document also covers cognitive styles such as field independence vs dependence, tolerance for ambiguity, flexibility vs inflexibility, and impulsiveness vs reflectiveness. Personality factors like Myers-Briggs types and self-esteem are briefly outlined as well.
This document discusses learner variables and teaching strategies for children and adults learning English as a second language. It covers intellectual, sensory, and affective factors to consider for children, including the need for meaningful language, varied activities, and appealing to multiple intelligences. Teaching strategies like songs, rhymes, drama, and imagery are recommended. Guidance is provided on using activities, maintaining a supportive climate, and allowing mistakes. Differences between primary and secondary school contexts are also outlined.
This document summarizes several learning styles and factors, as presented by a group of students to their class. It describes dependent and independent learning styles, left and right brain dominance, reflective vs impulsive learners, and Kolb's four-stage experiential learning cycle. Strategies are provided for each learning style to help students learn in ways that suit their natural preferences and strengths.
This document discusses recent issues in dance education, including how to teach dance to all learners and develop diverse skills through dance. It provides annotations for 9 resources on these topics, with a focus on teaching students with disabilities or special needs. The resources discuss using principles-based and brain-compatible methods, developing life skills and movement goals, and integrating dance with other subjects like literacy, math, and history. They provide teaching tips for inclusive, collaborative class structures and curricula.
İyi bir dinleyici olmak, dil öğrenimi sırasında çok önemlidir. Eğer öğrencilerimizi iyi bir dinleyici olmaları konusunda cesaretlendirebilirsek, sadece iyi bir dinleyici değil, aynı zamanda daha aktif öğrenci olmalarına yardım etmiş oluruz.
Conceptual basis of l2 teaching and learningnmlugo
The document discusses the conceptual basis of second language teaching and learning. It outlines key developments including: (1) humanistic psychology which sees language learning as a social process, (2) experiential learning which is learner-centered and builds on their experiences, and (3) communicative language teaching which views language as a tool for communication rather than just rules. This led to task-based and learner-centered approaches where the learner's needs are central to deciding what and how skills are taught. Negotiated curricula allow learners input in their learning through discussion.
Handouts March 23, 2014 - Singapore - Work on Multiple Intelligences for Sm...Thomas Armstrong
These are handouts for a workshop that I'm doing tomorrow at the Singapore Expo as part of the SmartKids Asia Expo 2014 on the topic of multiple intelligences.
Suggestopedia is a language teaching method that uses suggestion techniques like relaxing music and comfortable environments to lower students' anxiety and increase their ability to intake and retain new information through both direct and indirect learning. It aims to "liberate" students from negative beliefs about learning through techniques like Baroque music, role plays, and presenting material in a dramatic manner to help students learn more quickly and with less stress. Some potential limitations of the method include that it works best with smaller class sizes and some critics argue it could have negative psychological effects if used improperly.
Please watch this brief educational slideshow to learn why Multisensory Learning is important. Couple this information with a great exhibit (www.bodyadventure.org) designed to teach kids about healthy eating and obesity and you can create a teaching/learning environment that works.
Communication Strategy for preschool Children in Early Childhood Care and Education. It mostly discuss on communication skills and strategy to be used in Early Childhood Development
Children learning english as a foreign language - Current IssuesRe Martins
The document discusses several key issues in teaching English to children as a foreign language. It covers (1) focusing on social constructivism and seeing the learner as an active meaning-maker, (2) the importance of values education and addressing moral development, and (3) explicitly teaching metacognitive, cognitive and social processes to help children become better learners. It also discusses teaching listening, speaking, reading, writing with a focus on meaning, as well as teaching grammar and vocabulary in context. The importance of feedback, motivation, and connecting home and school is emphasized.
This document discusses using music, drawings, displays, and movement-based activities in the classroom according to the teaching method of Suggestopedia. It explains that music can help change moods and relax the body. Drawings can help students focus and generate language. Displays in hallways and classrooms can also aid learning. Brain Gym techniques like "hook ups," "cross crawl," and "brain buttons" integrate both sides of the brain through simple movements. The document provides examples of Suggestopedia lesson plans and claims that using this method students can learn a foreign language much faster than through traditional methods.
