Towards Whole Learning
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The document outlines eight key elements that make learning whole for children: context, connections, coherence, challenge, curiosity, care, community, and creativity. It discusses each element in 1-2 paragraphs, emphasizing how they support meaningful, active, social learning experiences for children. The conclusion restates that the child is at the center and learning is most effective when experiential, global, motivating, and provides an appropriate level of challenge and support.
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The document discusses emergent literacy and its key concepts. It defines emergent literacy as the stage where children first begin interacting with reading and writing before formal schooling. This stage involves children developing knowledge of concepts like directionality and the relationship between spoken and written words. The document also outlines five stages of reading development: emergent, early, transitional, self-extending, and advanced. It notes that emergent writing is experimental and meant to communicate. Finally, it discusses the important role of the home environment in promoting early literacy through activities like reading to children and involving them in literacy-related activities.
Dr. BMN Importance of play: Play presentation kindergarten march 2012
The document discusses the importance of play for children's development. It outlines four types of play - sensory/manipulative, constructive, dramatic, and games with rules - and explains how each type stimulates different skills. High-quality play that is open-ended, includes props, and follows children's interests best supports development. Through play, children build cognitive, physical, and social-emotional skills like problem-solving, self-regulation, empathy, and language. The document encourages supporting play at home and provides resources for educators on developmentally appropriate practices.
Play Presentation-Kindergarten March 2012.ppt
The document discusses the importance of play for children's development. It outlines four types of play - sensory/manipulative, constructive, dramatic, and games with rules - and explains how each type stimulates different skills. High-quality play that is open-ended, includes props, and follows children's interests best supports development. Through play, children build cognitive, physical, and social-emotional skills like problem-solving, self-regulation, empathy, and language. The document encourages supporting play at home and provides resources for educators on developmentally appropriate practices.
The essence of quality childcare…when a teacher recogn.docx
The essence of quality childcare…
when a teacher recognizes and accepts
where a child is
academically, socially and culturally
and teaches them through play
allowing them to engage in learning.
Quality Care Overview
What does QUALITY mean?
• How good or bad something is
• A characteristic or feature that someone or
something has
• Something that can be noticed as a part of a
person or thing
• A high level of value or excellence
Why is Quality Childcare
important?
What is Quality Childcare?
We will emphasize a high level of
value or excellence in maintaining
standards, best practices and
attitudes that support the
development of children in our care.
The state regulates quality based on the following aspect:
• Ratio: The number of children per adult in a home or classroom
• Group Size: The total number of children
• Health: Policies and practices around illness, immunization, nutrition,
cleanliness, and preventing the spread of germs
• Safety: Practices to make sure the environment is safe, both indoors
and outdoors. This includes practices around First Aid and Infant and
Child CPR training for staff, fire precautions, criminal background
checks
• Training, education and experience of the provider: Assures that
providers are knowledgeable in child development and other related
topics
Quality care is more than
just following regulations,
it is embracing the
individual, developmental, and academic
needs of children;
meanwhile respecting parents as their
primary educators.
Research has shown that building positive relationships with
children and their families, plus providing safe developmentally
appropriate learning environments produces long lasting
positive effects on children’s cognitive and social development.
This includes:
developmentally appropriate curriculum
knowledgeable and well-trained teachers
comprehensive services that support the health, nutrition and
social well-being, in an environment that respects and supports
diversity
Employing effective practices in the
following stages of quality care
are essential for
every early childhood teacher.
Stages of Development
Children grow and develop at different rates. While their
pathways through childhood differ, most pass a set of
predictable milestones along the way.
The information presented here offers a map that can
help you follow a child's journey.
The map divides the developmental milestones
into four areas:
Physical Development
From the start, babies want to explore their
world. As they grow, children's determination to
master movement, balance, and fine-motor skills
remains intense.
