TEACHING TO ENHANCE LEARNING AND DEVELOPMENT Chapter 9

TEACHING: A SCIENCE & AN ART

ECE TEACHER’S ROLE IS COMPLEX! Know the Learner Know what to Teach Know how to Teach

THE SCIENCE OF TEACHING Public Law 107-220 ~ No Child Left Behind Act of 2001 – emphasis on scientifically based practice Informed by: Science of child development Cognitive science or how people learn Research on effective instructional strategies and contexts Based on two sets of questions: What skills and abilities predict children’s later outcomes in reading, writing and math? What teaching behaviors, curriculum, interventions contribute to or inhibit gains

CLASSROOM RESEARCH The daily interaction among teachers and children is THE most important determinant of the quality and effectiveness of programs from infancy through primary grades

Instructional Climate CLASS RESEARCH Emotional Climate Instructional Climate Teachers are positive, sensitive and manage the classroom well CLASS 5/7 points Positive supportive classrooms for children Use of variety of teaching strategies to promote concept development and higher order thinking Interactions are intentional; environment supports child initiated learning CLASS 2/7 Little instruction; worksheets; 40% routines & transitions without learning

RESEARCH HAS LIMITS Goal is to prepare you to create an effective instructional climate When research is strong – professional responsibility to adhere to its guidance Research on effective teaching is evolving In some cases not available; in some cases contradictory (diverse language; cultural backgrounds; differing abilities)

THE ART OF TEACHING Requires Vision, Creativity, and Decision Making Many variables – cannot all be controlled Effective teaching requires creatively adapting to individual children and to the situations that arise The Wonders of Learning http://www.thewonderoflearning.com/exhibition/? lang=en-GB

WONDERS OF LEARNING

WONDERS OF LEARNING

WONDERS OF LEARNING

WONDERS OF LEARNING

WONDERS OF LEARNING

WONDERS OF LEARNING

BUILD A REPERTOIRE OF EFFECTIVE TEACHING STRATEGIES Teaching Strategy – Behavior or activity deliberately selected and flexibly applied to help students construct meaning INTENTIONAL TEACHING Conscious thought Flexible decision making Learning Strategy - How children construct meaning in any context or situation

TOOLS FOR LEARNING Teacher takes the lead Teacher Initiated Child Initiated Teacher takes the lead Provides explicit information and modeling or demonstrates a skill Determined by the teacher’s goals and direction Child gains knowledge and skills Through their own exploration Interactions with objects and other children

AN ARRAY OF TEACHING STRATEGIES Acknowledging and encouraging Giving quality feedback Modeling Demonstrating Giving cues, hints and offering assistance Creating and adding challenges Questioning Co-Constructing Giving direct or explicit instruction Scaffolding – combining strategies

THE POWER OF SCAFFOLDING Integrated Approach to reach all students Scaffolding – elevated structure; support to do the work; reach the goal Metaphor for a series of teacher behaviors that support children’s ability to accomplish learning tasks or solve a problem that they could not otherwise accomplish independently. Scaffolding = working in the zone of proximal development Teacher takes responsibility and gradually releases it to the child until they have full responsibility

WONDERS OF LEARNING I do… you watch I do… you help You do… I help You do… I watch