To those who would like to have a copy of this slide, just email me at martzmonette@yahoo.com and please tell me why would you want this presentation. Thank you very much and GOD BLESS YOU
The document compares how to teach language to different age levels. It discusses that children have shorter attention spans than adults, learn best through active and engaging activities, and are focused on the present. It notes some myths that children have no inhibitions and learn language best when it is immediately useful, instead emphasizing the need for patience, encouragement, and making mistakes comfortable. Finally, it states that while children learn best through context, adults can learn from more abstract approaches due to superior cognitive abilities and self-confidence.
The document provides career guidance information for 3 students at a vocational high school.
Student 1 showed strengths in interpersonal and linguistic intelligence and was advised to pursue psychology or related fields. Student 2 demonstrated logical-mathematical and spatial abilities, suggesting engineering or design careers. Choosing math and physics classes was recommended. Student 3 had interpersonal and kinesthetic talents fitting careers working with animals or nature; biology and chemistry classes would prepare for these. Each student received guidance matching their test results and strengths to suitable future education and occupations.
- The document discusses the Neues Lernen approach, which is a brain-friendly teaching method developed through an EU research project to optimize 21st century learning.
- The approach aims to make learning more effective by incorporating brain science insights, addressing different learning styles, and creating a stress-free environment through techniques like music, movement, and positive language.
- It was developed and tested through several EU-funded Comenius projects involving partner schools across Europe.
PRINCIPLES OF TEACHING: Multiple IntelligencesJunnie Salud
This document summarizes Howard Gardner's theory of multiple intelligences. It discusses that intelligence was traditionally viewed as a single, measurable concept but Gardner's theory defined intelligence as consisting of eight distinct types: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. The document also discusses that teaching and assessment should address all types of intelligence and not just the traditionally tested linguistic and logical skills.
The document discusses two reflective questions about designing lesson activities that incorporate Total Physical Response (TPR) and multiple intelligences approaches.
For the first question, the response proposes a "Stroll Around the Classroom" activity where students pantomime actions with school objects, such as opening and closing bags and books.
For the second question, the response describes designing a warm-up activity focusing on different intelligences to engage diverse learners. It involved reading a story about school objects, then writing sentences and painting the objects to target linguistic, spatial, and logical intelligences. Small group puzzles also aimed to develop interpersonal skills.
Semi-detailed Lesson Plan in Biology (MutationV1TeacherCentered)Jan Del Rosario
The lesson plan aims to teach students about mutation and genetic disorders over 30 minutes. Students will learn about different types of mutations like aneuploidy, and genetic disorders resulting from mutations like Down syndrome, Edward's syndrome, and Patau syndrome. Activities include a commercial identification game, discussion of pictures showing genetic disorders, and students constructing a mnemonic about respecting those with genetic conditions. The lesson concludes with a student essay assignment on views about euthanasia for genetic disorders.
The document contains two lesson plans for teaching science to kindergarten students.
The first lesson plan aims to teach students about the different habitats where animals live - land, water, and air. Various activities are outlined, including using pictures of animals and having students identify their habitats.
The second lesson plan focuses on teaching students to identify green leafy and yellow vegetables. Similar activities are described, such as using pictures of vegetables and having students sort them into the proper categories. Music is incorporated into both lessons to motivate and engage the students.
Come on a journey of the senses. Explore content creation, student lead exploration and ‘messy learning’. Balance virtual with real experience! Transform classroom learning using iPads and teaching approaches that draw on modern learning pedagogies. With emphasis placed on Universal Design for Learning.
The document discusses different learning styles and preferences, including visual, auditory, kinesthetic, and read/write styles. It provides descriptions of each style's characteristics and tips for how to study based on one's preferred style. The document also covers cognitive styles such as field independence vs dependence, tolerance for ambiguity, flexibility vs inflexibility, and impulsiveness vs reflectiveness. Personality factors like Myers-Briggs types and self-esteem are briefly outlined as well.
This document discusses learner variables and teaching strategies for children and adults learning English as a second language. It covers intellectual, sensory, and affective factors to consider for children, including the need for meaningful language, varied activities, and appealing to multiple intelligences. Teaching strategies like songs, rhymes, drama, and imagery are recommended. Guidance is provided on using activities, maintaining a supportive climate, and allowing mistakes. Differences between primary and secondary school contexts are also outlined.
