The document appears to be notes from an early childhood education class covering topics related to teaching math, science, and reading to young children. It includes assignments like reviewing vocabulary terms and discussing theorists like Piaget. It also mentions designing hands-on activities to teach science concepts to different age groups and incorporating multiple intelligences and learning styles.
This document contains notes from an early childhood education class. It discusses homework assignments, grading policies, and upcoming activities. Students are asked to find an activity to present in class related to the units of study and to participate in online discussions. The document also reviews key vocabulary terms and concepts from Units 1 and 2, including theorists Jean Piaget and Lev Vygotsky.
2014 UNOmaha K-8 MET Link conference presentation: An important stage of inquiry and of student science learning is the oral and written discourse. Participants will explore how to utilize science notebooks with students in their classrooms.
This document announces a talk by Professor Joe Shearer on how to succeed in tough courses. The talk will be held on February 18 from 11 AM to noon and February 19 from 4 to 5 PM in auditorium E-101 on the Edgewood campus. Attendees can learn strategies for studying more efficiently when they don't have much time to study.
The document provides information about preparing for the PSAE and ACT exams in Illinois. It discusses what subjects are on the PSAE (English, math, reading, science, social studies, and writing), keys to success like getting a good night's sleep, and test-taking strategies like pacing yourself, answering easy questions first, and eliminating answer choices. It also gives specifics about the English test section, including common grammar rules that are often confused and verb forms.
The document provides guidance on strategies for getting students to ask questions in the classroom. It discusses the importance of teaching students how to pose questions to guide thinking and uncover complexities. Various techniques are described such as having students work in groups to generate questions for the teacher; using a question wall, think-pair-share, hot seating, question dice, and spending a lesson generating and refining questions. The 5 Whys technique is also outlined as a way to get students to ask why 5 consecutive times to develop deep thinking.
Using structures and strategies for true engagementjsiilata
The document outlines various strategies for classroom engagement including "Just Like Me" where students stand if an activity applies to them, "Start the Starter" where students take turns introducing themselves, and "Four Corners" where students discuss quotes in different areas of the room. It also discusses the importance of "Grounding" to create a respectful environment and allow all voices to be heard, as well as debriefing activities to discuss themes, processes, and benefits. The strategies are aimed at actively engaging students through collaboration, discussion, and hands-on learning.
1. Students are instructed to grab a notecard and sticky note, find a seat, and wait quietly for further instructions.
2. On the sticky note, students are to write their name and class period and answer what the teacher can do to help them succeed.
3. The notecard contains questions about the student's interests, talents, travel experiences, fears, and something few people know about them.
This document contains notes from an early childhood education class. It discusses homework assignments, grading policies, and upcoming activities. Students are asked to find an activity to present in class related to the units of study and to participate in online discussions. The document also reviews key vocabulary terms and concepts from Units 1 and 2, including theorists Jean Piaget and Lev Vygotsky.
2014 UNOmaha K-8 MET Link conference presentation: An important stage of inquiry and of student science learning is the oral and written discourse. Participants will explore how to utilize science notebooks with students in their classrooms.
This document announces a talk by Professor Joe Shearer on how to succeed in tough courses. The talk will be held on February 18 from 11 AM to noon and February 19 from 4 to 5 PM in auditorium E-101 on the Edgewood campus. Attendees can learn strategies for studying more efficiently when they don't have much time to study.
The document provides information about preparing for the PSAE and ACT exams in Illinois. It discusses what subjects are on the PSAE (English, math, reading, science, social studies, and writing), keys to success like getting a good night's sleep, and test-taking strategies like pacing yourself, answering easy questions first, and eliminating answer choices. It also gives specifics about the English test section, including common grammar rules that are often confused and verb forms.
The document provides guidance on strategies for getting students to ask questions in the classroom. It discusses the importance of teaching students how to pose questions to guide thinking and uncover complexities. Various techniques are described such as having students work in groups to generate questions for the teacher; using a question wall, think-pair-share, hot seating, question dice, and spending a lesson generating and refining questions. The 5 Whys technique is also outlined as a way to get students to ask why 5 consecutive times to develop deep thinking.
Using structures and strategies for true engagementjsiilata
The document outlines various strategies for classroom engagement including "Just Like Me" where students stand if an activity applies to them, "Start the Starter" where students take turns introducing themselves, and "Four Corners" where students discuss quotes in different areas of the room. It also discusses the importance of "Grounding" to create a respectful environment and allow all voices to be heard, as well as debriefing activities to discuss themes, processes, and benefits. The strategies are aimed at actively engaging students through collaboration, discussion, and hands-on learning.
1. Students are instructed to grab a notecard and sticky note, find a seat, and wait quietly for further instructions.
2. On the sticky note, students are to write their name and class period and answer what the teacher can do to help them succeed.
3. The notecard contains questions about the student's interests, talents, travel experiences, fears, and something few people know about them.
This document introduces 37 vocabulary terms that students must learn for a math and science unit. It provides examples of concepts like concept, preprimary, and senses. It asks questions about Jean Piaget to check student knowledge, noting he identified four periods of cognitive development focused on in early childhood education. Finally, it lists the remaining vocabulary terms for students to learn.
Mathematics and Science in early childhood education assignment 2Dahlia Reece
This document discusses how early childhood educators can facilitate mathematics and science learning through intentional classroom design. It provides several examples from a Grade 1 classroom of how everyday materials, activities, and spaces like the classroom door picture, timetable, lunch menu, nature area, and map can engage children in math and science concepts through exploration, inquiry, and discussion. The document emphasizes how the classroom environment should spark children's curiosity, support problem-solving, and integrate these subjects across other areas like language arts and music to develop skills like critical thinking.
The document provides recommendations for children's books to read to students that relate to various science topics. It lists several book titles and briefly explains how each book relates to scientific concepts in areas like biology, earth science, physics and engineering. Reasons given for reading each book include exploring topics like classification, patterns, volume, the history of the Earth, and environmental awareness.
