Embedded Files
Brain Targeted Teaching Model
Target 1: Emotional Climate
Part 1: Joyful, productive, safe environment
Part 2: Purposefully planning for the learning experience
Target 2: Creating The Physical Environment
Part 1: Novelty
Part 2: Promoting movement and creating a sense of order and beauty
Target 3: Designing For The Physical Learning Environment
Part 1: Activating prior knowledge
Part 2: Connecting the learning goals to the big picture (big idea)
Target 4: Teaching For Mastery Of Concept, Skills, And Content
Part 1: Retaining information and using it meaningfully
Part 2: Various maniuplations of information
Target 5: Teaching For Extension And Application of Knowledge
Part 1: Application of knowledge to real-world problems
Part 2: Demonstrating creative and innovative thinking
Target 6: Evaluating Learning
Part 1: Continuous assessment enhances learning and memory
Part 2: Multiple forms of assessment
Social Emotional Development
Kindergarten:
Learn best through repetition; need predictable schedules
May become stuck in repetitive behavior (such as drawing pictures of the same types of things) for fear of making mistakes when trying something new
Learn best through active explorations of materials and things they can touch and manipulate
May struggle seeing things from another’s point of view
Think out loud (will state what they are going to do before they do it)
Feel safe with consistent guidelines
Express thoughts through actions
First Grade:
Learn best through discovery
Ambitious and motivated to learn
Enjoy the process more than the product
Beginning to understand past, present, and also how and why things happen
Like to “work”
Want to be first; competitive but enthusiastic; sometimes ‘poor sports’ if they do not win at something
Eager to do well
Thrive on encouragement
Can be bossy and easily upset when hurt
Second Grade:
Full of energy; sometimes do things in a hurry
Need physical release and ample outside play time
Enjoy socializing and sharing humor
Adjust better to change; become more flexible when faced with disappointment
Form larger friendship groups and love to work cooperatively (often with peers of the same gender)
Have limited attention span but become engrossed in activities
Enjoy responsibility
Show increasing interest in rules
Third Grade:
More focused on fairness
Can be critical of self and others
Sometimes worried, anxious, or seem moody
Better coordinated and like to push their physical limits
Beginning to see the 'bigger world' and able to manage more than one concept at a time
Reading to learn rather than learning to read
Take pride in attention to detail and finished work but may jump quickly between interests
Like to negotiate
May be competetive on the playground
Definition
Social and emotional development means how children start to understand who they are, what they are feeling and what to expect when interacting with others. It is the development of being able to:
Form and sustain positive relationships.
Experience, manage and express emotions.
Explore and engage with the environment.
Key Points
Positive social and emotional development is important. This development influences a child’s self-confidence, empathy, the ability to develop meaningful and lasting friendships and partnerships, and a sense of importance and value to those around him/her. Children’s social and emotional development also influences all other areas of development.
Social-emotional development consists of three main areas of children’s self-regulation: Acting: Behaving in socially appropriate ways and ways that foster learning. Feeling: Understanding others’ emotions and regulation of one’s own emotions. Thinking: Regulating attention and thoughts.
Fourth Grade:
Generally content and happy, may be quick to anger but also quick to forgive
Work well in groups and enjoy clubs and team sports
Developing a more mature sense of right and wrong
Expressive and talkative; like to explain things
Can concentrate for longer periods of time
Take pride in school work
Increasingly able to think abstractly
Concerned with friendship and fairness issues
Enjoy being noticed and rewarded for their efforts
Able to think more flexibly and bounce back from disappointments or mistakes
Physical Motor Development
GROSS MOTOR FINE MOTOR
Kindergarten:
Gross Motor:
Catches a ball with two hands
Hops on one foot
Performs jumping jacks and toe touches
Walks up and down the stairs while carrying objects
Fine Motor:
Cuts out a circle
Copies a triangle shape
Grasps a pencil correctly
Ties shoelaces
First Grade:
Gross Motor:
Kicks rolling ball
Jumps over objects 10 inches high
Rides a bicycle with training wheels
Throws with accurate placement
Fine Motor:
Builds a small structure with blocks
Puts a 16 to 20 piece puzzle together
Cuts well with scissors
Uses a knife to cut food
Second Grade:
Gross Motor:
Running smoothly with arms opposing legs and a narrow base of support (feet not too far apart).
Running around obstacles while maintaining balance.
Standing on one foot for at least 10 seconds.
Skipping forward without demonstration.
Stepping forward with leg on opposite side as throwing arm when throwing a ball.
Kicking a soccer ball with reasonable accuracy.
Walking backwards heel-toe.
Walking on a balance beam.
Fine Motor:
They can write all the letters of the alphabet in both upper and lower case.
They can draw a realistic scene that includes details and proper proportions. By around the age of 8, your child will begin to draw figures in profile.
They can cut out complex shapes that have angles and curves.
They can reproduce simplefolds like those used to make origami.
They’re learning to write in cursive, a skill they’ll start to master by age 8.