Social and Emotional
Social and emotional milestones are often harder to
pinpoint than signs of physical development. This area
emphasizes many skills that increase self-awareness
and self-regulation. Research shows that social skills
and emotional development (ref lected in the ability to
pay at ...
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Dr. BMN Importance of play: Play presentation kindergarten march 2012
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More from Laura Ramirez
First observed lesson narrative ramirez
Laura was nervous about being observed for a lesson she taught with other teachers about an Intercultural Project at the school's library. However, the observer, Lujan, helped Laura feel more comfortable by saying she would sit at the back and not interfere. Although Laura was disappointed that another teacher introduced the guest speaker instead of her as planned, she forgot about the observation once the lesson started. The feedback from Lujan was helpful, as she pointed out things like having Laura introduce the guest next time and not silencing overly loud students if they were actively participating. Overall, Laura felt the lesson went well and being observed was not as bad as she anticipated.
First teaching lesson narrative ramirez
Laura enjoyed her first teaching lesson despite initial nerves. The lesson plan she prepared with her partner engaged the students. However, she wants to work on getting quiet students to speak up more and moving around the classroom. Two students disrupted the class by screaming, but Laura was able to get them back on task by challenging them to solve the activity after they claimed it was too easy. Laura says her partner Besim's lesson went well overall, though he could improve his explanations. They helped each other with classroom discipline and their teamwork was positive.
Final reflection - Laura ramírez
Laura reflects on her teaching practicum experience, noting how her initial fears of being unable to control a classroom vanished as she got to know her students better. While classroom management was a challenge, she learned to accept the pace of her lessons and focus on engaging activities the students enjoyed, like games and using the whiteboard. By the end of the practicum, Laura felt proud of the road safety educational project she implemented with her co-teacher and mentor's support. Saying goodbye to her students, she realized she had succeeded in her goal despite initial frustrations and hopes to teach them again in the future.
Suggestopedia
Suggestopedia is a language teaching method developed in the 1970s that aims to eliminate psychological barriers to learning. It uses relaxing music, comfortable furniture, and an authoritative teacher to put students in a highly suggestible state where they can learn up to five times faster. Key aspects include dramatic readings of texts synchronized with music, role-plays, and maintaining a pseudo-passive state to optimize recall and learning without conscious effort. While controversial, some of its techniques like incorporating music, relaxation, and positive expectations have been useful in language education.
Practical nº 11 Ramirez - Assad
Este documento presenta el análisis de los Núcleos de Aprendizaje Prioritarios (NAP) para lenguas extranjeras en Argentina. Los NAP tuvieron como objetivo establecer estándares nacionales para la enseñanza de lenguas extranjeras considerando una perspectiva intercultural y plurilingüe. Se delimitaron cinco lenguas (alemán, francés, inglés, italiano y portugués) y se definieron cuatro recorridos de aprendizaje posibles de acuerdo con el ciclo escol
Teaching foreign language for specific purposes
This document discusses English for Specific Purposes (ESP) and the training of ESP teachers. ESP has developed its own methodology based on meeting the specific language needs of learners for their professions or academic studies. ESP courses are goal-directed and constrained by time. ESP teachers play various roles including teacher, course designer, researcher, collaborator, and evaluator. Training for ESP teachers includes selection, continuing personal education, general professional training, and special training in teaching a foreign language with an emphasis on skills, information, and theory.
Lesson Plan n9 Assad - Ramirez
The lesson plan outlines a 45-minute class for 5th grade students on road safety education. The class will have students work in groups to design cardboard signs with sentences and drawings about rules for pedestrians, such as what they can and cannot do in the street. In the next class, students will present their signs to their classmates and the signs will be displayed in the school. The lesson aims to develop vocabulary and structures around traffic terms and ability expressions, as well as speaking, reading and writing skills.
