...For this observation I went to a Pre-K classroom in were students were arranged in the carpet according to the squares drawn. I did not really see a pattern on the children’s sitting only that a girl with a walker was placed in one of the corners were there was more space and was easier to move. Since this is a Pre-K classroom there is a lot of decorations and color, which makes it very welcoming to any person. Also because the children are the main focus everything is arrange and sized to fit them for example, the tables and chairs are small, the supplies around the room are for small children etc. All this leads to how safe this classroom is, to what I saw everything seemed hazard free and for the spots in were there might be danger like...
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...pressure. Although we are to be teaching the same material at the same time as the other in our grade level, there is little planning time to help us focus on this. This fact, along with the adoption of Performance Standards, led me to see the need to introduce teachers to the idea of sharing ideas for lessons, reviewing student work samples, and planning cooperatively on a regular basis that focus walks and peer observations of classrooms. In contrast, schools operating under a community learning approach to planning for student achievement use teacher discussion as a springboard for improve teaching strategies. Along with this discussion brings about the need for observation of classroom teaching practices. Within my school’s context, most teachers only are observed by the principal for their state mandated “official” observations. Knowing this fact, I first chose to come up with a list of reasons for encouraging teachers within my school to become open to the idea of teacher observations within their classrooms. Roberts and Pruitt (2003) have stated that observation is a strategy that promotes learning by all those involved. From this process I have learned to encourage reflection and growth among others at my school and thus impacted the learning enviroment of my...
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...This action research study is to examine social skill intervention on children with social deficits and their ability to use active listening and observing to help them notice others. “The term ‘social skills’ encompasses a wide range of abilities that includes listening and speaking skills, the recognition and understanding of emotional facial expressions, and the appropriate employment of gesture, posture, and proximity” (Ryan & Charragain, 2010, pp. 1505). What effect does active listening and observation intervention have on students with social deficits and their ability to make connections with their peers? After intervention, participants should know how to ask questions and respond with follow up comments by actively listening. Participants should know how to collect information about peers by actively observing them inside their school community, as well as listening to them. We should see participants noticing and doing non-verbal communication while...
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...1. Peer play interactions and learning for low-income preschool children: The moderating role of classroom quality. (http://dx.doi.org.lib-proxy.fullerton.edu/10.1080/10409289.2014.864214) Research Findings: The present study examined the degree to which the association between interactive peer play and academic skills was dependent upon the level of classroom quality for a representative sample of culturally and linguistically diverse urban Head Start children (N = 304 children across 53 classrooms). Peer play interactions within the classroom were assessed by teacher assistants in the fall of the year; observations of the quality of classroom instructional, emotional, and organizational support were conducted in the middle of the year; and norm-referenced direct assessments of literacy, language, and mathematics skills were administered in the spring. Findings from multilevel models indicated that disruptive and disconnected peer play behaviors early in the preschool year were associated with lower literacy and language skills regardless of classroom quality. However, interactive peer play early in the year was associated with higher mathematics outcomes when children were enrolled in classrooms characterized by high instructional support. Practice or Policy: Implications for early childhood research, practice, and policy are discussed. 2. The added value of the school of the 21st Century when combined with a statewide preschool program (http://dx.doi.org.lib-proxy.fullerton...
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...The observation sight chosen is known as The Blake Street Early Learning Center it offers pre-k and kindergarten classes. Miss. Reed’s kindergarten class is the observed classroom; the class consists of 15 children ranging between five and six. As the children arrive each child places his or her backpacks and other belongings into his or her designated cubby. Children are provided with a couple of options, children can set at table were a pre-packed breakfast is waiting, children may choose to go into the music corner and sit and listen to classical music or have quiet time in the dimly light corner and relax. It was surprising to the observer how quickly the children seem to be make selections about where to spend breakfast time. After breakfast the children gathered around Miss. Reed on the reading carpet to review the day’s events, this prepares the children for the day and informs them of what is expected of them as the day moves along. Once the schedule of the day has been reviewed, Miss Reed shares a book with the classroom. Class Description Miss. Reed’s class is brightly colored and decorated. In the reading corner there is a long painted scene of a large tree and children of diverse backgrounds playing on and around the tree. The bookshelves are brightly colored and are strategically placed to divide the classroom into its various labeled corners. The floors in the reading area is carpeted in the reading corner is brightly colored hand prints with...
