EDE4103 Multilevel Early Childhood Pedagogy and Curriculum Assignment 1 Metaphor Hello everyone. Welcome to my presentation for EDE4103 Assignment 1. Please note that I have also created a wiki to compliment this presentation. You can download this power point with notes. Access wiki at: http://ede4103.wikispaces.com/ Bernadette Dunne W0092931 http://ede4103.wikispaces.com/

METAPHOR Teaching is Gardening My metaphor for learning and teaching that encompasses my beliefs and understanding is TEACHING IS GARDENING.

The classroom is a garden.... I believe the classroom is a garden

The students are seedlings...

The teacher is the gardener The teacher is the gardener. So, that is my metaphor for teaching and learning.

teacher as an observer, a facilitator and a guide Role of teacher teacher as an observer, a facilitator and a guide I see my role as a teacher as an observer, a facilitator and a guide.

Theorists Bruner Bronfenbrenner Piaget Reggio Emilia Vygotsky My beliefs are influenced by developmental theorists like Piaget and Vygotsky. However, I prefer to take an eclectic approach so my beliefs also reflect the views of a variety of other theorists including Bronfenbrenner, Bruner as well as Loris Malaguzzi's Reggio Emilia approach. Piaget Reggio Emilia

Principles of teaching and learning Scaffolding the learning Teacher as co-learner and collaborator Authentic learning experiences and assessment Provide a caring, nurturing and safe learning environment Building partnerships Principles of teaching and learning that I believe in are: Scaffolding the learning Teacher as co-learner and collaborator Authentic learning experiences and assessment Provide a caring, nurturing and safe learning environment Building partnerships

Scaffolding the learning Social constructivism Vygotsky Some seedlings will blossom early and some will blossom late. Some will require extra attention, some will need additional encouragement, and some will grow with a wild will of their own. Scaffolding the learning I am strongly influenced by social constructivism. Like Vygotsky, I believe that learning occurs in a social and cultural context and that quality social interaction is extremely important when supporting children’s learning. Children learn best when they are able to actively participate in their own learning and construct knowledge through their own experiences (QSA, 2010). I believe in the presence of a teacher or meaningful other within the learning environment (Vygotsky in Hendrick & Weissmann, 2006). This may be a teacher, parent or even a peer supporting learning through positive social interactions such as adding a new prop like a block or costume to extend an experience (Van Hoorn et al., 2007, p 80). At other times it could be the teacher playing the role of Vygotsky’s meaningful other in the “zone of proximal development (ZPD)” (Mooney, 2000; Noble, 2010) by assisting a child or group of children and scaffolding on their existing knowledge (Bruner, 1996). Together, we will build knowledge and exchange understandings and become learners scaffolding learning for each other (Bruner, 1996, p 21); this involves moving ‘beyond simply providing the children with experiences’ (Fraser, 2006, p 162). To link this to my metaphor, teaching is gardening, some students will blossom early and some will blossom late. Some will require extra attention, some will need additional encouragement, and some will grow with a wild will of their own. Good gardeners are able to see the potential in all of the seedlings as well as in those struggling young seedlings and enjoy watching them grow, develop and bloom.