This document summarizes several learning styles and factors, as presented by a group of students to their class. It describes dependent and independent learning styles, left and right brain dominance, reflective vs impulsive learners, and Kolb's four-stage experiential learning cycle. Strategies are provided for each learning style to help students learn in ways that suit their natural preferences and strengths.
This document discusses recent issues in dance education, including how to teach dance to all learners and develop diverse skills through dance. It provides annotations for 9 resources on these topics, with a focus on teaching students with disabilities or special needs. The resources discuss using principles-based and brain-compatible methods, developing life skills and movement goals, and integrating dance with other subjects like literacy, math, and history. They provide teaching tips for inclusive, collaborative class structures and curricula.
İyi bir dinleyici olmak, dil öğrenimi sırasında çok önemlidir. Eğer öğrencilerimizi iyi bir dinleyici olmaları konusunda cesaretlendirebilirsek, sadece iyi bir dinleyici değil, aynı zamanda daha aktif öğrenci olmalarına yardım etmiş oluruz.
Conceptual basis of l2 teaching and learningnmlugo
The document discusses the conceptual basis of second language teaching and learning. It outlines key developments including: (1) humanistic psychology which sees language learning as a social process, (2) experiential learning which is learner-centered and builds on their experiences, and (3) communicative language teaching which views language as a tool for communication rather than just rules. This led to task-based and learner-centered approaches where the learner's needs are central to deciding what and how skills are taught. Negotiated curricula allow learners input in their learning through discussion.
Handouts March 23, 2014 - Singapore - Work on Multiple Intelligences for Sm...Thomas Armstrong
These are handouts for a workshop that I'm doing tomorrow at the Singapore Expo as part of the SmartKids Asia Expo 2014 on the topic of multiple intelligences.
Suggestopedia is a language teaching method that uses suggestion techniques like relaxing music and comfortable environments to lower students' anxiety and increase their ability to intake and retain new information through both direct and indirect learning. It aims to "liberate" students from negative beliefs about learning through techniques like Baroque music, role plays, and presenting material in a dramatic manner to help students learn more quickly and with less stress. Some potential limitations of the method include that it works best with smaller class sizes and some critics argue it could have negative psychological effects if used improperly.
Please watch this brief educational slideshow to learn why Multisensory Learning is important. Couple this information with a great exhibit (www.bodyadventure.org) designed to teach kids about healthy eating and obesity and you can create a teaching/learning environment that works.
Communication Strategy for preschool Children in Early Childhood Care and Education. It mostly discuss on communication skills and strategy to be used in Early Childhood Development
Children learning english as a foreign language - Current IssuesRe Martins
The document discusses several key issues in teaching English to children as a foreign language. It covers (1) focusing on social constructivism and seeing the learner as an active meaning-maker, (2) the importance of values education and addressing moral development, and (3) explicitly teaching metacognitive, cognitive and social processes to help children become better learners. It also discusses teaching listening, speaking, reading, writing with a focus on meaning, as well as teaching grammar and vocabulary in context. The importance of feedback, motivation, and connecting home and school is emphasized.
This document discusses using music, drawings, displays, and movement-based activities in the classroom according to the teaching method of Suggestopedia. It explains that music can help change moods and relax the body. Drawings can help students focus and generate language. Displays in hallways and classrooms can also aid learning. Brain Gym techniques like "hook ups," "cross crawl," and "brain buttons" integrate both sides of the brain through simple movements. The document provides examples of Suggestopedia lesson plans and claims that using this method students can learn a foreign language much faster than through traditional methods.
To those who would like to have a copy of this slide, just email me at martzmonette@yahoo.com and please tell me why would you want this presentation. Thank you very much and GOD BLESS YOU
The document compares how to teach language to different age levels. It discusses that children have shorter attention spans than adults, learn best through active and engaging activities, and are focused on the present. It notes some myths that children have no inhibitions and learn language best when it is immediately useful, instead emphasizing the need for patience, encouragement, and making mistakes comfortable. Finally, it states that while children learn best through context, adults can learn from more abstract approaches due to superior cognitive abilities and self-confidence.
The document provides career guidance information for 3 students at a vocational high school.
Student 1 showed strengths in interpersonal and linguistic intelligence and was advised to pursue psychology or related fields. Student 2 demonstrated logical-mathematical and spatial abilities, suggesting engineering or design careers. Choosing math and physics classes was recommended. Student 3 had interpersonal and kinesthetic talents fitting careers working with animals or nature; biology and chemistry classes would prepare for these. Each student received guidance matching their test results and strengths to suitable future education and occupations.
