Programming approaches
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The document discusses different approaches to planning early childhood education, focusing on the developmental approach. This approach organizes activities to help children develop skills in key areas including social, physical, language, intellectual, creative, and emotional domains. It encourages exploring children's interests while addressing multiple developmental areas through each activity. The document also briefly mentions emergent, project-based, and thematic programming approaches.
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Effects of the Environment on Child Development
Script and Visuals for WP4: Multimedia Presentation
CONTENT/NARRATION
VISUALS
1
Welcome for the presentation, I will be your host for today’s event.
A “welcome” banner will pop up at the top region of the display screen. My photo on the lower left side on the display screen.
2
I will take you through a series of discussions touching on the effects of the environment on child development.
Animated section of the presentation that is synchronized to change while the narration is in progress.
3
Before I begin our core business for the presentation, allow me to take you through my experience as a teenager and how the environment affected my development. The kind of environment where a child is placed in influences the kind of behavioral traits he or she will adapt to.
Photo collage of personal memories depicting various behavioral traits in different environments.
4
The kind of environment that I was subjected to by educators and family significantly influenced my development. The character I portray today is largely a reflection of the environment I was subject to during my childhood.
Personal photo collage. A combination of childhood photos representing gradual growth and development over time.
5
The environment has a direct effect on the development of a child, (Levitt & Eagleson, 2018). The effect can either be positive or negative. As such, pre-determining the environment that children are subjected to can significantly promote the desired development.
A short-animated video of children in different types of environments.
A photo of a smiling child.
A photo of a crying child.
6
The environment can significantly affect the learning process for children. Children are more active and responsive to learning activities in friendly environments, (Farrell, 2018). An unfavorable environment, for instance, extreme cold environments can reduce a child’s concentration thus affecting his or her learning process.
Children’s collage. (Photos captured in different classroom settings)
A short video of children in different kinds of environments.
7
The environment harms a child’s development when it compromises the child’s comfort. For instance, a child subject to a violent environment can grow up with fear or being very violent. The development of a child depends on the environment they grow up in. An unfit environment is one that does not promote proper child development.
More photos of scared/crying children.
8
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A S C D / w w w . A S C D . o r g 59
Teachers who implement Universal Design
for Learning are educational architects,
creating learning structures that
support all students’ success.
Spencer J. Salend and Catharine R. Whittaker
D
ylan is an enthusiastic 3rd grade student who wants to do
well in his inclusive classroom. His teachers are concerned
about his inconsistent performance, and they note that
he’s easily distracted and often doesn’t follow instructions.
When Dylan is able to concentrate, he can compute math
facts on grade level, but he finds math word problems challenging. He
is polite when interacting with adults, but friendships don’t come easily
to him.
Like Dylan, all students have learning strengths, challenges, and
preferences that affect the way they learn. Recognizing that no two
students are alike, effective educators differentiate their practices to
accommodate their students’ learning differences. One 21st-century
framework educators can use to accomplish this goal is Universal
Design for Learning (UDL).
UDL
A Blueprint for
Learning Success
JA
S
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W
IN
T
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R
/
S
H
U
T
T
E
R
S
T
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Salend.indd 59 2/23/17 7:13 PM
60 E d u c a t i o n a l l E a d E r s h i p / a p r i l 2 0 1 7
UDL is rooted in the architectural concept of uni-
versal design, which calls for designing buildings,
products, and services so that all individuals can
use them. For example, a ramp represents a uni-
versal design that provides access for a variety of
individuals who find stairs to be a barrier—not
only people who use wheelchairs, but also people
pushing strollers or making deliveries.
UDL is based on brain research that applies
universal design to teaching and learning (CAST,
2011). To differentiate instruction for students with
a range of learning differences, UDL provides mul-
tiple means of
n Representation (presenting content in a variety
of ways);
n Action and expression (varying the ways in
which students are encouraged to respond and show
their learning); and
n Engagement (using a range of practices to
heighten student motivation).
Just as architects create blueprints to design
buildings that everyone can use, the UDL
framework encourages teachers to be educational
architects who build student success (Salend, 2016).
Here, we describe a seven-step pedagogical model
to guide educational architects in developing UDL
instructional blueprints. (For a one-page template of
the model, go to www.ascd.org/el0417salend.) Let’s
see how educators might follow this model to create
an instructional blueprint for Dylan.
Step 1: Understand Students’
Learning Differences
Architects begin the design of a building by iden-
tifying the various individuals who will use the
building. Educational architects start to design their
classroom activities by seeking to understand each
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8085 Module 4Discussion 1: Advocacy Overview
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Assignment Task Part 2
Read a selection of your colleagues’ postings.
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Between 4-6% of children in the US have ADD/ADHD, which is characterized by distractibility, impulsivity, and hyperactivity over a long period of time. The classroom environment is difficult for students with ADD as they have trouble paying attention and staying still. Teachers must be patient and work with parents, who also play an important role in supporting teachers' efforts and creating a structured learning environment at home. Teachers and parents should create shared plans and goals, meet regularly, listen to each other, and share information to best educate students with ADD.
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2. The agenda includes introductions, discussions on the project, and presentations on the research conducted so far including stages of early childhood development and emerging themes.
3. Attendees are asked to provide expertise, critique the research outputs, and help prioritize areas of focus and where real impact could be achieved through the project's work.
2Effects of the Environment on Child DevelopmentScript.docx
2
Effects of the Environment on Child Development
Script and Visuals for WP4: Multimedia Presentation
CONTENT/NARRATION
VISUALS
1
Welcome for the presentation, I will be your host for today’s event.
A “welcome” banner will pop up at the top region of the display screen. My photo on the lower left side on the display screen.