The document provides an overview of the topics and activities covered in an early childhood education math and science course over several class sessions. It discusses assignments on identifying math and science concepts in children's books and creating assessments and activities related to shapes, parts and wholes, language development and fundamental science concepts. Students will work in groups to develop hands-on learning activities and share books they have selected, with a focus on integrating math and science learning.
This document contains notes from an early childhood education class discussing math and science activities and lessons for young children. It provides guidance on upcoming assignments, including observing children doing activities to assess their understanding. It also discusses teaching key concepts like classification, symbols, mapping, and basic arithmetic operations at different developmental levels using concrete examples and manipulatives.
This document provides an overview of assignments and activities for a math and science course for young children. It includes details on assignments due for different classes, as well as descriptions of in-class activities focused on fractions, numbers and place value, geometry, and more. Students are asked to create an original activity integrating math and science concepts for children and present it to the class.
This document discusses different types of visual symbols that can be used for teaching, including drawings, cartoons, diagrams, charts, graphs, and maps. It provides examples and descriptions of each type, such as how drawings can illustrate lectures, how cartoons tell stories metaphorically, and how diagrams show relationships and arrangements through line drawings. Charts are represented through tables and graphs use pictures or bars to understand amounts of data visually.
This document discusses definitions of intelligence from various researchers and experts. It provides definitions from 1952 researchers, Alfred Binet, Carolus Slovinec, Howard Gardner, Cyril Burt, and D. Samuel Nuessle. The definitions focus on abilities like reasoning, problem-solving, thinking abstractly, learning quickly, and applying knowledge. The document also briefly discusses the history and development of IQ tests, including their creation by Alfred Binet and later modifications at Stanford University.
CDEV 103 Child Growth and Development .docxtarifarmarie
CDEV 103 Child Growth and Development
Child Interview Project Packet Template
(Adapted from the work of Dr. Ann Hussmann. Revised January 2017)
Save this document to your desktop and use it as a template for this project.
It is a WORD document. The fields will expand as you type.
1. Background Information
IMPORTANT: Add any additional questions that you may find helpful in writing your summary and conclusion, or delete questions if you find them in appropriate. If you delete a question be sure to explain why you deleted it. You may want to gather this information from the parent or guardian.
Date, time and place of the interview
Child’s name
Age in years and months (for example, 5 years, 7 months)
Ethnicity/ cultural background
Number of siblings
Family structure (Who lives in the child’s home?)
Parent’s occupations or socioeconomic status
Additional information that you deem as important
2. Interview Questions
Print this out and write in your answers during your interview with the child. Type the answers into this section before you submit your final report.Add any questions that you believe will help you with your summary.
Physical Development
What is your favorite food?
What is the healthiest thing you eat?
What does a person need to do to be healthy?
What is the least healthy thing you eat? How often to you get to eat it?
Do you exercise? Do you like it?
What is your favorite outside game or activity?
Do you like water? How much water do you drink?
Do you think that you are too fat or too skinny or just right?
What is your bed time? Is it hard for you to fall asleep at night?
Is it hard for you to wake up in the morning? If yes, why?
Cognitive Development
School
What is your favorite subject in school? Why?
What is your least favorite subject in school? Why?
Do you like to read? What kinds of thigs do you like to read?
Do you like to write? What kinds of things to you like to write about?
Do you like math? Why or why not?
Do you like to play games? What kinds of games?
Do you like to play games that are easy for you or that are challenging?
What does your teacher like best about you?
Problem Solving
If you do not know the answer to something, what do you do?
What is the biggest problem in the world? What should be done about it?
Social and Emotional Development
Friendship
Do you have any friends?
What is the best thing about your friend?
Is there anything you don’t like about your friend?
If your friend did something wrong, would you tell on him/her?
Bullying (If the answer is no – skip this section.)
Has a bully ever bothered you or someone you know at school? What did he/she say and do?
What did you do?
Did anyone help you? Who was it? What did they do?
Popularity
What does it mean to be popular?
Are you popular? Why or why not?
Is being popular a good thing?
.
This document provides information about research methods that students will need to understand for their GCSE in Psychology. It discusses several types of research that students may conduct themselves, including experiments, questionnaires, interviews, and observations. Students will choose a topic to investigate, create an action plan, develop materials, collect and analyze data, and present their findings. They will have 4-5 weeks to complete this independent research project. The document provides examples of topics students could explore and instructs them to begin filling out an action plan form. It also assigns homework of writing out their initial plan using the action plan sheet.
This document contains the notes from a science lesson. It outlines the topics to be reviewed for an upcoming exam, including lessons 1 and 2 on scientific inquiry, the branches of science, and the scientific method. It provides guidance on classroom expectations for the review session, such as maintaining voice level 0, raising hands for questions, and focusing on individual work. Example review questions are provided covering these lessons as well as measurement and the international system of units. The document concludes with reminders about homework expectations and policies for quizzes.
Howard Gardner proposed that there are eight types of intelligence rather than just one measure of intelligence (IQ). The eight intelligences are linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic. An activity sheet asks a student named Katherine to rank her most developed intelligence to her least developed based on examples from her experiences and to draw insights from the activity.
This document provides information about teen brain development and behavior. It begins with a selection for students to choose how they are feeling. It then discusses myths about teen behavior and provides a quiz to test knowledge. Several sections discuss features of the teen brain, including vulnerability to stress, rewards, and risky behavior due to an imbalance of brain chemicals. Teens also have a greater sensitivity to rewards but less awareness of consequences. Their prefrontal cortex is still developing, making it harder to regulate emotions and impulses. The document emphasizes how social experiences and relationships strongly impact brain development during the teen years.
This document discusses challenges in learning and developing a growth mindset. It contains the following key points:
1. We need more challenge in learning to grow our abilities, rather than just instruction, as challenge is what pushes us to develop new skills and knowledge.