Definition
Motor development means the physical growth and strengthening of a child’s bones, muscles and ability to move and touch his/her surroundings. A child’s motor development falls into two categories: fine motor and gross motor.
Fine motor skills refer to small movements in the hands, wrists, fingers, feet, toes, lips and tongue. Gross motor skills involve motor development of muscles that enable babies to hold up their heads, sit and crawl, and eventually walk, run, jump and skip.
Key Points
Typical motor skill development follows a predictable sequence. It starts from the inner body, including the head, neck, arms and legs, and then moves to the outer body such as hands, feet, fingers and toes. Motor development is important throughout a child’s early life, because physical development is tied to other development areas. For example, if a child is able to crawl or walk (gross motor skills), he/she can more easily explore their physical environment, which affects cognitive development. Social and emotional development progresses when a child can speak, eat and drink (fine motor skills).
Parents and caregivers can help develop a child’s motor skills at all ages. Some activities include:
Placing your baby on his/her tummy, and helping him/her reach for a toy.
Putting a toy on the couch for your child to stretch toward when a he/she starts to stand.
Encouraging walking with a stroller your little one can push.
Visiting playgrounds, where your child can climb, swing and slide.
Third Grade:
Gross Motor:
Holding and moving across monkey bars without support.
Safely performing a forward roll.
Running smoothly with arms opposing legs and a narrow base of support (feet not too far apart).
Running around obstacles while maintaining balance.
Stepping forward with leg on opposite side as throwing arm when throwing a ball.
Kicking a soccer ball with reasonable accuracy.
Kicking a football with reasonable accuracy and consistency.
Jumping over an object and landing with both feet together.
Catching a small ball using hands only.
Walking on a balance beam.
Fine Motor:
Writing neatly.
Holding a pencil with a 3 fingered grasp and generate movement from fingers (not wrist).
Maintain legibility of handwriting for entirety of a story.
Cutting neatly around shapes.
Dressing and toileting independently.
Building Lego, K’nex and other blocks.
Using knife and fork for most foods.
Forming letters and numbers correctly.
Completing more complex puzzles.
Drawing detailed pictures with recognizable objects.
Tying shoelaces.
Fourth Grade:
Gross Motor:
Enjoy team games (soccer, football, cricket, tennis, etc)
Are able to swim
Show increased body awareness and self-perception
Show increased awareness of own physical skills and how they appear to others
Fine Motor:
Adult-type tools can be used, such as saws and hammers. Children can construct simple structures with wood and sew basic garments
Handwriting becomes more fluid, automatic and less of an effort
Writing speed increases
Writing can occur well without ruled lines
Cognitive Development
Kindergarten: Kindergartners think in fun and creative ways. They also start to learn facts and begin to grasp some basic academic concepts. Many kids can recognize some words by sight, like the and me, and they begin sounding out three-letter words, like hat. By the end of kindergarten, many kids can also do things like:
Recognize and name colors and basic shapes
Know the letters of the alphabet and letter sounds
Recite their name, address, and phone number
Understand basic concepts about print (like knowing which way the pages go and that words are read left to right and top to bottom)
Know that stories have a beginning, middle, and end
Count groups of objects up to 10 and recite numbers to 20
Stick with an activity for 15 minutes and finish a short project
Make plans about how to play, what to build, or what to draw
First Grade: Kids’ thinking skills this year allow them to start exploring the world to find answers to their own questions. During first grade, most kids:
Start developing the skills to reason and think logically
Try to think about things before making decisions
Learn from what they hear and read — not just from what they see and do
Have trouble making choices because they want to do everything at once
Can read several sight words (words they see frequently and can read without sounding out) and sound out other words
Begin to have a better sense of time, understanding increments of time, days, weeks, months, and seasons
Predict what comes next in a pattern, and recognize and create their own patterns
Count to 100 by ones, twos, fives, and tens
Write and recognize the numerals 0 to 100, and the words for numbers from one to twenty
Do basic addition and subtraction up to 20
Second Grade: At this age, thinking and problem-solving skills are taking off. Kids tend to talk at a more adult level and start to explore specific activities that interest them. Most kids this age:
Look for the reasons behind things and ask questions for more information
Understand cause and effect and make more in-depth connections (for example, know that if 6 + 2 = 8, then 8 ‒ 6 = 2)
Use those connections to do more complex math like multiplication and division
Start planning ahead (for example, create a drawing of something to build or make a plan for an experiment)
Can sit and pay attention to something that interests them for at least 30–45 minutes
Start collecting things
May try out different types of writing, like narratives and opinion papers (“Why I liked this book”)
Use complex sentences and different types of sentences to express ideas clearly
Recognize and know the value of coins
Learn how to do addition and subtraction with regrouping (also known as “borrowing”)
Definition
Children grow and develop rapidly in their first five years across the four main areas of development. These areas are motor (physical), language and communication, cognitive and social/emotional.