Secuencia didactica escuela 4
La secuencia didáctica aborda temas como los derechos del niño, la ley de protección integral de niños y la educación vial. Los objetivos son que los estudiantes utilicen el inglés para interactuar, intercambiar información y completar actividades colaborativas. La secuencia incluye lecciones sobre vocabulario como gustos y habilidades utilizando verbos como "like" y "can", y culmina con un proyecto donde los estudiantes crean posters sobre educación vial.
Vanesa's feedback on Road Safety Education class at the library
The student teacher observed a workshop on road safety that lasted over an hour. The student teacher only had 5 minutes to explain the activity and was unable to provide examples or vocabulary practice. While the activity was appropriate, using "must" and "mustn't" may have been better than "can" and "can't" when discussing traffic laws. The mentor teacher took on too large a role during the workshop and did not give the student teacher enough opportunities to lead. For future observations, the student teacher needs to take a more active role in teaching and not let the mentor teacher dominate the classroom interactions.
Lujan's feedback on the Intercultural Project
- The document provides feedback on an intercultural project delivered by trainees Laura Ramírez and Bessim Assad to two 5th grade classes at Escuela No 4. The project involved a guest speaker, Jasmine, sharing about her hometown, family, likes, and customs in England.
- While the intercultural project was interesting for students and they were engaged, the mentor teacher did most of the guiding and explaining during the lesson. The feedback suggests that the trainees need to take a more active role in guiding lessons during their practicum.
- The trainees showed proper teacher stance when intervening, but should seek to participate more. Besim made some minor mistakes in language use and pronunciation that the feedback
Lesson Plan N°10 Assad - Ramirez
This lesson plan outlines a road safety project for 5th grade students. The students will work in pairs to create cardboard signs with sentences and drawings about rules for pedestrians, such as things they can and cannot do in the street. During the lesson, the students will finish and polish their signs. In the next class, they will present their signs orally to their classmates and display them around the school. The goal is to develop vocabulary and language structures around traffic safety.
Lesson Plan N°8 Assad - Ramirez
This weekly lesson plan outlines a class on road safety education for 5th grade students. The 90 minute class will begin with taking the students to the library where they will listen to a presentation from Silvia Gonzalez of the organization "Estrellas Amarillas" about road safety rules for pedestrians. Students will then complete a worksheet matching pictures to sentences about pedestrian safety. The goal is to develop the students' vocabulary and understanding of traffic terms, as well as their speaking, listening, reading and writing skills around expressing ability to follow pedestrian safety rules.
Match worksheet
The document contains 3 sections with the header "Name: CAN/CAN'T Match:" followed by 4 sentences in each section comparing what a "she" or "he" can or can't do. The first sentence in each section states that "She can't walk." The second sentence states that "He can cook." The third sentence states that "She can play football." And the fourth sentence states that "He can't skate."
Lesson Plan N°7 Assad - Ramirez
The weekly lesson plan is for grade 5 classes C and D on Wednesday. The topic is things that can or cannot do certain actions. Vocabulary, structures, skills, and functions will be developed including present simple third person singular. A worksheet activity will match sentences to pictures and order questions and answers to check student progress. The class will conclude by listening and moving to the song "From Head to Toe" to review all vocabulary taught.
Lesson Plan N°6 Assad - Ramirez
This lesson plan outlines a 45-minute English class for 5th graders focusing on the vocabulary and structures of "can" and "can't". The plan includes a warm-up activity reviewing animals and actions, a worksheet for students to practice sentences with "can" and "can't", and ordering questions and answers. It will conclude with listening to and mimicking a song about body parts and actions to reinforce the lesson's vocabulary. The overall aim is for students to develop their ability to express what things can and cannot do.
Lesson Plan N°5 Assad - Ramirez
This lesson plan is for a 5th grade class on Friday about things students can and cannot do. The 45 minute lesson will begin with taking attendance and a warm-up game of mimicking actions like swim, fly, and wink to review vocabulary. Students will then play a game where the teacher dares them to perform actions and say if they can or cannot do it. Next, students will complete a worksheet filling in sentences about their abilities. The class will end with another round of the mimic game to reinforce the vocabulary from the lesson.