2. Having a "growth mindset" - believing that intelligence can be developed through effort rather than being fixed - leads to more resilience and willingness to take on challenges.
3. Early experiences like how many words children hear spoken greatly impact development, but with support all children's brains can learn throughout life. Praising effort and progress fosters a growth mindset over praising innate ability.
The document provides guidance on developing effective study skills and unlocking one's memory by understanding different memory systems, cognitive processing types, learning styles, and memory enhancement techniques. It recommends identifying one's dominant brain hemisphere and learning style to optimize the use of mnemonics, mind maps, chunking, rhymes, and other strategies tailored to an individual's needs. Daily review and preparation before, during, and after class are also emphasized.
The document summarizes human development across the lifespan from infancy through older adulthood. It discusses major theorists like Piaget, Erikson, and Kohlberg and their stages of cognitive and social development. It then provides more detailed information on physical, intellectual, emotional, and social milestones for infants, children, adolescents, young adults, middle-aged adults, and older adults. References are also included.
PSY 1010, General Psychology 1 Course Learning Out.docxgertrudebellgrove
PSY 1010, General Psychology 1
Course Learning Outcomes for Unit V
Upon completion of this unit, students should be able to:
5. Explain basic cognitive functions.
5.1 Identify some methods that people use to solve problems and make decisions.
5.2 Summarize a theory of intelligence.
5.3 Explain how early childhood language develops.
Course/Unit
Learning Outcomes
Learning Activity
5.1
Unit Lesson
Chapter 7
Experiment: Mental Rotation
Unit V Assessment
5.2
Unit Lesson
Chapter 7
Video: In the Real World: Intelligence Tests and Stereotypes
Video: Thinking Like a Psychologist: Intelligence Tests and Success
Unit V Assessment
5.3
Unit Lesson
Chapter 7
Unit V Assessment
Reading Assignment
Chapter 7: Cognition: Thinking, Intelligence, and Language
A link to Chapter 7 of the eTextbook is provided in the Required Reading area of Unit V in Blackboard.
View the following eight videos in MyPsychLab. You can access the videos by clicking the links provided in
the Unit V Required Reading area of Blackboard. (You must be logged into Blackboard in order to access any
MyPsychLab features.)
Simulate the Experiment: Mental Rotation
In the Real World: Intelligence Tests and Stereotypes
Thinking Like a Psychologist: Intelligence Tests and Success
Cognition
The Basics: Theories of Intelligence
Language Development
What’s In It For Me?: How Resilient Are You?
What’s In It For Me?: Making Choices
UNIT V STUDY GUIDE
Cognition: Thinking, Intelligence,
and Language
PSY 1010, General Psychology 2
UNIT x STUDY GUIDE
Title
Unit Lesson
Quite frequently, thoughts that we proactively seek to avoid wind up plaguing our conscious thoughts beyond
relief. Did you realize those unwanted thoughts can make peace and mental tranquility a seemingly elusive
goal? As a matter of fact, Wegner (1988) explained that the dilemma we face is not actually rooted in our
consciousness. No, trouble surfaces when we seek to suppress those thoughts. When you attempt to repress
a particular thought, you actually begin to focus on it even more. For example, if I told you stop thinking about
an orange basketball, could you do it? Try it. Do not think about a round, orange basketball. Now quickly,
what are you thinking about? Is it the orange basketball? As you explore this unit, you will gain more insight
into mental manipulation. Start to think about how you categorize various objects around you. Do you believe
all of your thoughts are conscious ones? Could you be thinking about something without really being aware
of such?
Are you a rational thinker? How often are you influenced by your gut instincts as you attempt to make a huge
decision in your life? Within this unit’s chapter readings, Ciccarelli and White (2017) discuss our ability to
make rational decisions. In fact, we are always thinking or processing mental information; however, we have
two major types of think.
The document discusses social understanding interventions for learners with autism spectrum disorders. It mentions theories of social learning, cognitive styles, social stories and semantic maps to develop social knowledge. It also discusses strategies like clarity of expectations, feedback and interaction to support social skills development for individuals with autism.
This document is a script for a TV-based instruction lesson on practical research for grade 11 students. The lesson introduces students to the concept of research, discussing what research is and why it is important. It prompts students to share their own research experiences and asks them questions to assess their understanding. The lesson defines research as the combination of inquiry, investigation, and immersion to systematically examine problems and find solutions. It encourages students not to fear research but to see it as a way to improve life and think critically.
1. The document outlines the steps and expectations for a science class. It includes assignments like creating flags with personal information, reading about the scientific method, and conducting an experiment with a "silly fish".
2. Students are guided through the scientific method process using the fish activity as an example. They make observations and hypotheses, conduct experiments, collect data, and draw conclusions.
3. The scientific method is explained as a process used by scientists to investigate questions through repeated experimentation and the teacher emphasizes its importance for understanding science.
Scoring Best on all life's tests (from book, How the Best Handle StressDr. Ron Rubenzer
Evidence-based, "What to do tomorrow" tips on WHY and HOW to do best on tests. Based on Columbia University dissertation which proofed lowering test-stress improved IQ & Creativity Test Outcomes.
This document introduces 37 vocabulary terms that students must learn for a math and science unit. It provides examples of concepts like concept, preprimary, and senses. It asks questions about Jean Piaget to check student knowledge, noting he identified four periods of cognitive development focused on in early childhood education. Finally, it lists the remaining vocabulary terms for students to learn.
Mathematics and Science in early childhood education assignment 2Dahlia Reece
This document discusses how early childhood educators can facilitate mathematics and science learning through intentional classroom design. It provides several examples from a Grade 1 classroom of how everyday materials, activities, and spaces like the classroom door picture, timetable, lunch menu, nature area, and map can engage children in math and science concepts through exploration, inquiry, and discussion. The document emphasizes how the classroom environment should spark children's curiosity, support problem-solving, and integrate these subjects across other areas like language arts and music to develop skills like critical thinking.
