ASSIGNMENT 1 METAPHOR

EDE4103 Multilevel Early Childhood Pedagogy and

Curriculum

Bernadette Dunne W0092931

http://ede4103.wikispaces.com/

TEACHING IS

GARDENING

METAPHOR

The classroom is a garden....

The students are seedlings...

The teacher is the gardener

Role of teacher

TEACHER AS AN OBSERVER, A

FACILITATOR AND A GUIDE

Theorists

Vygotsky

Piaget Bronfenbrenner

Bruner

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

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

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).

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.

Provide a caring, nurturing and safe learning environment

Reggio Emilia

The environment : “the third teacher” (Fu 2002 p111).

Good gardeners are optimistic and patient.

Building partnerships

Bronfenbrennerwe 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.

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.

Lesson Plan

Algebra: Patterning

Year 1 / 2

Differentiated model

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.

Enhancing Phase / Body

Children should be able to create patterns.

Children should be able to predict what comes next in a repeating pattern.

Group 1

Using everyday items and familiar object (Children’ language stage), make patterns with assistance. Predict what comes next. Complete patterns.

Group 2

Using mathematics material familiar to children (materials language stage), make patterns, predict what comes next. Complete patterns.

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

 

Images retrieved on 2/4/11 fromhttp://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.

Each student to create a pattern using multi link blocks.

Then students are required to draw their pattern.

Children sitting at their own desks in mixed ability groups

“WHAT THE CHILD IS ABLE TO DO IN COLLABORATION

TODAY HE WILL BE ABLE TO DO INDEPENDENTLY

TOMORROW” (VYGOTSKY, 1978, P. 211).

In Vygotsky’s words,

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.