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...FunTaskSticks: Aligning the games with course outcomes of Physics and Biology for Pre-science students Irma Ahmad1, Suhaiza Hasan2, Nur Azimah Osman3 1UiTM Negeri Sembilan (Malaysia) 2UiTM Negeri Sembilan (Malaysia) 3UiTM Negeri Sembilan (Malaysia) irma@ns.uitm.edu.my, suhaiza@ns.uitm.edu.my, azimah@ns.uitm.edu.my Abstract The demand for increasing the number of students to pass the pre-diploma programmes has boost up the need for active and motivating learning tools. To rouse the number of passing grades, various programs and series of lectures were conducted for pre-science students at UiTM Negeri Sembilan. However, none of the activities is in form of games. FunTaskSticks is a game that has been modified from the original Pick-Up Sticks and repurposed into instructional lesson as part of learning exercises to support students learning activities in informal educational settings. Therefore, in this study it attempts to investigate how FunTaskSticks could engage the learning process of Physics and Biology and assist them to improve their fundamental grammar of English language by using the terms and terminologies that they have learned in classes and from the game. There were 24 pre-diploma students who participated in this study. The finding revealed that FunTaskSticks is not only educating the students cognitively, but also affectively. Students learn to acknowledge, criticized and praise each other which has increased their motivation level and also their...
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...programs that can be useful in the growth and development of children. There are differences in the growth and development of every child. Growth refers to specific changes and increases in the child’s actual size (Allen, K. & Marotz, L. 2010, p 24). Development refers to any increase in complexity, from simple to more complicated, and detailed (Allen, K. & Marotz, L. 2010, p 25). Teachers and caregivers often get these confused. Growth defined as an increase in size, whereas development defined by the improvement and acquisition of skills. Growth often limited by the lack of resources and development, will still take place by using the resources a child possesses. Our textbook, states “growth and development are influenced by a child’s unique genetic makeup and the quality of the everyday environment, which includes nurturing, health care, and opportunities to learn the full range of skills that are evidence of developmental progress” (Allen, K. & Marotz, L. 2010, p 25). Every child grows and develops differently according to how the child acquires the necessary skills in six key developmental areas (Allen, K. & Marotz, L. 2010, p 35). Those areas are physical, motor, perceptual, cognitive, language and social-emotional (Allen, K. & Marotz, L. 2010, p 35). All these areas are addressed separately, but they intertwine with each other. They are also interdependent, so the child develops health from the time they are infants to their adult years. The development...
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...Introduction – Education at present is in a flux. The system of Education at all level has changed, is changing & will continue to change as and when it is required. There is an agreement on all sides that the academic education is to be replaced by practical & dynamic education which is related to life. The main account in modern education is on the awaking of curiosity, the stimulation of creativity, the development of proper interests, attitudes & values & the builing of essential skills such as independent study & capacity to think and judge for oneself. In modern education, students are encouraged to explore, to ask questions, to study themselves & to be creative. In this modern education audio-visual aids are more important because in modern teaching- learning process 85% of teaching is related to the audio visual aids. It is now established that audio -visual aids work as potent initiators. In the past the teacher was considered to be the soverign as far as the teaching -learning process was concerned. The role of the students was mostly passive. Modern trends have changed the face of educational world. Many progressive methods have come in the wake of these trends. Yet the traditional methods are not being given up altogether, they are “being modified and adjusted to the changed concepts and situations.” Multimedia Approach & Instructional Development – Educational Technology can be called systematic...
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...Name: Nicole Carter Lesson Assignment: Science Lesson Plan Week # 5 |Creative Curriculum Interest Area: |Cognitive | |Creative Curriculum Goal: |Children should be able to tell the difference between a push and a pull. Also should be able to | | |observe that a push or pull can change the way an object is moving. | |Objectives- Use the Michigan Pre-K |P.MO.OO.15 | |standards |Observe that objects move in the direction of a push or pull | | | | |Age range of children |Pre-K: 3-5 (in small group setting) | |Learning Area: |Science Center/ Gym (would be ideal, then you could use larger objects) | |(Center) | | |Material Preparation |Gather together some balls, blocks, and other objects all of different shapes and sizes. Try to | | ...
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... Limitations in teachers’ grammatical content knowledge can generate student misconceptions. Teachers’ ‘applied’ knowledge is more significant than declarative knowledge. a r t i c l e i n f o a b s t r a c t Article history: Received 27 June 2012 Received in revised form 17 July 2013 Accepted 19 July 2013 Teaching grammar has been mandated in statutory curriculum documents in England since 1988. Yet despite this, research evidence continues to suggest that metalinguistic knowledge is an area of challenge for many teachers. Drawing on data from a larger study, this paper considers the role of teachers’ grammatical knowledge, both content and pedagogical content knowledge, in mediating learning about writing in the classroom. It also illustrates how students’ learning about writing is influenced by teachers’ metalinguistic knowledge. The study highlights that grammatical pedagogical content knowledge is more significant than grammatical content knowledge in supporting meaningful teaching and learning about writing. Ó 2013 Elsevier Ltd. All rights reserved. Keywords: Metalinguistic Grammar Writing Content knowledge Pedagogical content knowledge 1. Introduction: framing the problem The importance of subject knowledge in teachers’ professional development has been the focus for a substantive body of research in teacher education. Shulman’s (1987)...