- The document discusses the Neues Lernen approach, which is a brain-friendly teaching method developed through an EU research project to optimize 21st century learning.
- The approach aims to make learning more effective by incorporating brain science insights, addressing different learning styles, and creating a stress-free environment through techniques like music, movement, and positive language.
- It was developed and tested through several EU-funded Comenius projects involving partner schools across Europe.
PRINCIPLES OF TEACHING: Multiple IntelligencesJunnie Salud
This document summarizes Howard Gardner's theory of multiple intelligences. It discusses that intelligence was traditionally viewed as a single, measurable concept but Gardner's theory defined intelligence as consisting of eight distinct types: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. The document also discusses that teaching and assessment should address all types of intelligence and not just the traditionally tested linguistic and logical skills.
The document discusses two reflective questions about designing lesson activities that incorporate Total Physical Response (TPR) and multiple intelligences approaches.
For the first question, the response proposes a "Stroll Around the Classroom" activity where students pantomime actions with school objects, such as opening and closing bags and books.
For the second question, the response describes designing a warm-up activity focusing on different intelligences to engage diverse learners. It involved reading a story about school objects, then writing sentences and painting the objects to target linguistic, spatial, and logical intelligences. Small group puzzles also aimed to develop interpersonal skills.
Semi-detailed Lesson Plan in Biology (MutationV1TeacherCentered)Jan Del Rosario
The lesson plan aims to teach students about mutation and genetic disorders over 30 minutes. Students will learn about different types of mutations like aneuploidy, and genetic disorders resulting from mutations like Down syndrome, Edward's syndrome, and Patau syndrome. Activities include a commercial identification game, discussion of pictures showing genetic disorders, and students constructing a mnemonic about respecting those with genetic conditions. The lesson concludes with a student essay assignment on views about euthanasia for genetic disorders.
The document contains two lesson plans for teaching science to kindergarten students.
The first lesson plan aims to teach students about the different habitats where animals live - land, water, and air. Various activities are outlined, including using pictures of animals and having students identify their habitats.
The second lesson plan focuses on teaching students to identify green leafy and yellow vegetables. Similar activities are described, such as using pictures of vegetables and having students sort them into the proper categories. Music is incorporated into both lessons to motivate and engage the students.
1.) The document outlines a lesson plan on infinitives for a third year high school English class.
2.) The plan includes objectives, subject matter, procedures, evaluation, and assignment. It will teach students to identify and use infinitives in sentences.
3.) Various activities are outlined, including a review game, example sentences, identification exercises, and rewriting sentences using infinitives. The goal is for students to understand and apply different uses of infinitives.
This document provides an overview of a teacher induction program module focusing on curriculum and instruction for Music, Art, Physical Education, and Health Education (MAPEH/MSEP). It discusses five different teaching methods for music - Kodaly, Orff-Schulwerk, Dalcroze Eurythmic, Carabo-Cone, and Justine Ward. It also covers contents and activities for art, as well as teaching strategies for physical education and health education. The module aims to enhance teachers' skills and competence in providing varied learning experiences for students in these subject areas. It includes objectives, lessons, activities, sample lesson plans, and assessments to help new teachers deliver quality MAPEH/MSEP education.
The document outlines a lesson plan for teaching literature to 7th grade students. It includes objectives, subject matter, procedures, evaluation, and assignment. The objectives are for students to understand vocabulary, interpret story events, cooperate in groups, and identify conflicts and resolutions. The procedures involve motivating students with a word game, presenting the story of Aliguyon, having student groups perform live picture frames of the story based on rubrics, and completing comprehension questions and an activity identifying sentences and rearranging words.
1) The lesson plan aims to teach students about idiomatic expressions, theme diagramming, and reading comprehension through analyzing the short story "The Blanket."
2) Students will define idiomatic expressions, match idioms to their meanings, read and diagram the theme of the story, and answer comprehension questions about key details and themes.
3) For evaluation, students will fill in a cloze test with suitable idioms and write a letter expressing love using idiomatic expressions.