Teacher as co-learner and collaborator Reggio Emilia Children are seen as strong, competent, and intellectual Supporting and empowering children by encouraging them to express their ideas and opinions and give them opportunities to share in decision making and engage in reflection (QSA, 2010). Negotiated curriculum Contexts that facilitate learning, creating enriching situations and helping children to be the direct agents and constructors of their own learning process(Spaggiari in Fraser 2006, p 187). Teacher as co-learner and collaborator Children are capable contributors to their own learning who should have a say in what they are learning about. In the Reggio Emilia approach, children are seen as strong, competent, and intellectual. They are viewed as inquiring, curious, and wondering (Fu 2002 p45). Vygotsky (cited in Berk, 2000) inspired an educational approach in which collaboration is a school wide value and classrooms become learning communities where children and adults work on complex, real world problems, drawing on many sources of expertise within and outside the school. I believe in supporting and empowering children by encouraging them to express their ideas and opinions and give them opportunities to share in decision making and engage in reflection (QSA, 2010). As partner to the child, the teacher is inside the learning situation (Hewett, 2001). A negotiated curriculum is about providing “contexts that facilitate learning, creating enriching situations and helping children to be the direct agents and constructors of their own learning process” (Spaggiari in Fraser 2006, p 187). This can be facilitated by including children in group discussions to find out what topics they might be interested in and to negotiate which of these topics they might like to find out more about and where they could look to find information. Both Bruner and Vygotsky viewed language as having a strong connection to learning. The teacher plays the role of a negotiator of the curriculum who co constructs knowledge with the children. Together, they will build knowledge and exchange understandings. To link this back to my metaphor, teaching is gardening; some plants will stray of the learning experience and open up new pathways to stretch their foliage. The gardener can see the path this plant is taking and decide if the pathway is relevant and explore different avenues this path could lead to. The gardener also collaborates with other gardeners to share information and learn more.  

Authentic learning experiences and assessment Cognitive constructivism Piaget The gardener should be patient with the seedlings, because no matter how much water or how much sunshine they receive, they are all individuals, and, as a result, they will all grow at their own rate, in their own way, during their own time; no two are the same. Authentic learning experiences and assessment I am also influenced by cognitive constructivism. Like Piaget, I believe that children construct new knowledge based on previous experiences. Recognising children as competent learners means recognising what they know and can do, and using that as a starting point for new learning (QSA, 2006). I believe that learning should be child centred, interest driven and based on real life experiences. I believe that the curriculum should be tailored to meet the learning needs of the students and not the other way around. Concepts should be presented in a variety of ways to accommodate the many different learning styles that will be present in any classroom (Gardner in Sigelman & Rider, 2009). This can be achieved through the use of a variety of teaching styles. Children should be given the time and encouragement that they need to explore and experiment. The teacher should provide children with open ended, a combination of structured and unstructured learning experiences which provide them with opportunities to discuss, to think critically and creatively, to question and reflect as I believe that this will encourage the development of “independent, imaginative and resourceful thinking” (Lipman, 2003, p. 20). Learning and assessment should occur in a variety of multi modal ways and should include both individual and group based activities. Whilst I acknowledge that accountability is an important factor and as such assessment of learning will always be a consideration, I strongly believe in assessment for learning as opposed to learning for assessment. Formative assessment provides a teacher with more opportunities to be able to monitor a students learning and make adjustments where necessary. To link this back to my metaphor, teaching is gardening, the gardener should be patient with the seedlings, because no matter how much water or how much sunshine they receive, they are all individuals, and, as a result, they will all grow at their own rate, in their own way, during their own time; no two are the same.

Provide a caring, nurturing and safe learning environment Reggio Emilia The environment : “the third teacher” (Fu 2002 p111). Good gardeners are optimistic and patient. Provide a caring, nurturing and safe learning environment As the emotional experiences of schooling may contribute to a students’ image as a learner and a person (Furlong, 1991) it is essential to create a respectful, positive and safe learning environment where relationships are based upon mutual trust, difference is treated with dignity, positive attitudes to learning, participation and achievement are fostered and behaviour is managed in a fair, sensitive and caring manner. Moreover, as a teacher, it is my role to build students’ social skills and resilience so that they may exercise social judgement, build character and strengthen self-esteem and optimism (Commonwealth of Australia, 2005). The importance of the environment lies in the belief that children can best create meaning and make sense of their world through environments which support "complex, varied, sustained, and changing relationships between people, the world of experience, ideas and the many ways of expressing ideas."( Cadwell, 1997). A high-quality environment, with attention to space, organisation, materials, and aesthetics, is crucial to Reggio Emilia’s early childhood program. In fact, the environment is often referred to as “the third teacher” (Fu 2002 p111). To link this back to my metaphor, teaching is gardening; being a good teacher is a lot like being a good gardener. Good gardeners are optimistic and patient. They give special tender loving care to those few plants that are struggling and not thriving. They don’t blame the plant when it’s not performing well; they check the growing conditions. Is the soil the plant is growing in suitable or does it need amending? Does the plant need more water; does the plant need less water? Does the plant need more sunshine; does the plant need less sunshine. No two are the same.

