Chapter 3 Approaches & Curriculum

8/14/2019 Chapter 3 Approaches & Curriculum

1/53

Approaches & Curriculum


2/53

Learning outcomes

By the end of this topic, you should be able to:

Describe a balanced curriculum;

Discuss the philosophies and objectives of a

balanced curriculum; Discuss the five models in teaching affective

development;

Discuss the developmentally appropriate practicesin teaching young children;

Describe different approaches to teaching affectivedevelopment; and

Explain the concepts of teaching and learning inaffective development.


3/53

What is curriculum?


4/53

Curriculum

What is balances curriculum?

Including-

Reading

Mathematics

science

Music

Art

Drama

Physical

Social

Affactive activities

Construct knowledgeand apply that knowledge

in meaningful way


5/53

Elements

Teaching and learning will be most effective if theyengage and build on childrens existing understanding;

Key concepts involved in each domain of preschool

must go hand-in-hand with information and skillacquisition; and

Metacognitive skill development allows children tolearn more deliberately. It involves curriculum thatencourages children to reflect, predict, question,hypothesise and set the course for effective engagedlearning.


6/53

Sources

Child development knowledge;

Individual characteristics of children;

Knowledge-based on various disciplines; Values of our culture;

Parents' desires; and

Knowledge the children need to functioncompetently in our society.


7/53

Think about this

Most curriculum developers ignore the

importance of affective development and

focus too much on cognitive development.

The child ends up disliking school for its lack of

attachment. Some might think it is better to

stay home and study, rather than to go to

school. Therefore, affective developmentshould never be overlooked.


8/53

PHILOSOPHIES AND OBJECTIVES

A good curriculum would cover every aspect

of learning.

Curriculum should always be balanced

motivate students.

Creating interest in learning is a key factor to

effective learning programmes around the needs of the

students.


9/53

Program Models

The Montessori Model

Environment

Materials

Activities
http://localhost/var/www/apps/Desktop/Montessori%20prof%20Zaitun.ppthttp://localhost/var/www/apps/Desktop/Montessori%20prof%20Zaitun.ppt


10/53

Program Model

Waldorf Model

Curriculum

based on a profound understanding of human development

that addresses the needs of the growing child. schools should cater to the needs of the child, rather than

the demands of the government or economic forces.

not be rushed into growing up too soon.

the best way to provide meaningful support for the child isto comprehend these phases fully and to bring "age

appropriate" content to the children that nourishes healthy

growth.


11/53

Waldorf Model

Curriculum

During the first seven years children are physically

forming and live very much in their imagination.

whole child - the body, mind, and spirit. Play is

viewed as the work of the young child and the

magic of fantasy

storytelling and fantasy into the curriculum Academic subjects are kept from children in

Waldorf schools until a much later age.


12/53

Waldorf Model

Curriculum

music, dance, and theatre, writing, literature,

legends and myths are not simply subjects to be

read about, ingested and tested. They areexperience


13/53

Waldorf Model

Environment

From birth to the age of six or seven, childrenexperience the world and learn mainly through

physical activities and the effects of physicalstimuli.

Environments are characterised by many homelikefeatures, soft colours, natural materials and

simple learning materials. creating a genuine love of learning within each

child


14/53

Waldorf Model

How do we establish within each child his or

her own high level of academic excellence?

How do we create enthusiasm for learning

and work, a healthy self-awareness, interest

and concern for fellow human beings, and a

respect for the world?

How can we help pupils find meaning in their

lives?


15/53

WALDORF MODEL

Activities nurturing and rhythmical in nature.

Activities are scheduled at the same time each day, rotatingthrough the week.

This rhythmical element ensures a strong sense of consistency,order, and security which is essential to the healthydevelopment of the young child

The preschool room is structured to offer a variety of playactivities, both for individual and group activities.

Outdoor playtime is scheduled every day, even in rainyweather

Opportunities to observe a variety of multi-cultural and multi-ethnic celebrations

prepares a simple story, accompanied by rhyme, song and

puppetry, which the children sit and listen


16/53

Reggio Emilia Model

The Reggio Emilia can be described by the interms of eight principles.