The document discusses the domain of creative arts in early childhood education. It identifies four main elements of creative arts: art, music, movement, and dramatic play. It provides examples of how children can engage with each element, such as through painting, singing songs, dancing, and pretend play. The document also offers strategies for teachers to encourage children's participation, appreciation, and development in the creative arts, including providing a variety of materials and experiences, modeling creative expression, and incorporating music from children's cultures.
Práctica Docente I - González Soledad - Lesson plan 1 soledad922736
The lesson plan is for a 45 minute English class for 3-5 year olds focused on body parts vocabulary. It includes 5 activities: 1) Assembling a body puzzle, 2) Singing and doing motions to "Head, Shoulders, Knees and Toes", 3) Creating hand-foot monsters by painting hands and feet on cardboard plates, 4) Clean up, and 5) Singing goodbye. Scaffolding strategies such as demonstrations and translations are included to support language development. The teacher aims to develop various skills like vocabulary, motor skills, creativity and collaboration through interactive activities using songs, movement, and art.
Practica docente I González Soledad - Lesson plan 1 soledad922736
This lesson plan is for an English class for 3-5 year olds focusing on body parts. It includes various activities like assembling a puzzle of the human body, singing the "Head, Shoulders, Knees and Toes" song, reading the story of Pinocchio, and creating Pinocchio puppets out of cardboard rolls. Scaffolding strategies include using gestures and visuals to support understanding. The plan outlines the purpose, timing, instructions, and transition for each activity, as well as the classroom routines of welcoming the students and saying goodbye. The teacher received feedback to improve the organization and context of each stage, reduce use of Spanish, and revisit scaffolding approaches.
This document provides a lesson plan for a class on parts of the body vocabulary. The lesson will include revising parts of the body through flashcards, singing the "Head, Shoulders, Knees and Toes" song, and playing a game called "Miss An Says". The goal is for students to practice vocabulary and listening skills while having fun learning. Assessment will include teacher observation and recording reflections on student engagement and difficulties.
The document discusses the results of the author's multiple intelligence test scores. The author scored equally across all areas, with a slightly lower score in one area. The author scored highest in music, which makes sense given their extensive musical experience. The author also scored high in naturalistic and bodily-kinesthetic intelligence. However, the author was surprised by their lower score in visual-spatial intelligence, given their ability to remember things based on their placement. The document also includes three suggested classroom activities related to sensation and perception, developmental psychology, and memory. The activities incorporate hands-on experiences to help students understand and apply course concepts.
The document describes a student teacher's curriculum project on leaves based on observations of preschool children. The project involved 6 planned activities centered around leaves, including sorting leaves by color, exploring leaves' textures by putting them in water and sand, comparing leaf colors and shapes, making leaf crafts, pretending to be squirrels collecting leaves, and dancing to leaf songs. The goals were to enhance the children's development in various domains like cognitive, physical, social, emotional and language skills through hands-on exploration and investigation of leaves.
John Amos Comenius was a 17th century Czech educator considered the "Father of Modern Education." He recognized the importance of early childhood education and wrote textbooks to guide mothers in teaching young children. He also proposed a universal school system with levels corresponding to different age groups. Comenius believed education should develop the whole person and aimed for students to gain religion, knowledge, and virtue. He advocated for more humane teaching methods focused on play and enjoyment of learning.
The documentation panel summarizes the children's learning experiences with leaves over several weeks. The panel includes photos of the children sorting and counting leaves, exploring leaves' textures by putting them in water and sand, using leaves as paintbrushes to make art, pretending to be squirrels collecting leaves for winter, making play dough leaves of different colors, and dancing wearing leaf headgear and waistbands. The panel also includes the rationale, KWHL chart, initial concept map, anticipatory concept map, and final concept map to show the children's developing understanding of leaves and their properties.
This document provides a template for a music unit on pulse, accent, and rhythm for 1st year secondary students. The unit has the following objectives: identifying and describing pulse, accent, and rhythm; following and clapping rhythms; expressing what is listened to; participating in group performances; and creating a rap song. Content includes elements of musical composition, identifying rhythmic concepts, and performing pieces. Related vocabulary, structures for description, and cultural elements are also covered. A variety of individual, paired, and group activities are outlined to develop linguistic and musical skills over multiple class sessions. Student understanding and participation are evaluated based on objectives.
Use a variety of teaching methods to engage all types of learners:
- Kinesthetic learners learn through movement and physical activity. Incorporate dance, creative movement, and physical demonstrations.