Lesson Plan N°4 Assad - Ramirez
This lesson plan is for a 5th grade Spanish class and focuses on teaching students to express what activities they can and cannot do using the present simple tense. The 45-minute lesson will begin with an introduction of the vocabulary words "can" and "can't" through examples on the whiteboard. Students will then play a flashcard game asking each other questions about sports to practice the vocabulary. They will complete a worksheet filling in sentences about their own abilities. The lesson will conclude with a charades-style game where students mimic actions for their peers to identify using "can" and "can't".
Lesson plan N°3 Assad - Ramirez
This lesson plan outlines an intercultural exchange activity between 5th grade Argentinian students and an English student, Jasmine Kendall. The plan involves Jasmine giving a presentation about her home, family, likes and dislikes of British culture. Students will then have the opportunity to interview Jasmine, asking questions using the structure "Do you like..." and writing down her answers. Finally, students will write sentences using "She likes/doesn't like..." based on Jasmine's responses. The goal is for students to learn about each other's cultures while practicing the present simple tense in third person singular.
Lesson plan n2 assad - ramirez
The weekly lesson plan outlines a 45-minute class for 5th grade students focusing on the third person singular form of the verb "like". The lesson will begin with a warm-up activity where students act out likes and dislikes. They will then complete sentences about characters' preferences based on pictures. Finally, students will listen to a song and complete a chart indicating what each speaker says they like or dislike. The goal is to develop vocabulary and structures around present simple verbs in third person as well as speaking, listening and writing skills.
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Towards Whole Learning
- 1. TOWARDS WHOLE LEARNING BY CAROL READ
- 2. WHAT MAKES LEARNING WHOLE FOR CHILDREN: • 1. CONTEXT • 2. CONNECTIONS • 3. COHERENCE • 4. CHALLENGE • 5. CURIOSITY • 6. CARE • 7. COMMUNITY • 8. CREATIVITY
- 3. CONTEXT • Children make sense of the world and of language through the context they find themselves in. • be natural, real or understandable. • be relevant and make sense to the child. • allow for the discovery and construction of meaning. • allow for learning to be active and experiential. • encourage the use of language as a vehicle to do things. • support children's understanding and learning.
- 4. CONNECTIONS • To other areas of learning. • To the child’s real life experiences at home and at school. • To what has gone before and what will follow. • Between what the child already knows and what is to be learnt. • Between what is learnt and how it is learnt.
- 5. COHERENCE • The internal coherence of what is being learnt. • we need to provide not only for comprehensible input but also for comprehensible output.
- 6. CHALLENGE Zone of proximal development Flow Sense of achievement Challenge to think
- 7. CURIOSITY • to generate a desire to learn • find out about things, • to make the act of learning • interesting, • relevant and • enjoyable in its own right.
- 8. CARE Treating children as Individuals The role of the carer Supporting children’s learning Children expectations
- 9. COMMUNITY ACTIVITIES ARE SHARED EXPERIENCIES AND EVENTS children are encouraged to cooperate, help and respect each other there is natural and real interaction and communication in a social environment children are given opportunities to respond in personal, divergent ways and to choose what they want to say
- 10. CREATIVITY • allows 'hidden talents' to emerge • increases personal investment and ownership • It helps learning to become more memorable • Develops fluency and flexibility in thinking. • allows for humor and fun.
- 11. AROUND THE WHEEL • educational and cultural context • methodology • materials • the curriculum • the teacher
- 12. CONCLUSION The child is at the centre of the learning process. Children learn best when learning is experiential and activity-based. Children learn in a global way. Children vary in the rate and way in which they learn. Motivation is vital.
- 13. Helping children 'learn how to learn' is an integral part of the process. Children need an appropriate level of challenge. Children need an appropriate level of support. Children need lots of practice. Language learning is part of whole learning. CONCLUSION