Building partnerships Bronfenbrenner we do not develop in isolation; development is a joint interaction between the person and their environment (cited in Peterson, 2004). Good gardeners do not work in isolation; others have an important role to play also. Building partnerships Bronfenbrenner theorised that we do not develop in isolation; development is a joint interaction between the person and their environment (cited in Peterson, 2004). According to his Ecological model, the micro-system (Home, School, Peer group) has the most influence on our development because they are the closest to us. Berk (2000) states that families are pervasive and parents are universally important in children’s lives. Many contexts mould the child, but in power and breadth of influence, nothing equals family (Berk, 2000 p.557). A partnership of the home, school and community is a relationship in which members of families, schools and communities develop mutual respect, understanding and ways of working together to improve student learning outcomes (Ruge, 2003). Epstein (1995) defines home, school and community partnerships as exemplifying a relationship between “three major contexts in which students live and grow” (p. 702) and in which shared interests in and responsibilities for children are recognised. In addition, Funkhouser and Gonzales (1997) state that successful partnerships involve the sustained mutual collaboration, support and participation of school staffs and families at home and at school, in activities and efforts that have a positive effect on the academic success of children in school. To link this to my metaphor, teaching is gardening, good gardeners collaborate. They share information and they also learn from each other. They respect the fact that other gardeners have more experience and draw from this. They do not work in isolation; others have an important role to play also.  

People, not curriculum, are the desired outcomes of schooling (Glasser, 1992, p. 964). Teaching is gardening The classroom is a garden The students are seedlings The teacher is the gardener. Glasser (1992) states, “We should never forget that people, not curriculum, are the desired outcomes of schooling. What we want to develop are students who have skills to become active contributors to society, who are enthusiastic about what they have learned, and who are aware of how learning can be of use to them in the future” (p.694). Teaching is gardening. The classroom is a garden, the students are seedlings and the teacher is the gardener. The role of the teacher is one of observer, a facilitator and a guide. In Vygotsky’s words, “what the child is able to do in collaboration today he will be able to do independently tomorrow” (Vygotsky, 1978, p. 211).

Algebra: Patterning Year 1 / 2 Differentiated model Lesson Plan Algebra: Patterning Year 1 / 2 Differentiated model I will now present a section of my lesson plan designed for a year 1 / 2 class using a differentiated model of instruction. This lesson covers the topic of Algebra: Patterning.

What is Differentiated Instruction? Differentiation is responsive teaching rather than one size fits all teaching (Tomlinson, 2005). To put it yet another way, it means that teachers proactively plan varied approaches to what students need to learn, how they will learn it, and/or how they will show what they have learned in order to increase the likelihood that each student will learn as much as he or she can, as efficiently as possible (Tomlinson, 2003). An effectively differentiated classroom is characterised by the practice of flexible grouping. This means that students work in a variety of arrangements. During this lesson, Students will work together as a whole class at the Introduction stage of the lesson. Students will then be placed into small groups with students of similar readiness, interest, or learning profile. The conclusion of the lesson will involve the whole class coming together once again to discuss the learning experience and reflection. Teaching up means raising the ‘ceiling' for all students. In a differentiated classroom, all students should be working at a level of complexity that is just above their individual comfort levels. By providing each student with reasonable levels of challenge and instructional scaffolding as needed, students learn that hard work results in successful growth (Tomlinson, 2010). To achieve this, I have planned the learning experiences for the most advanced learners in the class. Then I have modifies activities for students who are currently at lower readiness levels. Continual Assessment Pre-assessment of students’ readiness and interests before commencement of this unit will provide information to assist in making sure each child’s needs are accommodated. Formative assessment will be evident during the lesson in the form of observations and collection of student work samples. Image retrieved 12/4/2011, 2011, from http://www.diffcentral.com/model.html