- Visual learners learn through what they see. Use visual aids like pictures, videos, and modeling dance moves.
- Auditory learners learn through listening. Incorporate verbal instructions, discussion, and having students describe movements.
Vary your teaching methods to engage students with different learning styles.
The document outlines a 40-minute English lesson plan for 5-year-old students focusing on emotions. It includes the following:
- Learning objectives are to recognize feeling adjectives like happy, angry, scared and sleepy and use personal pronouns.
- Two main activities - students will identify feelings on emoji masks and play a dice game acting out different emotions.
- Materials include masks, a mystery box, song, dice. Contingency plans are described for potential issues.
- Assessment involves students identifying emotions on masks and recalling what they learned at the end.
The document summarizes the curriculum and daily activities at the EtonHouse Pre-School in Newton. It describes the school's curriculum approach, which is based on best practices from the UK and IB. It provides details on the daily schedule, including activities like music, water play, circle time, outdoor play and Mandarin/Japanese lessons. It also describes assessments of children, teacher-child interactions, and the variety of toys, materials and resources available to support learning.
Children use pretend play to understand the world by assuming roles and arranging objects. Theatre in schools provides an outlet for emotions, challenges perceptions, and teaches tolerance. It also improves communication, creativity, discipline, and reinforces other subjects. Research shows arts education motivates students and helps those struggling academically. Art and music therapy use non-verbal forms of expression to process information and communicate for those with developmental disabilities. They encourage self-discovery, confidence, and empowerment.
Preschool teachers should teach science through exploration, observation, and hands-on activities rather than lectures. Activities like singing songs about body parts, playing Simon Says to learn parts, and using senses to identify objects help engage preschoolers. Lesson plans should integrate music and involve tracing bodies, naming parts, and moving to develop understanding of science topics like life cycles and the human body in a developmentally appropriate way. Vygotsky's theory emphasizes that social interaction and scaffolding assistance from teachers are important for cognitive development in young children.
This lesson plan aims to teach kindergarten students about the five senses. It includes preparatory activities like singing a song about the senses. Students will then explore the five senses through different hands-on activities like tasting foods to identify flavors, smelling scents while blindfolded, making a musical jar with bottles and beads for sound, matching pictures to identify sight, and finding hidden items in sand to use their sense of touch. The lesson concludes by having students identify and describe each of the five senses.
This unit focuses on developing essential musical skills like singing, listening, aural memory, and physical skills. It contains 8 lesson plans that can be taught in short periods to work on these skills. Lesson plans include activities like exploring different voices, recognizing musical phrases, singing with hand gestures, controlling pitch and rhythm, higher and lower pitches, expressive elements, identifying sounds and memory, and responding physically to music. It also includes additional classroom resources like flashcards, interactive games, and suggested songs to teach musical concepts in a fun way for young students.
The document discusses theories of musical development in early childhood. It covers Jerome Bruner's three cognitive stages of development and how music and movement activities relate to each stage. It also discusses the history of early childhood music education and approaches from thinkers like Rousseau and Montessori. Additionally, it outlines the role of music and movement in child development and how music programs can be created and presented in a developmentally appropriate way.
The document provides guidance for organizing theatre workshops in the classroom. It outlines exercises for four parts of a workshop: getting started, relaxation/concentration, expression, and evaluation. Exercises in getting started are meant to break tension and free the body. Relaxation exercises help quiet the group. Expression exercises explore body language, vocal skills, and improvisation. Evaluation is non-judgmental and focuses on problem-solving. Sample exercises include walking sequences, team photographs, breathing awareness, mirror exercises, telling stories through gestures, and improvising scenarios. The document emphasizes playing, having fun, and building trust between students.
Practica Docente I González Soledad - Lesson plan 4 -soledad922736
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ASTEP Abby Gerdts_Early Childhood Learning through the Arts
1. Early Childhood Learning through the Arts
Lesson Objective: Explore Early Childhood Learning Benchmarks and how they can be practiced and taught through the arts.
Date: 10-2-20013
Class Length: 75 Min.