2
I will take you through a series of discussions touching on the effects of the environment on child development.
Animated section of the presentation that is synchronized to change while the narration is in progress.
3
Before I begin our core business for the presentation, allow me to take you through my experience as a teenager and how the environment affected my development. The kind of environment where a child is placed in influences the kind of behavioral traits he or she will adapt to.
Photo collage of personal memories depicting various behavioral traits in different environments.
4
The kind of environment that I was subjected to by educators and family significantly influenced my development. The character I portray today is largely a reflection of the environment I was subject to during my childhood.
Personal photo collage. A combination of childhood photos representing gradual growth and development over time.
5
The environment has a direct effect on the development of a child, (Levitt & Eagleson, 2018). The effect can either be positive or negative. As such, pre-determining the environment that children are subjected to can significantly promote the desired development.
A short-animated video of children in different types of environments.
A photo of a smiling child.
A photo of a crying child.
6
The environment can significantly affect the learning process for children. Children are more active and responsive to learning activities in friendly environments, (Farrell, 2018). An unfavorable environment, for instance, extreme cold environments can reduce a child’s concentration thus affecting his or her learning process.
Children’s collage. (Photos captured in different classroom settings)
A short video of children in different kinds of environments.
7
The environment harms a child’s development when it compromises the child’s comfort. For instance, a child subject to a violent environment can grow up with fear or being very violent. The development of a child depends on the environment they grow up in. An unfit environment is one that does not promote proper child development.
More photos of scared/crying children.
8
Designing or analyzing the environment created for a child can significantly promote his/her growth. Children, during their development stages of life, should be brought up in friendly environments where they can express themselves effectively. An appropriate environment is one that allows a child to express his childish nature without fear, (Pluess, 2015).
Combination of a collage and short video of children in parks and playrooms. (The photos portray a healthy environment t ...
Extreme Classroom Makeover
This presentation describes the effects and identifies the components of effective classroom environments. This presentation also discusses the approaches to designing the physical space, the contents, and grouping arrangement of a well-organized classroom.
A S C D w w w . A S C D . o r g 59Teachers who imp.docx
A S C D / w w w . A S C D . o r g 59
Teachers who implement Universal Design
for Learning are educational architects,
creating learning structures that
support all students’ success.
Spencer J. Salend and Catharine R. Whittaker
D
ylan is an enthusiastic 3rd grade student who wants to do
well in his inclusive classroom. His teachers are concerned
about his inconsistent performance, and they note that
he’s easily distracted and often doesn’t follow instructions.
When Dylan is able to concentrate, he can compute math
facts on grade level, but he finds math word problems challenging. He
is polite when interacting with adults, but friendships don’t come easily
to him.
Like Dylan, all students have learning strengths, challenges, and
preferences that affect the way they learn. Recognizing that no two
students are alike, effective educators differentiate their practices to
accommodate their students’ learning differences. One 21st-century
framework educators can use to accomplish this goal is Universal
Design for Learning (UDL).
UDL
A Blueprint for
Learning Success
JA
S
O
N
W
IN
T
E
R
/
S
H
U
T
T
E
R
S
T
O
C
K
Salend.indd 59 2/23/17 7:13 PM
60 E d u c a t i o n a l l E a d E r s h i p / a p r i l 2 0 1 7
UDL is rooted in the architectural concept of uni-
versal design, which calls for designing buildings,
products, and services so that all individuals can
use them. For example, a ramp represents a uni-
versal design that provides access for a variety of
individuals who find stairs to be a barrier—not
only people who use wheelchairs, but also people
pushing strollers or making deliveries.
UDL is based on brain research that applies
universal design to teaching and learning (CAST,
2011). To differentiate instruction for students with
a range of learning differences, UDL provides mul-
tiple means of
n Representation (presenting content in a variety
of ways);
n Action and expression (varying the ways in
which students are encouraged to respond and show
their learning); and
n Engagement (using a range of practices to
heighten student motivation).
Just as architects create blueprints to design
buildings that everyone can use, the UDL
framework encourages teachers to be educational
architects who build student success (Salend, 2016).
Here, we describe a seven-step pedagogical model
to guide educational architects in developing UDL
instructional blueprints. (For a one-page template of
the model, go to www.ascd.org/el0417salend.) Let’s
see how educators might follow this model to create
an instructional blueprint for Dylan.
Step 1: Understand Students’
Learning Differences
Architects begin the design of a building by iden-
tifying the various individuals who will use the
building. Educational architects start to design their
classroom activities by seeking to understand each
student’s academic, behavioral, and social strengths,
challenges, preferences, and inte ...
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The document proposes a Global Startup Weekend - EDU event to foster education innovations across national boundaries. It would involve teams in Orlando, Helsinki, and Singapore collaborating remotely online and in-person. The goal is to learn from the academic successes of top-performing countries like Finland and Singapore. Funding from groups like the Gates Foundation supports the Startup Weekend EDU series of events. This global collaborative event would nurture bottom-up, low-risk ideas to discover and develop new approaches to education.
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The document discusses the use of iPads and tablets to help students with special needs, such as autism. It notes that touchscreen apps allow these students to better communicate, interact with images, and feel in control. While iPads provide structure and individualization, some argue there is not enough research on their long term benefits or whether they are distracting. The document concludes that iPads may help students if used properly, and more research is still needed.
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According to Nisbett (2012), Intelligence . . . involves the ab
According to Nisbett (2012), Intelligence . . . involves the ab
28085 Module 4Discussion 1 Advocacy OverviewWhat key advocacy
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2Effects of the Environment on Child DevelopmentScript.docx
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