The document provides recommendations for children's books to read to students that relate to various science topics. It lists several book titles and briefly explains how each book relates to scientific concepts in areas like biology, earth science, physics and engineering. Reasons given for reading each book include exploring topics like classification, patterns, volume, the history of the Earth, and environmental awareness.
The document provides an overview of the topics and activities covered in an early childhood education math and science course over several class sessions. It discusses assignments on identifying math and science concepts in children's books and creating assessments and activities related to shapes, parts and wholes, language development and fundamental science concepts. Students will work in groups to develop hands-on learning activities and share books they have selected, with a focus on integrating math and science learning.
This document contains notes from an early childhood education class discussing math and science activities and lessons for young children. It provides guidance on upcoming assignments, including observing children doing activities to assess their understanding. It also discusses teaching key concepts like classification, symbols, mapping, and basic arithmetic operations at different developmental levels using concrete examples and manipulatives.
This document provides an overview of assignments and activities for a math and science course for young children. It includes details on assignments due for different classes, as well as descriptions of in-class activities focused on fractions, numbers and place value, geometry, and more. Students are asked to create an original activity integrating math and science concepts for children and present it to the class.
This document discusses different types of visual symbols that can be used for teaching, including drawings, cartoons, diagrams, charts, graphs, and maps. It provides examples and descriptions of each type, such as how drawings can illustrate lectures, how cartoons tell stories metaphorically, and how diagrams show relationships and arrangements through line drawings. Charts are represented through tables and graphs use pictures or bars to understand amounts of data visually.
This document discusses definitions of intelligence from various researchers and experts. It provides definitions from 1952 researchers, Alfred Binet, Carolus Slovinec, Howard Gardner, Cyril Burt, and D. Samuel Nuessle. The definitions focus on abilities like reasoning, problem-solving, thinking abstractly, learning quickly, and applying knowledge. The document also briefly discusses the history and development of IQ tests, including their creation by Alfred Binet and later modifications at Stanford University.
CDEV 103 Child Growth and Development .docxtarifarmarie
CDEV 103 Child Growth and Development
Child Interview Project Packet Template
(Adapted from the work of Dr. Ann Hussmann. Revised January 2017)
Save this document to your desktop and use it as a template for this project.
It is a WORD document. The fields will expand as you type.
1. Background Information
IMPORTANT: Add any additional questions that you may find helpful in writing your summary and conclusion, or delete questions if you find them in appropriate. If you delete a question be sure to explain why you deleted it. You may want to gather this information from the parent or guardian.
Date, time and place of the interview
Child’s name
Age in years and months (for example, 5 years, 7 months)
Ethnicity/ cultural background
Number of siblings
Family structure (Who lives in the child’s home?)
Parent’s occupations or socioeconomic status
Additional information that you deem as important
2. Interview Questions
Print this out and write in your answers during your interview with the child. Type the answers into this section before you submit your final report.Add any questions that you believe will help you with your summary.
Physical Development
What is your favorite food?
What is the healthiest thing you eat?
What does a person need to do to be healthy?
What is the least healthy thing you eat? How often to you get to eat it?
Do you exercise? Do you like it?
What is your favorite outside game or activity?
Do you like water? How much water do you drink?
Do you think that you are too fat or too skinny or just right?
What is your bed time? Is it hard for you to fall asleep at night?
Is it hard for you to wake up in the morning? If yes, why?
Cognitive Development
School
What is your favorite subject in school? Why?
What is your least favorite subject in school? Why?
Do you like to read? What kinds of thigs do you like to read?
Do you like to write? What kinds of things to you like to write about?
Do you like math? Why or why not?
Do you like to play games? What kinds of games?
Do you like to play games that are easy for you or that are challenging?
What does your teacher like best about you?
Problem Solving
If you do not know the answer to something, what do you do?
What is the biggest problem in the world? What should be done about it?
Social and Emotional Development
Friendship
Do you have any friends?
What is the best thing about your friend?
Is there anything you don’t like about your friend?
If your friend did something wrong, would you tell on him/her?
Bullying (If the answer is no – skip this section.)
Has a bully ever bothered you or someone you know at school? What did he/she say and do?
What did you do?
Did anyone help you? Who was it? What did they do?
Popularity
What does it mean to be popular?
Are you popular? Why or why not?
Is being popular a good thing?
.
This document provides information about research methods that students will need to understand for their GCSE in Psychology. It discusses several types of research that students may conduct themselves, including experiments, questionnaires, interviews, and observations. Students will choose a topic to investigate, create an action plan, develop materials, collect and analyze data, and present their findings. They will have 4-5 weeks to complete this independent research project. The document provides examples of topics students could explore and instructs them to begin filling out an action plan form. It also assigns homework of writing out their initial plan using the action plan sheet.
This document contains the notes from a science lesson. It outlines the topics to be reviewed for an upcoming exam, including lessons 1 and 2 on scientific inquiry, the branches of science, and the scientific method. It provides guidance on classroom expectations for the review session, such as maintaining voice level 0, raising hands for questions, and focusing on individual work. Example review questions are provided covering these lessons as well as measurement and the international system of units. The document concludes with reminders about homework expectations and policies for quizzes.
Howard Gardner proposed that there are eight types of intelligence rather than just one measure of intelligence (IQ). The eight intelligences are linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic. An activity sheet asks a student named Katherine to rank her most developed intelligence to her least developed based on examples from her experiences and to draw insights from the activity.
This document provides information about teen brain development and behavior. It begins with a selection for students to choose how they are feeling. It then discusses myths about teen behavior and provides a quiz to test knowledge. Several sections discuss features of the teen brain, including vulnerability to stress, rewards, and risky behavior due to an imbalance of brain chemicals. Teens also have a greater sensitivity to rewards but less awareness of consequences. Their prefrontal cortex is still developing, making it harder to regulate emotions and impulses. The document emphasizes how social experiences and relationships strongly impact brain development during the teen years.