Request for materials: piano, Kinderkid benchmark poster,
Benchmarks to Discuss:
1. Getting ready routines for home and school
2. Fine motor skills
3. Gross motor skills
4. Patterns, Repetition, Memory
5. Language and Reading Comprehension
6. Sounds and letters
7. Creating and Imagining
8. Developing Social skills
Activity Name
Description
Materials
timing
Intro/Warm up
Visual Art
Exercise
incorporating
benchmarks
2,4,5,6,7,8
blank paper,
scissors,
markers
15 min.
Intro Theme
and Class Goal/
Mini Activity
Music Exercise
Song/noise
maker
games- using
benchmarks
3,4,5,6,7,8
noise makers,
keyboard
15 min
Application/
Main-Activity
Theater and
Movement
Interactive
Story Telling Incorporating
benchmarks
1,2,3,4,7,8
keyboard
30 min
Reflection/
Closing Wrap
up
Break out
discussions
Brainstorm
resources/ideas
in small groups.
Share ideas
that targets the
benchmarks
using the arts.
15 min.
Begin the Class by briefly introducing yourself and quickly move into a call and response game to warm up. Quickly move into a
conversation about each of the benchmarks and refer to the handout for creative ways to work on reaching those benchmarks with young
learners.
VISUAL ART: Coloring the rainbow
Using a very basic template that I created on my own, we will walk through introducing a visual art experience to young learners and how
you can scaffold many teaching points and benchmarks into the experience. Here are the steps.
1. Take one template and pass, wait for instruction (social skills) - you can time this portion of the class so that the students can work on
improving their efficiency each time they pass out a worksheet.
2. write the colors of the rainbow on the left-hand side of the page (fine motor).
3. Sound out each word paying close attention to sounding out each letter and then putting them together. (sounds and letters, reading
comprehension)
4. Have the children color their rainbows using the order on the left had side of the page (fine motor, patterns)
2. 5. Have the students number the colors from 1 - 6. Count forward and backwards (patterns, repetition, memory)
6. Ask students to think of fruits and vegetables that are the same colors as the colors of the rainbow. After they decide on one, quickly
draw the item on the corresponding colored piece of paper and then have the child cut it out. (Fine motor, patterns) You may also use
advertisements from your grocery store and ask students to cut out food items from the paper.
7. Students should then be allowed to color the rest of the sheet how they see fit. (Creating and imagining)
After you finish all of these steps, reflect on the benchmarks and the activity with the workshop participants. What other ways can you add
on to this activity to teach different benchmarks?
MUSIC: Rhythm and music exercise
This exercise is similar to the last in that there will be multiple steps all building upon each other to work on certain benchmarks of
learning. Here are the steps:
1. Participants sit in a circle and learn a simple song/nursery rhyme. (patterns, repetition, memory). If possible use a keyboard to play
along.
2. After they know the song well, introduce a noisemaker of some sort that the students will gently pass around the circle according to the
rhythm being played or sung by the teacher (social skills, gross motor)
3. Introduce one set of opposites that the students can then pass the noisemaker on. For example, start with FAST and SLOW. They must
listen to the rhythm being sung or being played on the piano and pass the noisemaker accordingly (social skills, gross motor, language and
comprehension).
4. Introduce more sets of opposites: pass HIGH, pass LOW, pass LOUD, pass QUIET. All corresponding to how the song is being sung or
how the music is being played. They must listen and constantly adjust to what they hear to pass the object in the correct way (social skills,
gross motor, patterns, repetition, language comprehension)
After the exercise is over, stop and discuss again. What benchmarks have to hit upon? How can you expand this exercise?
THEATER AND MOVEMENT: Interactive Story-telling
Guiding the participants, the facilitator will narrate a simple story that will take them on a journey through a day to the zoo. Start at the
beginning of a normal day (waking up, getting dressed, eating breakfast, putting on a jacket, walking to the park, etc.) continue to narrate
a journey to the zoo where the students will again sit in a circle and pretend to be different animals. After the zoo, the group will "go back
home", have dinner, get ready for bed, reflect on their day, and go to sleep. The entire experienced can be enhanced by using music or a
keyboard.
This exercise is always well-received with young learners because they get to exercise their imaginative muscles and go on journeys that
they normally would not be able to experience. (Getting ready routines, social skills, gross motor, fine motor, patterns repetition memory,
creating and imagining)
After the experience, discuss what other interactive story-telling a teacher would be able to guide their students through and what benefits
it might have for the learners.