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...instruction that can be differentiated for their various proficiency levels. No two ELLs enter school at the same proficiency level or with the same experiences. This diversity makes it quite challenging for teachers to accommodate every learner. Consequently, teachers can use the Arizona English learner standards to supplement the Common Core Standards in an attempt to differentiate instruction for their ELLs. The standards address all proficiency levels, including pre-emergent, emergent, basic, low intermediate, high intermediate, and proficient. Obviously, the strategies that are adequate for general education students and proficient ELLs would not suffice for those at the pre-emergent or even the low intermediate stage. Therefore, differentiation is absolutely necessary. Differentiation would vary at the different stages as well as take into consideration ELL proficiency levels. For instance, in grades one and two, which is the ELL Stage II, a pre-emergent learner would most likely come into the classroom with very little phonemic awareness whereas general education students in the same grade and proficient ELLs would be able to apply phonemes to different words, read words in context, and comprehend the academic language of their...
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...evidence of their learning. Teachers use the information to modify their lesson plans and adjust their instructional methods; students need feedback on their performance to concentrate on their vulnerable areas. Assessment is necessary for parents to reinforce their children strength and assist them where extra attention is required. The data collected will inform school administration the parts of improvement that both teachers and students needed and for the state and federal levels, as is important to determine if additional funding is necessary to assist students in their learning and achievement. To provide the suitable service and achieve optimal result, teachers and administrators must identify their ELL students and place them in classroom that best fit with their abilities. In an interview conducted with Miss Fabiaschi, an academic dean at a charter school in my district, she said that at her school parents are providing information on home language on the application. Then they use the CELDT (California English Language Development Test) to determine which level of English proficiency for their students. She added, there are two types of ELLs, the new enrollments, which are kindergartens who enroll in school for the first time or students of higher grade levels who transferred from different schools, districts, or states; and the second type are the returning ELL students. The CELDT is a requirement of the California Department of Education. Students from kindergarten...
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...with increasingly diverse learning characteristics have access to and achieve high academic performance in the general education curriculum. The changing demographics of the United States have also played a role in diverse learning characteristics of the American learners in classrooms today. With an educational system that serves approximately 76,355,000 students, 30,982,000 or 40.58% are of an ethnically diverse background and 5% of school age children have a disability (U.S. Census Bureau, 2008). These changing legal requirements and student demographics in United States educational systems combine pointing to the need for increased collaborative planning and teaching among school personnel attempting to comply with these legal mandates to serve all students fairly and equitably in general education classrooms. Co-teaching is an approach that helps educators meet both IDEIA and NCLB mandates, and is defined as “two or more people sharing responsibility for teaching some or all of the students assigned to a classroom” (Villa, Thousand, & Nevin, 2008, p. 5). In schools within the United States, co-teaching often involves general education and special education teachers working together in one classroom and used as a supplementary aid and service that can be brought to general education to serve the needs of students with (and without) disabilities through IDEIA. Co-teaching requires a re-conceptualization and revision for traditional teacher preparation. Recent studies...
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...Thematic Unit Plan Miryum Mochkin TEAM Curriculum Development and Planning TEM 730 Etti Siegel October 27, 2013 Thematic Unit Plan In honor of the Holiday of Chanukah, in my Pre-K classroom I plan to spend two weeks dedicated to teaching this topic. This will give you the full spectrum of what and how the pre-k will be learning about this special holiday. The topic will be incorporated so that the children’s learning experience with all five senses. An article in the San Francisco Examiner explained that by incorporating the five senses into the learning experience of a child, “One creates opportunities for each child to reach beyond their abilities. Then they will discover what a wonderful world they have to discover and enjoy” (Heyen 2012). The lesson goal is for the children and be prepared physically, mentally, and spiritually for the holiday. The children will learn the origin and understand all the symbolism surrounding this holiday. The point is to get the children to understand the value of their unique history as a part of the Jewish nation. As a result of this lesson each child will be gain a deeper rooted connection to his individual Jewish identity. There is a collective responsibility to preserve Judaism as a community. Literature will be the initial focus regarding the celebration of Chanukah. Through auditory and visual stimulation provided by the books the children...
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...because isn’t the point of prekindergarten to prepare a child for kindergarten? If the typically developing peers aren’t prepared for kindergarten what does that mean for the students with disabilities? Are they farther behind or are they the ones being prepared to move forward in their education? With these questions in mind I wanted to see how an early intervention program helped children with disabilities when it comes time to go to school. What was the transition like? Did student still receive the same kinds of services they were receiving? Where there any drawbacks when they left the program and entered into school? How likely are these students to succeed and continued to make strides? Where they able to be included in the regular classroom for their entire...
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