education

Observe/identify an interest or topic through exploratory activities, active listening, focused discussions, and representations of childrens initial ideas about their thinking

Observe/identify an interest or topic through exploratory activities, active listening, focused discussions, and representations of childrens initial ideas about their thinking This study was initiated by a team of two teachers (Mary and Jane) and their assistants, working with a group of twenty-eight 4- and 5-year-old children. It started with observations they made early in

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Emergent Project: Power, Force, and Motion

Emergent Project: Power, Force, and Motion Planning for an emergent study represents the other end of the road-trip analogy, a “bottom-up” process. This type of planning focuses on identifying starting points for the exploration of an idea or topic, developing insightful observations via teacher-child interactions, documentation about what is happening, and expanding the plan accordingly.

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Making adaptations to the plan as the unit progresses based on observations about learning and interests

Making adaptations to the plan as the unit progresses based on observations about learning and interests As the unit progressed, both teachers made notations in their daily journals, jotting down anecdotes, observations, and questions as they conducted activities and guided exploratory experiences. They rearranged some of the materials and noticed in particular that the children

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Lifecycle Strip

Lifecycle Strip Phyllis designs a simple task-based activity to use as an additional assessment activity, asking children to place pictures of the stages of the life cycle in proper order. Preparing materials and resources With plans in hand, the teachers then took stock of available materials and supplies and made a list of those to

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Deciding on how to evaluate childrens learning to determine the extent to which the unit objectives and learning standards are met

Deciding on how to evaluate childrens learning to determine the extent to which the unit objectives and learning standards are met Phyllis and Stephanie decided that the matching and memory games, observation log, felt board stories, and whole group discussions could also serve as assessments. As Phylliss children were a bit older, she devised an

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