Supplemental info:
The most beautiful thing we can experience is the mysterious. It is the source of all true art and science."
~Albert Einstein
Why are activities with music, movement, drama, and art so successful with young children? Through activities with
the arts, children learn to express the "mysterious" - their rapidly growing understandings, their thoughts, and their
feelings. The process of making art allows the artist to give image, word, sound, or movement to something that
is often intangible - that is what young children do every day. They are born artists and scientists. Young children
explore the arts with both a creative and a scientific "eye." The artist in them searches for creative expression, and
the scientist figures out the way to do it! Our role is to provide them with the materials and inspiration, then to stand
back and let them go!
The Arts Stimulate Brain Growth
The exciting "brain" news is that participating in art, music, movement, and storytelling activities not only develops
language, mathematics, science, and social skills, but these activities also strengthen the synapses between brain
cells! Research shows that these synapses grow stronger through active participation in the arts. These essential
activities at an early age can actually create new neural pathways and fortify those that are already present! For
example, neuroscientists feel that the combined arts used in rhythmic movement activities (words and music) can
3. help the young brain develop to its fullest capacity. At infancy a child has all the synapses needed to speak any
language, to learn and appreciate music and movement, and to create visual art...but these synapses must be
used in order to be developed.
Stimulate Healing
Dr. Bruce Perry (and the CIVITAS Healing Arts project) has found the amazing healing effects of the arts on
young children in trauma. Through neurobiology, we can see how the brain is affected by trauma and how the
arts can actually help the brain development of children who are exposed to traumatic experiences at an early
age. CIVITAS research has shown that specific parts of the brain are stimulated by specific artistic enrichment
modalities. For example: the base or brain stem responds to touch; the midbrain to music-making and movement;
the limbic region to dance, art, play therapy, and nature discovery; and the cortical region to art, storytelling, drama,
and writing. Through artistic stimulation, children's brains are healing and growing!
Learning Activities With Visual Art...
•
Encourage children to use their hands to manipulate clay, finger paint, weave, paint, and draw. This helps
build fine motor skills - the same skills that children need to learn how to write letters and words.
•
Ask children to express their feelings using color, texture, and structure. Children often use colors in their
drawings and paintings to express a mood. And the textures of clay provide a perfect place to work out frustrations!
•
Use art materials to observe, predict, experiment, and problem-solve. Open-ended art activities in which
children have to make choices as to how to create a sculpture or picture help foster the development of these
scientific thinking skills.
•
Invite children to talk about their art with words and stories in order to promote language development.
•
Use discussions with other children and shared experiences to shape social and emotional interaction skills.
By inviting children to "title" their art, you invite them to use art as a language.
•
Introduce new art materials, such as painting with feathers. This invites children to build a strong sense of
success and mastery.
Learning Activities With Music and Movement...
•
Try yoga, jumping, running, and dancing games to help children develop large muscle skills, strength,
balance, rhythm, and coordination.
•
Use rhythmic clapping games, tip toe dances, and finger plays to develop small muscles of the hands and
feet.
•
Through singing repetitive songs and circle dancing games, introduce the math skills of patterning,
sequencing, and counting.
•
Engage children in rhyming songs and in singing word games to build the essential language learning skills
of communication, listening, and speaking.
•
Use music and movement to express emotions and develop autonomy and social interaction. This helps
foster social and emotional development.
Learning Activities With Creative Drama and Storytelling...
•
Invite children to act out and create stories to develop vocabulary, sequencing, listening, and memory skills.
•
Explore familiar fairy tales and nursery rhymes to encourage children to learn to distinguish between fantasy
and reality.
•
Encourage children to act out their own feelings and the feelings of others in stories and dramatic play
center activities. This helps provide a greater understanding of their own feelings and those of others.
•
Explore play themes with a variety of culturally diverse materials to promote multicultural awareness.
•
Invite children to express a "story" with their bodies. This provides opportunities for children to develop body
awareness.
The Arts Stimulate Heads and Hearts
As humans we are a combination of emotional mind and rational mind. These two "minds" work in tight harmony
to create our experience of life. Activities in the arts invite children to play with the balance of "head and heart."
There are no wrong answers in creative activities. And risk taking is definitely encouraged! Through improvisation
and experimentation with the arts in a non-judgmental environment, children learn more about themselves and their
world.