The child as a protagonist (children are capable ofconstructing their learning, negotiating with theirenvironment).

The child as a collaborator (children form themselvesby interaction with others; emphasizes on smallgroups).

The child as a communicator (children can expresswhat they know, understand, wonder about, question,feel and imagine through visual arts).


17/53

The environment as a third teacher (every space has itsown identity and purpose and encourages children toengage and communicate).

The teacher as partner, nurturer and guide (teachers mustlisten and observe children closely to discover childrensideas, hypotheses and theories).

The teacher as a researcher (teachers exchangeinformation with other teachers).

The documentation as communication (teachers record the

childrens behaviour to better understand the children. The parent as partners (parents play an active part in

childrens learning experiences).


18/53

The Reggio Emilia Model is based upon

the following set of principles:

Children must have some control over thedirection of their learning; Children must be able to learn through

experiences of touching, moving, listening,seeing, and hearing; Children have a relationship with otherchildren and with material items in the world

that children must be allowed to explore; and Children must have endless ways andopportunities to express themselves.


19/53

Read later..

The project model

The high/scope model

DEVELOPMENTALLY APPROPRIATE


20/53

DEVELOPMENTALLY APPROPRIATE

PRACTICES

defined in terms of two dimensions:

age appropriateness and

individual appropriateness.


21/53

DAP are based on the following

variables:

A) Theories of child development Age related human characteristics that allow teachers to

predict what children are able to do.

Materials/interaction/experiences that will be safe,

healthy, interesting, achievable and also challenging tochildren.

B) Individually identified strengths and weaknesses ofeach child uncovered through authentic assessment.

C)The child's cultural background as defined by hiscommunity, family history, and family structure tomake sure that learning experiences are meaningful,relevant, and respectful for the child.

e t eoret ca as s o t e gu e nes resu te


22/53

e t eoret ca as s o t e gu e nes resu tein the following assumptions about interactive

learning and teaching:

1. Children learn best when their physical needs are met andfeel psychologically safe.

2. Children construct knowledge.

3. Children learn through social interaction with adults and

other children.4. Childrens learning reflects a recurring cycle that begins in

awareness and moves to exploration, to inquiry and finallyto utilisation.

5. Children learn through play.

6. Childrens interests and need to know feeling motivatelearning.

7. Human development and learning are characterised byindividual variation.


23/53

Examples of Developmentally

Appropriate Practices By Age Groups

Infants

1. Frequently holds and carries infants to provide awide variety of experiences.

2. Talks to infants before, during, after movingthem.

3. Attentive during routines, explaining what willhappen, is happening, or is going to happen

next. All this equals learning for infants.

4. Responds quickly to crying and calls of distress.


24/53

Toddlers

1. Lots of one-to-one, face-to-face conversations

with toddlers.2. Encourages toddlers to initiate language, label

things (including feelings), describe events, andreflect feelings.

3. Allows child to do tasks that the child is capableof doing. Assists in frustrating tasks but does nottake over.

4. Respects preference for familiar things. Giveslimited options.

5. Recognizes that testing limits and saying "NO"!is actually a healthy sign of development.


25/53

Preschool children

1. Models appropriate social skills (self-control,

responsible anger management, is polite)

2. Speaks in friendly, courteous manner to

individual children, at their eye level.

3. Asks "open-ended" questions.

4. Encourages appropriate independence in

children.


26/53

Developmentally Appropriate Practices (DAP)

defines meaningful curriculum as:

1. how children learn and address the entire learningcycle;

2. reclaiming the whole child and redefining child-centredness;

3. providing depth of understanding and promotingconceptual development through integratingexperiences;

4. individual appropriateness which means it is based onchildrens needs and interests;

5. deriving from knowledge-based to the disciplines andhas intellectual integrity; and

6. resulting from interactive teaching.