This document discusses challenges in learning and developing a growth mindset. It contains the following key points:
1. We need more challenge in learning to grow our abilities, rather than just instruction, as challenge is what pushes us to develop new skills and knowledge.
2. Having a "growth mindset" - believing that intelligence can be developed through effort rather than being fixed - leads to more resilience and willingness to take on challenges.
3. Early experiences like how many words children hear spoken greatly impact development, but with support all children's brains can learn throughout life. Praising effort and progress fosters a growth mindset over praising innate ability.
The document provides guidance on developing effective study skills and unlocking one's memory by understanding different memory systems, cognitive processing types, learning styles, and memory enhancement techniques. It recommends identifying one's dominant brain hemisphere and learning style to optimize the use of mnemonics, mind maps, chunking, rhymes, and other strategies tailored to an individual's needs. Daily review and preparation before, during, and after class are also emphasized.
The document summarizes human development across the lifespan from infancy through older adulthood. It discusses major theorists like Piaget, Erikson, and Kohlberg and their stages of cognitive and social development. It then provides more detailed information on physical, intellectual, emotional, and social milestones for infants, children, adolescents, young adults, middle-aged adults, and older adults. References are also included.
PSY 1010, General Psychology 1 Course Learning Out.docxgertrudebellgrove
PSY 1010, General Psychology 1
Course Learning Outcomes for Unit V
Upon completion of this unit, students should be able to:
5. Explain basic cognitive functions.
5.1 Identify some methods that people use to solve problems and make decisions.
5.2 Summarize a theory of intelligence.
5.3 Explain how early childhood language develops.
Course/Unit
Learning Outcomes
Learning Activity
5.1
Unit Lesson
Chapter 7
Experiment: Mental Rotation
Unit V Assessment
5.2
Unit Lesson
Chapter 7
Video: In the Real World: Intelligence Tests and Stereotypes
Video: Thinking Like a Psychologist: Intelligence Tests and Success
Unit V Assessment
5.3
Unit Lesson
Chapter 7
Unit V Assessment
Reading Assignment
Chapter 7: Cognition: Thinking, Intelligence, and Language
A link to Chapter 7 of the eTextbook is provided in the Required Reading area of Unit V in Blackboard.
View the following eight videos in MyPsychLab. You can access the videos by clicking the links provided in
the Unit V Required Reading area of Blackboard. (You must be logged into Blackboard in order to access any
MyPsychLab features.)
Simulate the Experiment: Mental Rotation
In the Real World: Intelligence Tests and Stereotypes
Thinking Like a Psychologist: Intelligence Tests and Success
Cognition
The Basics: Theories of Intelligence
Language Development
What’s In It For Me?: How Resilient Are You?
What’s In It For Me?: Making Choices
UNIT V STUDY GUIDE
Cognition: Thinking, Intelligence,
and Language
PSY 1010, General Psychology 2
UNIT x STUDY GUIDE
Title
Unit Lesson
Quite frequently, thoughts that we proactively seek to avoid wind up plaguing our conscious thoughts beyond
relief. Did you realize those unwanted thoughts can make peace and mental tranquility a seemingly elusive
goal? As a matter of fact, Wegner (1988) explained that the dilemma we face is not actually rooted in our
consciousness. No, trouble surfaces when we seek to suppress those thoughts. When you attempt to repress
a particular thought, you actually begin to focus on it even more. For example, if I told you stop thinking about
an orange basketball, could you do it? Try it. Do not think about a round, orange basketball. Now quickly,
what are you thinking about? Is it the orange basketball? As you explore this unit, you will gain more insight
into mental manipulation. Start to think about how you categorize various objects around you. Do you believe
all of your thoughts are conscious ones? Could you be thinking about something without really being aware
of such?
Are you a rational thinker? How often are you influenced by your gut instincts as you attempt to make a huge
decision in your life? Within this unit’s chapter readings, Ciccarelli and White (2017) discuss our ability to
make rational decisions. In fact, we are always thinking or processing mental information; however, we have
two major types of think.
The document discusses social understanding interventions for learners with autism spectrum disorders. It mentions theories of social learning, cognitive styles, social stories and semantic maps to develop social knowledge. It also discusses strategies like clarity of expectations, feedback and interaction to support social skills development for individuals with autism.
This document is a script for a TV-based instruction lesson on practical research for grade 11 students. The lesson introduces students to the concept of research, discussing what research is and why it is important. It prompts students to share their own research experiences and asks them questions to assess their understanding. The lesson defines research as the combination of inquiry, investigation, and immersion to systematically examine problems and find solutions. It encourages students not to fear research but to see it as a way to improve life and think critically.
1. The document outlines the steps and expectations for a science class. It includes assignments like creating flags with personal information, reading about the scientific method, and conducting an experiment with a "silly fish".
2. Students are guided through the scientific method process using the fish activity as an example. They make observations and hypotheses, conduct experiments, collect data, and draw conclusions.
3. The scientific method is explained as a process used by scientists to investigate questions through repeated experimentation and the teacher emphasizes its importance for understanding science.
Scoring Best on all life's tests (from book, How the Best Handle StressDr. Ron Rubenzer
Evidence-based, "What to do tomorrow" tips on WHY and HOW to do best on tests. Based on Columbia University dissertation which proofed lowering test-stress improved IQ & Creativity Test Outcomes.
The document provides information about teenage brain development and behavior. It discusses how the frontal lobes of girls mature faster than boys during puberty, allowing girls to "connect the dots" better. However, it takes boys longer until around ages 20-28 to fully catch up to girls' brain development. The document then covers several key aspects of teenage brain development and behavior, including their vulnerability to stress, rewards, and risky behavior; greater sensitivity to rewards but less awareness of consequences; lessened ability to read and manage emotions; and poorer problem-solving skills and future orientation compared to adults.