Bruner’s Language model of Mathematics The lesson plan have been designed around the language model. The language model of mathematics helps us teach mathematics for understanding. It has 4 clearly definable stages that everyone passes through: (1) children's language (2) materials language (3) mathematical language (4) symbolic language

Orientating Phase / Introduction Children should be able to verbalize what patterns are and identify simple patterns. Teacher calls children over to the mat and settles them with a short action song: “Everybody do this, do this, do this everybody do this just like me.” Action: clap hands, slap knees, clap hands, slap knees. Q: Who knows what I’m doing? A: I’m making a pattern. It’s a movement pattern. Who can make up one of their own to show us? What do we already know about patterns?   Look at Pattern book Using combination of pictures in book, and shapes and numbers to accommodate different levels of understanding. Let children answer questions at random but also pick individual children to answer question to gauge level of understanding. Allow wait time for children to think about the question then answer. Refer to Power point slides that accompany this lesson plan to see picture of resources used. Arrange children into 3 groups (bases of pre-assessment of abilities): Group 1: Children that do not understand the concept of pattern. Group 2: Children that have a low level of understanding the concept of pattern. Group 3: Children who understand the concept of patterning. Type of formative or summative assessment: Formative – Observation of student responses

Enhancing Phase / Body Children should be able to create patterns. Children should be able to predict what comes next in a repeating pattern. Using Bruner’s Language model for teaching mathematic, concepts should always be taught first and be introduced using concrete materials at the students’ stage of the language model. The concept is then reinforced and practised using other types of concrete materials. After the children have practised the concept you check for understanding by having the students demonstrate the concept back to you using the same concrete materials and asking questions. Once you have checked for understanding of the concept you can then move on to teaching the skills. The same process is repeated for the materials stage of the language model. Once the students understand the concept and the skills involved at the concrete stages you can then move on to the symbolic stages. Teacher aide working with group 1, Teacher moving between all groups observing, providing assistance when needed.   Both individual and small group activities available. Multimodal to cater for different learning styles. Type of formative or summative assessment:  Formative – Observation of student responses

Group 1 Using everyday items and familiar object (Children’ language stage), make patterns with assistance. Predict what comes next. Complete patterns. Group 1 working at desks in group. Using familiar objects - Small plastic teddies, stationery in their pencil cases, plastic animals, Plastic hand and footprints, beads and string, Pattern cards to copy, Plastic frogs, Big pattern book.  

Group 2 Using mathematics material familiar to children (materials language stage), make patterns, predict what comes next. Complete patterns. Group 2 working at desks in group. Using familiar mathematic objects (materials language stage) - Cubes, unifix blocks, counters, Geometrical shaped beads and string, pattern cards to copy pattern and predict what comes next.

Group 3 Group members working interactive whiteboard taking turns using the interactive on line pattern activities (mathematical language stage): http://www.learningtoday.com/corporate/files/games/Algebra_Patterns_L1_V1_T4a.swf http://funschool.kaboose.com/preschool/games/game_crazy_pattern_machine_the.html   Group 3 working at the interactive whiteboard. Group members working at interactive whiteboard taking turns using the interactive on line pattern activities (mathematical language stage): This activity requires the children to complete the pattern and then translate the pattern. Voice activated to instruct children. http://www.learningtoday.com/corporate/files/games/Algebra_Patterns_L1_V1_T4a.swf This activity requires the children to insert the missing element, can be adjusted to suit children’s level of ability. http://funschool.kaboose.com/preschool/games/game_crazy_pattern_machine_the.html Images retrieved on 2/4/11 from http://www.learningtoday.com/corporate/files/games/Algebra_Patterns_L1_V1_T4a.swf http://funschool.kaboose.com/preschool/games/game_crazy_pattern_machine_the.html

