Approaches for Teaching and Learning Chapter 24

How Children Learn Learn differently than adults At birth, only 25% of brain’s pathways are developed Attention spans are short Motor skills still developing Concepts are not understood

Children learn best by: Doing When using their senses Through trial and error When all areas of development are nurtured Through positive reinforcement Imitation and role modeling

No single right way to learn

Group Learning Same-group – same age placed together Development grouping – grouped according to abilities Mixed-age grouping – certain age ranges put together

What will you teach? Curriculum – experiences and activities that support and guide learning Activities should be stimulating and varied, not repetitive and boring Capture students’ interests

Curriculum continued Balanced Culturally diverse Bilingual development Divided into subject area

Objectives Outcomes for children to achieve or experience through participation in a specific curriculum activity Support goals

Bloom’s Taxonomy Level 1: Knowledge –remember and recall –List, name, remember, show, recognize Level 2: Comprehension –Understand and explain/summarize –Discuss, describe, restate, express, explain, review

Level 3: Application –Apply information to new situation –Collect, classify, sort, choose, show, group Level 4: Analysis –Understand isolated parts and relationships between them –Explain, combine, describe, compare, contrast, distinguish, examine, organize, give reasons, explain relationships

Level 5: Synthesis –Combine ideas, information, or objects to create new whole –Create, develop, invent, construct, design, assemble, problem solve Level 6: Evaluation –Make judgments for a specific purpose –Choose, select, rate, recommend, judge, state an opinion

Project Approach to Teaching Project goals –Learn to find answers on their own questions about a topic –Plan experiences that offer many different opportunities for hands-on learning Use of resources –Use a variety

Field trips –Visit field sites when possible Gathering, organizing, representing information –Allow time and experiences for these to happen Assess learning project –Tape record and photograph progress

Reggio Emilia Approach A town in northern Italy – unique approach to teaching young children Children are considered competent, capable, and motivated, full of potential Collaborative learning stressed – adults and students learn together

Physical environment purposefully designed and organized Curriculum is project based Children construct projects and represent learning in a variety of creative ways

Implementing Curriculum To encourage children’s basic learning skills Follow directions and cooperate Listen to others’ ideas and clearly express their own

Foster listening skills by reading and introduce longer stories as attention span increases Work individually and in groups

Lesson Plans Detailed, written explanation of activity –Includes purpose, materials needed, step-by-step method of carrying out activity, evaluation of activity –An organization tool

Encourage Creativity Freedom to explore materials Acceptance of creativity Variety of learning materials Use of own ideas Time and support for problem solving Questions that encourage creativity

Adults as Learners Want to learn information they can use immediately Want information to help them solve a problem Topics of interest to them

Motivation to Learn Social relationships – making new friends Authoritarian expectations – comply with instructions and fulfill another person’s expectations Social welfare – serving others and the community; motivates them

Personal advancement – achieve higher status; perform well on job, receive advancement, stayed informed about competitors Change routine – motivated by break in routine; releases boredom

Cognitive interest – learn for the sake of learning; seek knowledge because they like to learn

Reinforcement of Learning Process used to strengthen and increase learning Helps maintain skills learned

Retention of Learning Ability to remember information Believe information is relevant Believe information is important Believe information is useful

Transfer Learning Ability to use information taught in one activity in a different setting Learn to grow tomatoes at one spot; take that knowledge and grow tomatoes at home

Activities for Older Adults Should be pleasurable and satisfying Address cultural and personal interests and special needs Games, clubs, and cards –Board games, chess, photography clubs

Art –Painting, sculpting Crafts –Knitting, quilting, woodworking Music –Singing, dancing, playing instruments

Gardening –Planting, watering, cutting plants and flowers Fitness and exercise –Head and body movements; relaxation techniques Touring and traveling –Cultural enrichment and historic events

Intergenerational Activities Music –Learn new songs together Art –Create murals or collages, paint, make videos, tape songs Language Learning –Speak a second language

Community Service Projects –Learn community history, participate in community clubs and events, volunteer Outdoor Projects –Hiking, canoeing

The Learning Environment Provide flexibility Use humor Provide for problem-solving support