1. TEACHING TO ENHANCE LEARNING AND DEVELOPMENT
Chapter 9

2. TEACHING: A SCIENCE & AN ART

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

4. THE SCIENCE OF TEACHING
Public Law ~ 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

5. 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

6. 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

7. 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)

8. 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
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9. WONDERS OF LEARNING

10. WONDERS OF LEARNING

11. WONDERS OF LEARNING

12. WONDERS OF LEARNING

13. WONDERS OF LEARNING

14. WONDERS OF LEARNING

15. 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

16. 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

17. 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

18. 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

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