Post on 25-Feb-2016
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TEACHING TO ENHANCE LEARNING AND DEVELOPMENTChapter 9
TEACHING: A SCIENCE & AN ART
ECE TEACHER’S ROLE IS COMPLEX! Know the Learner Know what to Teach Know how to Teach
THE SCIENCE OF TEACHING Public Law 107-220 ~ No Child Left Behind
Act of 2001 – emphasis on scientifically based practice
Informed by: Science of child development Cognitive science or how people learn Research on effective instructional strategies and
contexts Based on two sets of questions:
What skills and abilities predict children’s later outcomes in reading, writing and math?
What teaching behaviors, curriculum, interventions contribute to or inhibit gains
CLASSROOM RESEARCH The daily interaction among teachers and
children is THE most important determinant of the quality and effectiveness of programs from infancy through primary grades
CLASS RESEARCH
Teachers are positive, sensitive and manage the classroom well
CLASS 5/7 points Positive supportive
classrooms for children
Use of variety of teaching strategies to promote concept development and higher order thinking
Interactions are intentional; environment supports child initiated learning
CLASS 2/7 Little instruction;
worksheets; 40% routines & transitions without learning
Emotional Climate Instructional Climate
RESEARCH HAS LIMITS Goal is to prepare you to create an effective
instructional climate When research is strong – professional
responsibility to adhere to its guidance Research on effective teaching is evolving In some cases not available; in some cases
contradictory (diverse language; cultural backgrounds; differing abilities)
THE ART OF TEACHING Requires Vision, Creativity, and Decision
Making Many variables – cannot all be controlled Effective teaching requires creatively
adapting to individual children and to the situations that arise
The Wonders of Learning http://www.thewonderoflearning.com/exhibiti
on/?lang=en-GB
WONDERS OF LEARNING
WONDERS OF LEARNING
WONDERS OF LEARNING
WONDERS OF LEARNING
WONDERS OF LEARNING
WONDERS OF LEARNING
BUILD A REPERTOIRE OF EFFECTIVE TEACHING STRATEGIES Teaching Strategy – Behavior or activity
deliberately selected and flexibly applied to help students construct meaning INTENTIONAL TEACHING
Conscious thought Flexible decision making
Learning Strategy - How children construct meaning in any context or situation
TOOLS FOR LEARNING
Teacher takes the lead
Provides explicit information and modeling or demonstrates a skill
Determined by the teacher’s goals and direction
Child gains knowledge and skills
Through their own exploration
Interactions with objects and other children
Teacher Initiated Child Initiated
AN ARRAY OF TEACHING STRATEGIES1. Acknowledging and encouraging2. Giving quality feedback3. Modeling4. Demonstrating5. Giving cues, hints and offering assistance6. Creating and adding challenges7. Questioning8. Co-Constructing9. Giving direct or explicit instruction10. Scaffolding – combining strategies
THE POWER OF SCAFFOLDING Integrated Approach to reach all students Scaffolding – elevated structure; support to do
the work; reach the goal Metaphor for a series of teacher behaviors that
support children’s ability to accomplish learning tasks or solve a problem that they could not otherwise accomplish independently.
Scaffolding = working in the zone of proximal development
Teacher takes responsibility and gradually releases it to the child until they have full responsibility
WONDERS OF LEARNING I do…
you watch I do…
you help You do…
I help You do…
I watch