The document provides information about teenage brain development and behavior. It discusses how the frontal lobes of girls mature faster than boys during puberty, allowing girls to "connect the dots" better. However, it takes boys longer - until around ages 20-28 - to catch up to girls' brain development. The document then covers several key aspects of teenage brain development and behavior, including their vulnerability to stress, rewards, and risky behavior; greater sensitivity to rewards but less awareness of effects; lessened ability to read and manage emotions; and poorer future orientation compared to adults.
1) The document outlines a project for students to record a self-interview about their experiences during the COVID-19 lockdown.
2) Students are provided a list of topics and questions to choose from for their interview, covering things like how adults and themselves are coping, what they have learned, how daily life has changed, concerns about the situation, and how they are staying free under lockdown.
3) Technical instructions are provided for recording the interview, such as using a mobile phone or computer app and recording in a quiet place. The interview should last no more than 5 minutes and be sent to the provided email address.
The document provides vocabulary words and their definitions related to school, education, and life skills. It also includes sample questions, headlines, and passages about research related to education, parenting, and child development.
Importance of Research in Daily Lives PR1geraldrefil4
Research is a systematic process of investigation to discover new knowledge or explanations. It involves collecting data, analyzing information, and interpreting results. Research is not just for experts - it is a process students engage in informally when searching for answers to questions through the internet or by consulting others. The goal of research is to understand problems and find solutions or new understandings.
The document summarizes a study that found teenagers who watched 5 or more hours of television per day were six times more likely to start smoking than peers who watched less than 2 hours per day. The study also found the more TV teens watched, the more likely they were to begin smoking. Researchers were particularly concerned about the positive portrayal of smoking in music videos, with rap music videos being the biggest offenders.
The document provides recommendations for children's books to read to students that relate to various science topics. It lists several book titles and briefly explains how each book relates to science concepts like numbers, counting, patterns, shapes, volume, life sciences, earth sciences, and environmental awareness. The books cover a wide range of science topics and are suggested for engaging students in early science learning through storybooks.
This document contains the notes from an early childhood education class. It discusses apologizing for moving too quickly through an activity in the previous class. It then provides instructions for an assignment including formatting expectations and content that should be covered in paragraphs. Examples are provided for parts of the assignment. The document also includes discussion of science and math concepts like discrepant events, one-to-one correspondence, and classification. Students participate in group activities applying these concepts.
This document contains the notes from an early childhood education class. It discusses apologizing for moving too quickly through an activity in the previous class. It then provides instructions for an assignment including formatting expectations and content that should be covered in paragraphs. Examples are provided for parts of the assignment. The document also includes discussion of science and math concepts like discrepant events, one-to-one correspondence, and logical grouping. Students participate in example activities in groups applying these concepts.
This document provides instructions for students taking the Math & Science for Young Children course. It recommends reading The Lorax to teach environmental awareness. It informs students that they do not need to submit written answers to the key terms and review questions for Units 37-40, but should read through them to ensure they can answer them. Students are asked to define the key terms and respond to specific review points for each unit.
This document announces a major change to the assignment requirements for an early childhood education course. Students are no longer required to submit written answers to the key terms and review questions from Unit 41, but should still read through them and ensure they can answer them. The document encourages students to thoroughly and concisely define the key terms from the end of Unit 41 and to consider the review points A through D.
The document provides reading recommendations and instructions for students taking an early childhood education course. It recommends the books Life Story by Virginia Lee Burton and If You Decide to Go to the Moon by Faith McNulty to teach about the history of the Earth. It instructs students to read through the key terms and review questions for Units 33-36 but not to submit written responses, and to focus on certain review questions for each unit.
This document provides an overview of units 29-32 from an early childhood education math and science course. It discusses teaching fractions to young children using parts and wholes rather than symbols. It also covers place value, explaining that the same numeral represents different quantities depending on its position. The document asks the reader to define key terms from each unit and respond to specific review questions. It describes adding complexity to topics like graphing, operations, shapes, and geometry.
This document provides an overview of math and science units for early childhood education students. It discusses using the book "Runny Babbit" to teach patterns and covers operations with whole numbers, number sentences, and action and relational symbols. Students are instructed to read the units on introduction of number sentences and transition from oral to written work but do not need to submit the key terms and review questions. They should be able to answer review points B and E for unit 27 and points A and C for unit 28.
This document provides instructions for students to read through units 23-26 of a math and science course. It advises students to read key terms and review questions in the units and be able to answer them. For each unit, students are asked to define key terms or respond to specific review points. Major concepts covered include algebraic thinking, classification, shapes, operations, and more. Students are provided examples and definitions for certain terms like concrete whole number operations.
This document provides an overview of Units 21 and 22 from a math and science course for early childhood education. Unit 21 applies mathematical concepts like comparing, ordering, and patterning to examples in science. It defines three key terms and asks students to respond to review questions A, B, and C. Unit 22 integrates curriculum through dramatic play and thematic units, using food as an example thematic unit. It defines key terms and asks students to respond to review questions A part 3, B, and C. Students are reminded to be culturally sensitive when discussing foods from different cultures.
This document provides an overview of content from several units related to math and science concepts for young children. It discusses ordering, seriation, and patterning (Unit 17), measurement of volume, weight, length and temperature (Unit 18), and measurement of time (Unit 19). Key terms are defined for each unit and review questions are provided. Students are instructed not to submit written responses to the review questions but to read through the content and ensure they can answer the questions.
This document is a series of lecture slides for a course on math and science for young children. It covers several units, each focusing on a different math or science concept. These include comparing, spatial sense, parts and wholes, language and concept formation, and fundamental concepts in science. For each unit, students are asked to review key terms, examples, and review questions to ensure they understand the material before moving to the next topic.
This document provides reading material and instructions for an early childhood education course covering math and science units 6 through 10. It recommends the book "1, 2, 3 to the Zoo" for teaching concepts like number sense, counting, and classification. It instructs students to read through the key terms and review questions for each unit but not submit written responses, and to be prepared to define the key terms and answer specific review questions for each unit.
