Ece141u2&3online
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Transcript of Ece141u2&3online
Math & Science for Young Children
ECE 141 / 111F winter quarter 2010
Emily McMasonUnits 2 & 3
children’s book example:The Kids’ Nature Book
365 Indoor/OutdoorActivities & Experiences
Susan Milord
As you move through your day with children, there are three types of learning experiences:
Unit 2 how concepts are acquired
As you move through your day with children, there are three types of learning experiences:
Naturalistic learning –emphasized in the sensorimotor period
Unit 2 how concepts are acquired
As you move through your day with children, there are three types of learning experiences:
Naturalistic learningInformal learning –introduced in
sensorimotor, increased throughout preoperational period.
Unit 2 how concepts are acquired
As you move through your day with children, there are three types of learning experiences:
Naturalistic learningInformal learning
teachable momentsscaffolding
Unit 2 how concepts are acquired
As you move through your day with children, there are three types of learning experiences:
Naturalistic learningInformal learningStructured learning –used sparingly in
sensorimotor and early preoperational. Very brief and focused.
Unit 2 how concepts are acquired
Divergent questions and directions
Convergent questions and directions
Unit 2 how concepts are acquired
Divergent questions and directionsNo one right answer. Ex: what can
you tell me about?
Convergent questions and directionsSpecific response. Ex: Find a ball
smaller than this.
Unit 2 how concepts are acquired
Learning Styles- the work of Howard Gardner.
Multiple intelligences:
Unit 2 how concepts are acquired
Learning Styles- the work of Howard Gardner.
Multiple intelligences: linguistic,
Unit 2 how concepts are acquired
Learning Styles- the work of Howard Gardner.
Multiple intelligences: linguistic, logical-mathematical,
Unit 2 how concepts are acquired
Learning Styles- the work of Howard Gardner.
Multiple intelligences: linguistic, logical-mathematical, bodily-kinesthetic,
Unit 2 how concepts are acquired
Learning Styles- the work of Howard Gardner.
Multiple intelligences: linguistic, logical-mathematical, bodily-kinesthetic, interpersonal,
Unit 2 how concepts are acquired
Learning Styles- the work of Howard Gardner.
Multiple intelligences: linguistic, logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal,
Unit 2 how concepts are acquired
Learning Styles- the work of Howard Gardner.
Multiple intelligences: linguistic, logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, musical,
Unit 2 how concepts are acquired
Learning Styles- the work of Howard Gardner.
Multiple intelligences: linguistic, logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, musical, spatial,
Unit 2 how concepts are acquired
Learning Styles- the work of Howard Gardner.
Multiple intelligences: linguistic, logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, musical, spatial, naturalist,
Unit 2 how concepts are acquired
Learning Styles- the work of Howard Gardner.
Multiple intelligences: linguistic, logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, musical, spatial, naturalist, existential.
Unit 2 how concepts are acquired
Learning Styles- the work of Howard Gardner.
Multiple intelligences: linguistic, logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, musical, spatial, naturalist, existential.
Unit 2
Learning Styles- the work of Howard Gardner.
Multiple intelligences: linguistic, logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, musical, spatial, naturalist, existential.
Make sure you have an understanding of each one.
Unit 2
Multiple intelligences: linguistic, logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, musical, spatial, naturalist, existential.
• So often we only teach in the first two ways.
• Who are you as a learner?• Who are you as a teacher?• What kind of learners are the majority of
your students? Can you identify type for each child?
Unit 2
Teach a child to count to 10. How many different ways can you do it? Write down a way for each intelligence. Be ready to share in class.
Multiple intelligences: linguistic, logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, musical, spatial, naturalist, existential.
Unit 2
Think of all the different ways you can teach the same material – just by moving around within these different frameworks:
Piaget /VygotskyLearning cycleNatural /informal /structuredDivergent / convergentMultiple intelligences…is your head spinning yet?
Now for some Fun?
I completely, fully, 100% disagree with the text about technology.
No need until they are ‘fully literate’ which is usually 5th grade.
Children stop using their minds [the calculator must be right]The line between ‘education’ and ‘game’ is too small, and
the detriments are too many…obesity, violence, pregnancy, etc.
And all of this is ironic because this is hybrid class. However, you are not 5th graders (and you are smarter!)
One BIG divergence:
Mental stretch
Unit 3
• Ok, that’s it! Memorize this figure and you’re done with unit 3.
• Assess- this is always the starting place. The first question in teaching ‘where are they now?’ watch and see where they are
• Choose objectives- what’s the goal? What are you after? What should they learn next?
• Plan experiences- naturalistic/informal/structured, learning cycle, multiple intelligences
• Select materials- concrete to abstract, three dimensional to two [dolls to cut out dolls to pictures of squares to paper & pencil]
• Teach- need I say more? • Evaluate-what did the child learn? What can they now do?
Assessment questions are asked again
Unit 3
problem solving in science: make it
interestingEx: mass of 10 kg is a projectile…Verses: Cinderella and her evil step sisters are
engaged in a glass slipper kicking contest. Context gives them a hook, and helps them
predict the possible answer.Brownie point alert: ask me about Cinderella
& Eden in class.
Unit 3
problem solving in math: help them
estimate Ex: 43+38+52…Start with: 40+40+50. They know their
answer should be around 130. Estimation gives them a solid starting
place, and helps them predict the possible answer.
Unit 3