27/53

According to the National

Association for the Education ofYoung Children (2004), a

curriculum based of DAP will

include the following twenty

features. This is mentioned next:

REFER TO PAGE 103 & 104


28/53

1. It is grounded in the most current knowledge ofchild development and learning.

2. It addresses the development and learning ofthe whole child, which includes the social,emotional, physical and cognitive goals.

3. It addresses the development of knowledge andunderstanding, processes and skills, dispositionsand attitudes.

4. It addresses a broad range of content that isrelevant, engaging, and meaningful to children.Its goals are realistic and attainable for mostchildren in the designated age range for whichthey were designed.


29/53

6. Its content reflects and is generated by the needs andinterests of individual children within the group.Curriculum incorporates a wide variety of learning

experiences, materials and equipment, and instructionalstrategies, to accommodate a broad range of children'sindividual differences in prior experience, maturationrates, styles of learning, needs, and interests.

7 It respects and supports individual, cultural, and linguistic

diversity. It supports and encourages positive relationshipswith children's families.

8. It builds upon what children already know and are ableto do (activating prior knowledge) to consolidate their

learning and to foster their acquisition of new conceptsand skills.

9. It provides conceptual frameworks for children so thattheir mental constructions based on prior knowledge and

experience become more complex over time.


30/53

DAP learning cycle

TEACHING AFFECTIVE DEVELOPMENT


31/53

TEACHING AFFECTIVE DEVELOPMENT

APPROACHES

The childs readiness for a group experience

will depend on two factors.

1. The most important factor is the preparation he

has had within his own family.

2. The second is the nature of the group he enters

and the help available to him in making the

adjustments there.


32/53

The scheduled parts may include the

following:

1. Small-group time

2. Large-group

3. Class

4. Transition times

Group time can be used to introduce new:

1. Materials;2. Activities; and

3. Concepts


33/53

Remember..

Small/large group times for preschoolers tend tolast for around 15 minutes. Adults will use thistime to introduce children to new materials, ideasand activities and the children will continue tolearn more about it during work time.

Transitionsare the times in between otheractivities. Instead of being incidental, activities

should be planned to provide chances forchildren to make choices, move in different waysand learn important concepts.


34/53

Individual

conversations during different times

Always encourage children to express their

ideas and explain what they have learned.

Extra learning materials


35/53

Small Group

It should be based on childrens wide-ranginginterests

enhance the growth of young children are

language, logic, pre-reading and counting skills Group time is always a good time for children

to socialise with others. No pressure

Group times should be systematic wherechildren should be able to learn specific skillsand concepts.


36/53

Class

Circle time

Circle time is a great time for children to

gather together and learn several things such

as:

1. getting to know one another;

2. learning to listen to others; and

3. having fun while learning through singing

and playing games.


37/53

Teaching and Learning

Concept of Teaching

1. Goal setting

2. Assessment

3. Grading


38/53

Goal setting

Objectives are always helpful in both curriculumdesigning and achievement testing. Instead of just focusing on the content, teachers should

take into account concepts and skills they want the child tolearn.

1. Choosing objectives (content and performances);

2. Understanding student characteristics;

3. Understanding and using ideas about the nature of

learning and motivation;4. Selecting and using ways of teaching (methods andpractices);

5. and Evaluating student learning.


39/53

Classifying Objectives

Classifying objectives help teachers organise their thinkingabout objectives. They also help in teaching students andassessing their achievement.

1. Cognitive objectives(knowing, perceiving, recognising,thinking, conceiving, judging, and reasoning). When ateacher is concerned about Josh's inability to spell wordscorrectly, she is referring to an objective in the cognitivedomain.

2. Affective objectivesor feelings (likes and dislikes,emotions, attitudes, appreciations, interests, values, andthe like). When the teacher worries about Joshs boredomwith reading, she is dealing with the affective domain.

3. Psychomotor objectives(skilled ways of moving; such ashandwriting, dancing).


40/53

b) Assessment

Classroom assessment involves two majoractivities, which is measurement and evaluation.These are stated as follows:

1) Measurementcollecting information abouthow much knowledge and skill students havelearned.

