Principles of Teaching 1: Objective-Related Principles of Teaching
Teaching Young Children OBJECTIVE 3.02 Understand selection and use of teaching methods.
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Transcript of Teaching Young Children OBJECTIVE 3.02 Understand selection and use of teaching methods.
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Teaching Young
Children
OBJECTIVE 3.02Understand selection and use of teaching methods.
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Teaching Young Children
Part 1: Selecting Teaching Methods
Ways Children LearnThe Role of Play Materials
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Selecting Teaching Methods
• In order to select appropriate teaching methods, you need to know about– The ways children learn– The role of play materials– Factors to consider when selecting toys and
play materials
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How do children learn?
• From the environment
• From a teacher
• From their experiences
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Learning from the environment
• Using manipulative objects
• Interactive environment with opportunities to explore and experiment
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Learning from a teacher
• Provides positive reinforcement
• Is a good role model for children to imitate
When a person shows someone else how to do something, this is called
modeling.
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Learning from experiences
• Sensory elements
• Trial and error• Learn from
mistakes• Address all
areas of development
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The Role of Play Materials
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Play is the
business
of children.
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Play = Learning
Play “plays” a very important role in learning.
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2 Types of Play Materials
1. Open-ended --- can be used in a variety of ways, with no one correct way to play with them
2. Closed-ended --- structured materials meant to be used in one way, with one intended outcome
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Can you think of examples of each?
• Open-ended
Both types offer benefits for children.
• Closed-ended
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Benefits of Open-ended Materials for Children
1. Develop independence
2. Learn to make decisions
3. Learn to solve problems
4. Use their imagination
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Benefits of Closed-ended Materials for Children
1. Learn to follow directions
2. Develop sensory perception
3. Help develop motor skills
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Factors to Consider When Selecting Toys & Play Materials
• Safety– Rounded,
smooth edges
– Nontoxic
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Factors to Consider When Selecting Toys & Play Materials
• Durability• Easy to clean• Appropriate for
different ages• Encourages
cooperative play, not aggressive play
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Factors to Consider When Selecting Toys & Play Materials
• Number of children who can use at one time
• Storage space available
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Factors to Consider When Selecting Toys & Play Materials
• Multi-purpose• Encourages
active involvement, not passive observation
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Factors to Consider When Selecting Toys & Play Materials
• Teaches basic concepts
• Allows for sensory learning
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Factors to Consider When Selecting Toys & Play Materials
• Enjoyed by both boys and girls
• Fun to play with
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Teaching Young Children
Part 2: Using Teaching Methods
Planning
Lessons
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Using Teaching Methods
• In order to use teaching methods effectively, you need to know about– Planning lessons– Teaching styles– Teaching techniques
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Lesson Plan• A detailed written
explanation of a learning activity
Like an architect prepares a blueprint so that the builder will know
every detail about how the building should be built, and to
guarantee that the building is physically sound and aesthetically
pleasing; similarly, a teacher prepares a lesson plan with every
detail about how the lesson is to be taught, which better ensures
that the lesson will be effective and that children will participate
and learn. The only difference is that . . .
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The only difference is that the teacher is both the architect and the builder.
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Purposes of Lesson Plans
• Serves as an organizational tool• Forces teachers to think ahead• Enables teachers to think through
what they want to do• Provides time to gather needed
materials• Can be saved for future reference
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Results of Teaching without Lesson Plans???
• Lessons flounder and fail
• Time wasted• Children bored• Materials not ready• Things left out
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Components of Lesson Plans
• Target age group• Topic or theme• Purpose • Concepts to be learned• Skills to be developed• Materials needed• Procedures• Questions• Follow-up activities• Evaluation
Let’s look at each of these
more closely. . .
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Target Age Group
• Age or level of development of children
Example: Three-year-olds
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Purpose of Lesson
• Stated as objectives
• Things to aim for and reach
• Targets
Example: The learners will be able to
(TLWBAT) recognize basic shapes.
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What could be an objective for this learning activity?
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Concepts to Be LearnedSkills to Be Developed• List exactly the
concepts and skills that will be learned/developed.
Concept: Objects can be counted one at a time.
Skill: Counting from 1 to 10
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Concepts to Be LearnedSkills to Be Developed
• List exactly the concepts and skills that will be learned/developed.
What concepts and skills can be developed from playing dress-up?
Concept? Skill?
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Materials Needed
• List all materials needed
• State quantities
• This serves as the teacher’s checklist for getting prepared.
