S.U. 5 CHOOSING & PLANNING LEARNING CONTENT FOR EARLY...
Transcript of S.U. 5 CHOOSING & PLANNING LEARNING CONTENT FOR EARLY...
PRS101 ECT (SG1) – S.U. 5 CHOOSING & PLANNING LEARNING CONTENT FOR EARLY CHILDHOOD EDUCATION LEARNING OUTCOMES: - The importance of choosing suitable learning content - The difficulty of choosing learning content for ECT - The organisation of the learning content - Choosing learning content for the ECC - How to plan for the integrated approach - Written planning in the centre for ECD
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THERE CAN BE NO EDUCATION
WITHOUT SOMETHING TO TEACH
TEACHER RESPONSIBLE FOR
TEACHING RELEVANT CONTENT
TEACHER MUST HAVE LEARNING
CONTENT
TEACHER RESPONSIBLE FOR
TEACHING MEANINGFUL CONTENT
CHN HAVE THE RESPONSIBILITY TO
LEARN
THE IMPORTANCE OF CHOOSING
SUITABLE LEARNING CONTENT
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Curriculum for subject areas in primary & secondary school
GRADE R: set curriculum (CAPS) - Use suitable themes to organise learning content.
No formal curriculum for ECE – teachers role NB in choosing learning content
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Not having a prescribed curriculum
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Sometimes diff. to tell whether or not the best choices are being made & best guidelines followed
Assessment made difficult = no set expectations
Difficult for novice teacher to work & adjust because don’t have framework to guide them
Teaching can be planned to meet requirements of each indiv. group of chn
Subject matter can continually be adjusted to circumstances
Flexible teaching results from it
Not having a prescribed curriculum
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PAST UNISA EXAM QUESTIONS
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a) What are the advantages of not having a formally prescribed curriculum in ECT? (3)
CORRESPOND WITH THE PURPOSE & LEARNING OUTCOMES OF ECD (ie. linked to the curriculum)
• NB qu: “What do I want my group to know, do & feel”?
• Learning content must be aligned with the purpose & req. outcomes of ECE.
• Specific l. outcomes involve dev. of whole child, l. content should involve the whole child
• For Grade R, themes & acts must be linked to the curriculum concepts, skills, values & attitudes
BE DEVELOPMENTALLY APPROPRIATE
• L.content should be approp for chn’s current dev. level
• 4 implications of dev. approp practices: • meaningful & relate to what chn know
• Individualise
• Physically & mentally active process
• Manipulative acts & hands-on acts – real-life activities
BE RELEVANT & MEANINGFUL
• Relevant to chn = id with it & become involved
• Decide what topics most meaningful to chn
• L.content should help chn to understand their enviro better
• SEE TABLE – Slide “Suitable themes”
BE MULTICULTURAL & ANTIBIAS
• Teach chn to accepts diffs & similarities in people
• Chn must be taught the necessary facts, skills & att to live & work together in harmony
• Choose l. content that counters prejudiced attitudes.
• Themes must be representative of all the different groups
• E.g. books; photographs, posters, games,etc - diversity
Choosing Learning Content for an ECC
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& read: CH 1, p. 23-27 (GRADE R
TEACHING)
THEMES MUST BE FUN!
- One of the most NB principles when choosing a suitable theme in to ensure that the theme is FUN.
-Learners must enjoy what you want to teach them!
-Be creative! E.g. Theme – “Healthy Food” = “Food I love best”
Choosing Learning Content for an ECC
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THEME APPROACH
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INTEGRATED APPROACH
(cross curriculum)
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& read: CH 1, p. 28-30 (GRADE R
TEACHING)
Why use an integrated approach?
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Principles for the
implementation of an integrated
approach
Not everything will link with a
theme
Theme must correspond
with chn’s level of dev & interests
Don’t plan themes too far
in advance
Arrange learning
content – simplest to
more complex
L.content must be systematised
so that outcomes can
be realised
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4 Subjects
2. First Additional Language
3. Mathematics
4. Life Skills:
1. Home Language
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Beginning Knowledge
Personal & Social
Well Being
Creative Arts
Physical Education
4 Subjects
2. First Additional Language
3. Mathematics
4. Life Skills:
1. Home Language
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Beginning Knowledge
Personal & Social
Well Being
Creative Arts
Physical Education
Social Sciences Natural Science
Technology Economic & Management Science
Life Orientation
Arts & Culture - Visual Arts - Performing
Arts
Life Orientation
Common Themes/Topics
in the ECD
At School; In the class-
room Books
Days of the week
Weather & Seasons
Shapes and colours
around us
Festivals & Special Days
Safety
Sound, Sight,
Touch, Taste & Smell Transport
Jobs people do
Water
Fruit & Vegetables
Farming – Diary & Wool
Healthy Environmen
t
Animals – reptiles,
dinosaurs, wild animals
Sport
Me, My Body, My
Family, My Home
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E.G. TOPICS from CAPS for STUDY AREA: Beg Knowledge &
Personal/Social Wellbeing.
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Grade R: Study Area (Beg Kn/P&S)
•Me
•At school
•In the classroom
•Days of the week
•My body
•Summer
•Shapes & colours around us
•Festivals & special days
•Home
•Safety
•My family
•Weather
•Autumn
•Sound
•Sight
•Touch
•Taste & smell
•Festivals & special days
•Winter
•Transport
•Jobs people do
•Water
•Fruit
•Vegetables
•Dairy farming
•Wool farming
•Healthy environment
•Festivals & special days
•Spring
•Reptiles
•Dinosaurs
•Wild Animals
•Finding out about one wild animal
•Sport
•Festivals & special days
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TERM 1
TERM 2
TERM 3
TERM 4
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Weekly planning
Daily Presentation Planning
Written planning
& read: CH 1, p. 30-32 (GRADE R
TEACHING)
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Weekly planning
Written planning
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Weekly Planning
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The importance of written weekly planning:
Weekly Planning
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The importance of written weekly planning:
•Opportunity for reflection • Improved teaching •Progress: theme develops •Balance: variety •Achievement of outcomes •More freedom to make changes if something unforeseen happens
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Daily Presentation Planning
Written planning
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• ..\..\..\..\..\..\National B.Ed Programme Manager - update\PLANNING\ECD FP Lesson Plan example 2013 updated.doc
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PAST UNISA EXAM QUESTIONS
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a) Mention 3 aspects that should be included in an educators daily planning. (3)