2) Evaluationmaking judgments about theadequacy or acceptability of each student's levelof learning.


41/53

four most common reasons for

assessment

1. To provide summaries of learning, (to sum up howwell a student has performed over time and at avariety of tasks);

2. To provide information on the learning progress,

(teachers want to know whether students understandall of the materials that have been covered);

3. To diagnose specific strengths and weaknesses in anindividual's learning, especially for students whosepace of learning is either slower or faster than

average, you can introduce supplementary instructionor remedial instruction.

4. To motivate further learning.


42/53

Performance tests assess

Direct writing assessments (writing about a

specific topic under a standard set of conditions).

Portfolios(may contain one more pieces of a

students works; such as drawings). Exhibitions(paintings, drawings or writing done by the

student).

Demonstrations(students are required to showhow well they can use their knowledge or

perform a task; reading a book).


43/53

c) Grading

Norm-referenced gradingknown as grading

on the curve (based on the bell curve or

normal distribution of students), it is based on

how well other students do.

Criterion-referenced gradinggrades are

determined by whether they have achieved a

certain stand (or criterion) of achievement orperformance


44/53

Concept of learning

A learning strategy is a plan designed to

achieve a distant academic goal (for example,

getting an A on your next exam).

A learning tactic is a technique used to

understand an immediate objective (to

understand a concept).


45/53

Most learning strategies can be

placed in one of two categories

based on each strategy's intended

primary purpose.


46/53

Motivation

Motivation is defined as the reason that an

individual behaves the way they do.

Motivation is an important teaching tool since

it encourages children to learn without beingforced to do so. Once a child is motivated,

they become more focused and learning

becomes easier.

di i i d i l


47/53

Operant Conditioning and Social

Learning Theory

Operant Conditioning

Students tend to repeat actions that are reinforced and thatbehaviour is shaped by the reinforcement.

Example: If a student answers the correct answer, he is rewarded,which motivates him to answer more questions.

Social Learning Theory

Observation, imitation and vicarious reinforcement play importantroles in learning.

Example: A student who identifies with and admires a teacher maywork hard to please that teacher and try to become like thatindividual.


48/53

Cognitive Views of Motivation

Human behaviour is influenced by the way peoplethink about themselves and the environment. It isinfluenced by the next various factors:

The inherent need to construct an organised andlogically consistent knowledge base;

1. One's expectations for successfully completing a task;

2. The factors that one believes account for success and

failure; and3. One's beliefs about the nature of cognitive ability.


49/53

The Need for Achievement

Based on John Atkinsons theory that

differences in achievement behaviour are due

to differences in the need for achievement,

individuals with a high need for achievementhave a stronger expectation of success than

they do a fear of failure for most tasks and

therefore anticipate a feeling of pride inaccomplishment.


50/53

The Humanistic View of Motivation

Maslow describes the cognitive needs and

aesthetic needs. These two classes of needs

play a critical role in the satisfaction of basic

needs. Maslow maintains that such conditionsas the freedom to investigate and learn,

fairness, honesty, and orderliness in

interpersonal relationships are critical becausetheir absence makes satisfaction of the five

basic needs impossible.


51/53


52/53

Effect on Social Relationships

1. Motivational EffectLearning is seen as an obligation and a valuedactivity because the group's success is based on it and one's groupmates will be rewarded for it.

2. Cognitive Development EffectAccording to Lev Vygotsky,collaboration promotes cognitive growth because students modelfor each other more advanced ways of thinking than any woulddemonstrate individually.

According to Jean Piaget, collaboration among peers hastens thedecline of egocentrism and allows the development of moreadvanced ways of understanding and dealing with the world.

3. Cognitive Elaboration EffectA particularly effective means ofelaboration is explaining something to someone else.


53/53

See you soon

Chapter 3 Approaches & Curriculum

Documents

Transcript of Chapter 3 Approaches & Curriculum