Cognitive development means how children think, explore and figure things out. It is the development of knowledge, skills, problem solving and dispositions, which help children to think about and understand the world around them. Brain development is part of cognitive development.
Key Points
To promote a child's cognitive development, it is important that you actively engage in quality interactions on a daily basis. Examples include:
Talking with your baby and naming commonly used objects.
Letting your baby explore toys and move about.
Singing and reading to your baby.
Exposing your toddler to books and puzzles.
Expanding on your child's interests in specific learning activities. For example, your toddler might show an early interest in dinosaurs, so you can take him/her on a trip to the natural history museum to learn more about the time that these creatures roamed the earth.
Answering your child’s “why” questions.
Third Grade: Concrete Operations Stage of Thinking is solidifying for most children.They can reason logically about actual objects and organize thoughts coherently. They cannot handle abstract reasoning very well unless it relates to real experiences.
Learn best through active, concrete experiences, but are learning to see books as sources of information; reading may become a major interest
Developing a longer attention span
Enjoy collecting, organizing, and classifying objects and information
Imaginative play in the form of skits, plays, and puppet shows Likes groups and group activities
May reverse printed letter (b/d) (until mid-third grade)
Enjoy planning and building
Speaking and listening vocabularies are expanding rapidly; talkative
Increased problem-solving ability
Interested in magic and tricks
Learning to plan ahead and evaluate what they do
When something is suggested, they may say, “That’s dumb”or “I don’t want to do that.” Beginning to see and understand the perspectives of others.
Listen well, but they are so full of ideas that they cannot always recall what has been said
Like to explain ideas--may exaggerate
Engrossed in activity at hand; love to socialize at the same time
Industrious; often work quickly
Basic skills begin to be mastered; begin to feel a sense of competence with skills
Fourth Grade: Kids this age typically start thinking more about abstract ideas , and not just about things they can observe. They get better at organizing thoughts and planning, too. Don’t expect them to be able to sort facts from opinions quite yet, though. That skill is still in process.
Most kids this age:
Realize that thoughts are private and that people see others differently than they see themselves
Start predicting the consequences of an action and plan accordingly
Can argue more than just one side of an issue
Begin to rely on friends, the news, and social media to get information and form opinions
Develop a better sense of responsibility and help out around the house (For example, kids may look out for younger siblings.)
Start understanding how things are connected (For example, kids may understand the effects of climate change or how the mood of one person can impact others.)
Creative Innovation
10 Characteristics of an Innovated Classroom
If your goal is to engage and educate students to the greatest extent possible, you need to consider the benefits of an innovative classroom. An innovative classroom will possess several key traits, including:
Reflection
Constant Learning
Creativity
Connection
Principles and Routines
Problem-Finding
Collaboration
Variation
Goal Setting
Opportunities for Revision
https://www.edweek.org/education/opinion-10-characteristics-of-an-innovative-classroom/2018/07
Definition
Innovation in education encourages teachers and students to explore, research and use all the tools to uncover something new. It involves a different way of looking at problems and solving them. The thinking process that goes into it will help students develop their creativity and their problem solving skills.
Innovation does not mean creating something from nothing. Just like with any good science project, it relies on researching existing solutions to come up with a new hypothesis to test.
Key Points
School leaders want to avoid mandating innovation. "Policy should create opportunities and incentives for folks to design different and better learning experiences, but not require it," Lars Esdal writes.
Instead of simply teaching ABCs and 123s, innovation goes beyond the basics by combining a variety of disciplines to come up with a new or different outcome. Knowledge of the basics is a starting point. Students use knowledge and concepts to find solutions by exploring until they find the best answers.
Differentiation
Definition
Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction.
Key Points
Adapting for Special Needs/ ELL
Definition
There are several factors that you will need to consider in adapting the curriculum. Adaptive instructional programs are characterized by combined teaching strategies, flexible scheduling, individualized instruction, mastery learning, large and small group instruction, individualized tutorials and cooperative learning. Further, while we will need to adapt the form of instruction to meet the individual needs of children with special needs we will also need to adapt the delivery and response factors that will face the child in school.
Key Points
Adapt the environment
Change where the student sits in the classroom.
Make use of cooperative grouping
Adapt presentations
Provide students with advance organizers of key scientific concepts.
Demonstrate or model new concepts.
Adapt the pace of activities
Allow the student more time to complete assignments
Provide shorter but more frequent assignments
Adapt materials
Use large print activity sheets.
Use overlays on text pages to reduce the quantity of print that is visible.
Highlight key points on the activity sheet.
Line indicators
Sections on paper (draw lines, fold)
Adapt assessment
Allow various ways for students to demonstrate their understanding of scientific concepts such as performing experiments, creating displays and models, and tape recording observations.
Adapt assessment tools such as paper and pencil tests to include options such as oral tests, open-book tests, and tests with no time limit.
Digital Upload from EDUC 211
Lesson Plan Grace & Lindsay.pdfPage updated
Report abuse