(Example)
Materials Needed6 sets crayons1 4-in. paper square per child6 bottles white glueYarn, assorted lengths, colors
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Procedures
• Outline steps for leading the activity
• Put them in correct sequence
• Be thorough
(Example)Procedures:1. Have children sit in a circle.2. Introduction: Ask children to close
their eyes and picture their most favorite food.
3. Tell children that they are going to learn about foods that make their bodies strong and healthy.
4. Read the first page of the book . . .
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Lessons usually include these lesson functions:
• Focus and review - an introduction to capture attention, focus on the topic, review
• Statement of objective – to state what children will learn
• Teacher input – to introduce new information• Student guided practice – to give children a chance to
use the new information• Independent practice –to see how well children can do
things on their own• Closure - to summarize, bring the activity to an end
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Questions
• To focus thinking and guide learning
Example: “What happens if we push just one button
at a time?”
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Follow-up Activities
• To reinforce what was learned
• To provide additional help for children who need it
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Evaluation
• To assess the effectiveness of the lesson– Number of children who
were successful– Adaptations needed for
different ability levels– Ways to improve– Would you use again?
Example: “Next time I will remember to work with a smaller number of
children at a time . . .”
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Transitions
• Short activities that guide children smoothly from one activity to another
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Transition signals may be
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Transition Methods
• Move a few children at a time while others do another activity
• Sort children by colors of clothing worn (or other categories); move by groups
• Have children move as though they were specific animals
“Move to Circle Time like an
elephant walking through the jungle.
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Transition Methods
• To start an activity, use a prop or something special to capture interest
• For clean-up transition, use a job board or a job jar
• Use choice time to let children decide the activity they wish to do next
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Teaching Young Children
Part 3: Using Teaching Methods
Teaching StylesTeaching Techniques
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TeachingStyles
• The ways in which teachers conduct their classes
Think about the ways in which some of YOUR teachers
conduct their classes . . .
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Teaching style includes
• The teacher’s expectations about behavior• The degree of structure in lessons• The degree of spontaneity in lessons
What’s spontaneity
?
You know, spontaneous! Spontaneity is when the
teacher follows her impulses, lets things happen naturally.
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Factors Affecting Teaching Styles• The teacher’s
personality• The teacher’s own
learning style• The teacher’s beliefs
about teaching and learning
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Ways Children Respond to Teaching Styles
• One style is not necessarily better
• Children benefit from many different styles
• Sensitive teachers are aware of their own teaching styles
• Effective teachers know how to adapt their styles as needed
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Teaching Techniques
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Teaching Technique #1:
Arrange the environment
• Provide adequate space
• Organize space so activity can be done safely and easily
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Teaching Technique #2:
Set the stage
• Use an opener to catch their attention
• Let children know what to expect• Help children get into the right
frame of mind• Use a focus object – an item related
to the activity that helps introduce it
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Teaching Technique #3:
Handle play activities
• Serve as the facilitator, not the controller
• Help children get the most out of play
• Recognize teachable moments --- unplanned times when children are ready to learn
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Teaching Technique #4:
Group children appropriately
• Factors to consider– Number of children– Age range– Ability levels
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Methods of Grouping
• Chronological grouping – same age together• Developmental grouping – same ability levels
together• Family grouping – same age range together• Random grouping – grouping with no pattern
in mind; each child has an equal chance to be in any group
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Advantages/Disadvantages of Grouping by Age or Ability
• Advantage: Easier to plan lessons
• Disadvantage: Children miss the opportunity to relate to children of other ages/abilities
• Can you think of other advantages or disadvantages?
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Advantages/Disadvantages of Family Grouping
• Advantage: Individual children have a greater chance of learning
• Advantage: Children have more opportunity to learn to relate with children of other ages
• Disadvantage: The range of developmental needs is challenging for teachers
• Can you think of other advantages or disadvantages?
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Conditions under which smaller groups are needed:
1. When much personal attention is required
2. When learning new skills
3. When the activity is complex
4. With younger children
5. When children are prone to misbehave
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Teaching Technique #5:
Use concrete objects
• Children understand best when they can see and touch
• Descriptive words sometimes have little meaning for young children
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Teaching Technique #6:
Use open-ended questions
• Require more than a “yes” or “no” answer
• There is no right or wrong response
• Encourage children to express themselves
• Stimulate creativity and language development
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Teaching Technique #7:
Use other techniques effectively.
• Visuals can reinforce learning
• Props can capture attention and add variety
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That’s all for now!