Synthesising Phase / Conclusion Children should be able to understand the concept of patterning. Children should be able to demonstrate their knowledge by creating their own pattern. Children sitting at their own desks in mixed ability groups Place a box of multi link blocks in centre of each group of students. Each student to create a pattern using the multi link blocks. Student should then extend their pattern by adding the correct colour and number of multi link blocks. Then students are required to draw their pattern. Reflect on learning: Can you tell me what a pattern is? What does the word repeat mean? What is a repeating pattern? What is a growing pattern? Type of formative or summative assessment: Formative – Observation of student responses.   Collect work samples, students’ drawings. Each student to create a pattern using multi link blocks. Then students are required to draw their pattern.

In Vygotsky’s words, “what the child is able to do in collaboration today he will be able to do independently tomorrow” (Vygotsky, 1978, p. 211).

References (APA 5TH) Berk, L.E. (2000). Child Development: 5th Ed. Allyn and Bacon: Massachusetts. Bruner, J. (1996). The Culture of Education. Cambridge, MA: Harvard University Press. Cadwell, L. (1997). "Bringing Reggio Emilia home: An innovative approach to early childhood education.". Teachers College Press, New York. Commonwealth of Australia (2005). National Framework for Values Education in Australian Schools.   Retrieved 5/4/2011, 2011, from http://www.curriculum.edu.au/verve/_resources/Framework_PDF_version_for_the_web.pdf. Epstein, J. (1995). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan, 76, 701-712. Furlong, V. (1991). Disaffected pupils: reconstructing the sociological perspective. Brittish Journal of Sociology of Education, 12(3), 293-307. Fraser, S. (2006). Authentic Childhood: Experiencing Reggio Emilia in the Classroom (2nd ed.). Toronto, Ontario: Thomson Nelson. Fu, V. R., Stremmel, A. J., & Hill, L. T. (2002). Teaching and Learning. Collaborative Exploration of the Reggio Emilia Approach. Sydney: Prentice Hall of Australia Pty. Funkhouser, J., & Gonzales, M. (1997). Family involvement in children's education: Successful local approaches. Washington: US Department of Education. Hendrick, J., & Weissman, P. (2006). The Whole Child: Developmental Education for the Early Years (8th ed.). Upper Saddle River, NJ: Pearson Education. Hewett, V. (2001).Examining the Reggio Emilia approach to early childhood education. Early Childhood Education Journal, 29, 95-100.

References cont... Lipman, M. (2003). Thinking in Education. Cambridge, UK: Cambridge University Press. Mooney, C. G. (2000). Theories of Childhood: An introduction to Dewey, Montessori, Eriksson, Piaget & Vygotsky. St. Paul, MN: Redleaf Press. Peterson, C. (2004). Looking forward through the lifespan (4th ed.). Frenchs Forest: Pearson Education.  Ruge. J, (2003) Developing home, school and community partnership: A working Paper, NSW Department of Education and Training.  The State of Queensland Studies Authority. (2006). Early Years Curriculum Guidelines. Retrieved on April 12, 2011 from http://www.qsa.qld.edu.au/downloads/p-9/ey_cg_06.pdf The State of Queensland Studies Authority. (2010). Queensland Kindergarten Learning Guideline Draft. Retrieved on April 12, 2011 from http://www.qsa.qld.edu.au/downloads/p-9/p-9_qld_k_learning_guide.pdf Tomlinson, C. (2003). Differentiating instruction for academic diversity. In J. M. Cooper (Ed.), Classroom teaching skills, 7th ed (pp 149-180). Boston: Houghton Mifflin. Tomlinson, C. (2005). Quality curriculum and instruction for highly able students. Theory into Practice, 44(2), 160-166. Van Hoorn, J., Monighan Nourot, P., Scales, B., & Rodriguez Alward, K. (2007). Play at the Centre of the Curriculum (4th ed.). Upper Saddle River, NJ: Pearson Education. Vygotsky, L. S. (1978). Mind in society. Cambridge: Harvard University Press.