This document discusses assessing child development and methods for recording observations and progress. It recommends using concrete materials, pictures, verbal and physical responses to assess developmental levels. Specific methods mentioned include observation, anecdotal records, checklists and interviews. The document also provides examples of observation reports and discusses portraying science as a process rather than facts, and differentiating types of science like life science, physical science, earth and space science.
The document discusses different types of learning experiences for young children: naturalistic learning, informal learning, and structured learning. It also discusses divergent and convergent questioning styles. Additionally, it covers Howard Gardner's theory of multiple intelligences which include linguistic, logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, musical, spatial, naturalist, and existential intelligences. The document provides examples of teaching methods that incorporate different intelligences and suggests assessing children's learning, setting objectives, planning experiences, selecting materials, teaching, and evaluating.
This document provides instructions for students taking the Math & Science for Young Children course. It recommends reading The Lorax to teach environmental awareness. It informs students that they do not need to submit written answers to the key terms and review questions for Units 37-40, but should read through them to ensure they can answer them. Students are asked to define the key terms and respond to specific review points for each unit.
This document provides reading material and review questions for units 6-10 of an early childhood education course. It recommends the book "1, 2, 3 to the Zoo" by Eric Carle to teach concepts of counting, number sense, classification, and one-to-one correspondence. Students are instructed not to submit written definitions and answers, but to read the key terms and review questions for each unit and ensure they can respond to the questions. Review points are specified for each of units 6-10.
This document provides reading material and review questions for units 6-10 of an early childhood education course. It recommends the book "1, 2, 3 to the Zoo" by Eric Carle as it teaches number sense, counting, and classification. Students are instructed not to submit written definitions and answers for key terms and review questions, but to read through the material and ensure they can respond to the questions. Review points are listed for each unit that students should be prepared to answer.
The document discusses two units - Unit 21 and Unit 22 - from a class on math and science for young children. Unit 21 covers applying mathematical concepts like comparing, ordering, and patternning to examples in science. It instructs students to define the key terms and respond to review questions. Unit 22 discusses integrating curriculum through dramatic play and thematic units focused on a topic like food. It advises students to consider culture and role model healthy foods when choosing examples. Students are asked to define key terms and respond to selected review questions.
This document provides instructions for a unit on early childhood education. Students are asked to define key terms from the unit and respond to four review points about the content.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
I’ll start every class with a book- one you are welcome to use, but not in assignments B or C! Why? To show you how to connect what you already do to math & science. Each book I’ve chosen melds with the units we are studying that day. Why this book? It fits the skills discussed in unit 5
Who knew David Bowie even had an official calendar for 2009? (best way to find a calendar picture is to search for ‘image of calendar 2009) 9/10 is fabulous work. 10/10 means you’ve gone way beyond the expectations. Worried about a 9/10 ave? That’s where class part will come in http://www.jayceooi.com/wp-content/uploads/2009/11/calendar2010.jpg
20 minutes every day Why not 20 minutes of math & science? Reading- tells us about our experience – about the world around us. So does science. Reading is a language – a way to describe things. So is math. ‘ math class is tough’ barbie read to them
20 minutes every day Why not 20 minutes of math & science? Reading- tells us about our experience – about the world around us. So does science. Reading is a language – a way to describe things. So is math. ‘ math class is tough’ barbie
20 minutes every day Why not 20 minutes of math & science? Reading- tells us about our experience – about the world around us. So does science. Reading is a language – a way to describe things. So is math. ‘ math class is tough’ barbie
20 minutes every day Why not 20 minutes of math & science? Reading- tells us about our experience – about the world around us. So does science. Reading is a language – a way to describe things. So is math. ‘ math class is tough’ barbie
20 minutes every day Why not 20 minutes of math & science? Reading- tells us about our experience – about the world around us. So does science. Reading is a language – a way to describe things. So is math. ‘ math class is tough’ barbie
By questions I am assuming you did the reading AND went through the PP. I am not going to define each word.
Draw on the board. List these 5 , make 2 columns. Write your own ideas in left, write our group def on right. – take WAY too long? Pedagogically, this is terrible, but we need to get through it. Concept- idea, building block of knowledge Preprimary- years before 1 st grade Primary – 1 st to 3 rd grade Development- changes that take place do to growth and experience Senses- the body functions we use to explore the world- see, touch, smell, hear & taste. 6 th sense- intuition- [alphabet vs goddess]
Process skills- math concepts like comparing, classifying and measuring are called this when applied to science problems. Other science process skills are: observing, communicating, inferring, hypothesizing, defining & controlling variables. [only change one thing at a time!] Understanding- in other words- not memorizing 6 principles for math instruction (NCTM) equity, curriculum, teaching, learning, assessment, technology [I disagree with this one] Standards- what children should know and be able to do at different ages [see pages 7-11 in text]
Jean P. 1896-1980. a Swiss philosopher, natural scientist and developmental theorist, well known for his work studying children, his theory of cognitive development and for his epistemological view called "genetic epistemology.” [origins of knowledge] [ genetic as in genesis] The very great importance he attached to the education of children made him declare in 1934 in his role as Director of the International Bureau of Education that ‘only education is capable of saving our societies from possible collapse, whether violent, or gradual’[1] wiki Contributed enormously to understanding of children’s thought. Identified 4 periods of cognitive, or mental, growth and development. For Early Childhood Educators, we focus on the first 2 and ½.
Contributed enormously to understanding of children’s thought. Identified 4 periods of cognitive, or mental, growth and development. For Early Childhood Educators, we focus on the first 2 and ½. Sensorimotor- birth to age 2. [senses and motor skills- grasp, crawl, stand & walk] to explore the world. By the end of this they have the idea of Object permanence- it is real and there, even when out of sight [eleanor (age 2) after the storm- where is the grass? – she knew it had to be there even if she couldn’t see it] Object recognition- use color, shape, size to id things: extrapolate one car to another. Representational thought- think through a solution before attacking a problem. [ex: me telling eleanor she had to change out of her dress before eating frozen blueberries, she went and found bibs instead age 2]
4 of these don’t even register in spell check, and as a science geek, not a lit chick, I have to admit they make me nervous! Preoperational period- ages 2 to 7 Preconcepts- ideas that aren’t fully complete- lack maturity or full clarity Symbolic behaviors –fancy way to say the world of pretend play. words or objects in place of other things ex: playing the role of ‘mama bear’, or handing a child a block and pretending it is a sandwich. Centration – children ‘center’ on most obvious aspect of what they see- ball of playdough must be a different amount if rolled out. [centered on shape]. Stacks of coins vs all over table, etc. Reversability- ability to mentally reverse the process they observed [seeing the clay back as a ball] Conservation – ability to hold or save original picture in their mind…precursors to this are counting, 1 to 1 correspondence, etc. Seriation – putting items in logical sequence big to small, dark to light Classification – all same color, shape, size, etc.
4 of these don’t even register in spell check, and as a science geek, not a lit chick, I have to admit they make me nervous! Preoperational period- ages 2 to 7 Preconcepts- ideas that aren’t fully complete- lack maturity or full clarity Symbolic behaviors –fancy way to say the world of pretend play. words or objects in place of other things ex: playing the role of ‘mama bear’, or handing a child a block and pretending it is a sandwich. Centration – children ‘center’ on most obvious aspect of what they see- ball of playdough must be a different amount if rolled out. [centered on shape]. Stacks of coins vs all over table, etc. Reversability- ability to mentally reverse the process they observed [seeing the clay back as a ball] Conservation – ability to hold or save original picture in their mind…precursors to this are counting, 1 to 1 correspondence, etc. Seriation – putting items in logical sequence big to small, dark to light Classification – all same color, shape, size, etc.
Concrete operations- 3 rd period ages 7 to 11 Abstract symbolic activities – able to mentally manipulate groups represented by number symbols & what math operations mean Formal operations – ages 11 to adult learn to problem solve in logical and systematic manner Physical knowledge- Piaget divides knowledge, gained by interaction with environment, into three categories. Physical includes characteristics- color, weight, size, etc Logico-mathematical – relationships each individual develops [more and less, same and different, number, etc] to make sense of the world and organize info. Social – created by people [rules for behavior in various social situations] Autonomy – independence- the aim of education.
Also a cognitive development theorist. Contemporary of Piaget’s. Signs- mental tools people created to communicate- speech most imp., also writing and numbering. Whereas Piaget thought development came from child, Vygotsky thought that was true through age 2, then culture and cultural signs were necessary to expand thought. ZPD-area btwn where the child is now operating independently and where she might go with assistance from adult or more mature child. Scaffolding- think about the outside of a newly constructed building- or earthquake repair- the supports needed to move ahead.
Learning cycle- the manner in which learning happens. Exploration, concept development, concept application. True for any kind of learning. [see it, do it, teach it] Descrp lessons- skip For young children the LC is the following: Awareness- broad recognition of objects, people, events or concepts Exploration- construction of personal meaning to objects, people, events or concepts Inquiry- compare their constructions with those of the culture, commonalities are recognized, generalizations made Utilization- apply and use understanding to new situations and settings
Write down a way for each intelligence. Who can give me an example? Counting aloud, hash marks, jumping each one, talking together, doing alone, singing a scale (think do ray me), pick-up sticks, walking sticks, eras of time, names of nations
Think of all the different ways you can teach the same material – just by moving around within these different frameworks. Learning cycle- the manner in which learning happens. Exploration, concept development, concept application. True for any kind of learning. [see it, do it, teach it] Naturalistic -What does this sound like? Least formal, child-driven, no adult agenda, pure open-ended exploration Informal – child directs, but adult steps in with questions, comments, to help move child to next level of understanding [scaffolding] Ex: page 27 Structured learning- teacher driven – activities are preplanned. Ex page 28 All three are vital! Think about feather and ball falling- if only informal, kids may always think lighter things fall more slowly. [2 pieces of paper crumple] Divergent / convergent – how can you group these items? / which is the smallest?
Think of all the different ways you can teach the same material – just by moving around within these different frameworks.
I try to be VERY clear when I’m covering class content and when I’m giving you my opinion. Chapter 10 brings up the issue of TV again, including guidelines for controlling TV use. http://www.campaignforamericaskids.org/3B_holiday_gift.html http://www.chiangmainews.com/images/ecmn/data/050_soap_box3.jpg
Candyce & AAP kids website http://www.campaignforamericaskids.org/3B_holiday_gift.html http://www.chiangmainews.com/images/ecmn/data/050_soap_box3.jpg
Candyce & AAP kids website http://www.campaignforamericaskids.org/3B_holiday_gift.html http://www.chiangmainews.com/images/ecmn/data/050_soap_box3.jpg
Candyce & AAP kids website http://www.campaignforamericaskids.org/3B_holiday_gift.html http://www.chiangmainews.com/images/ecmn/data/050_soap_box3.jpg
Unit 4, give each group an activity- have them create a recording sheet, portfolio rubric, portfolio summary analysis. What would the tasks be for LRC? Ex: left right center. Goal: assess if they can count up to 3, know left from right, can follow order of who takes turns. This is not nec. For your observation project, but might be helpful
Observing: Split class in half, everyone have a partner. Grab an orange. Look it over. carefully. Put it back in the bag Comparing: Take all the oranges out. Can you identify which one is yours? Classifying: can you place them in one group? Two? Three? Based on what properties? Color, shape, size, smell, etc. Measuring: circumference of diameter, height or width in CM. Communicating: make a graph or map or pictures to show the other big group what you found Inferring: can you infer what it will taste like based on appearances? Predicting: based on your prior understanding of oranges, if you peeled it, how many sections would there be? Hypothesizing: Defining and Controlling variables