The Intentional teacher Chapter 3 Approaches to Learning Professor Backlar

Approaches to Learning According to the National Education Goals Panel, approaches includes the following components: curiosity, creativity, confidence, independence, initiative, and persistence. This Photo by Unknown Author is licensed under CC BY-NC-ND

Approaches to Learning Researcher Ross Thompson (2002) says that when young children are curious, interested, and confident about discovering the answers to their questions, they are best able to benefit from learning opportunities. Approaches to learning also involve breaking down a task into its: Components, Organizing a plan of work, Reflecting on the success of one’s endeavors

Styles of Learning Sensory mode Pacing or timing Social context Visual stimulation-especially motion Observing Auditory Tactile Sensory mode Fast pace Slower pace Pacing or timing Learning independently Learning in groups Social context

Fitting the Learning Experience to the Learning Objective Openness to experiences-describes a child’s initial willingness to explore materials, ideas, people and events. Temperament Preschoolers eventually develop the ability to form mental representations Processing experiences-This dimension addresses how children deal with physical and interpersonal environment both during and after the experience. Some children eagerly solve problems on their own Other children ask for assistance Following an experience, some children move on to something else, while others take time to process what they learned. A child may follow up on a discovery by repeating to see if it happens again, others accept the experience without much reflection.

Openness to Experiences Child-guided experience is especially important for learnings such as: Taking the initiative Teaching strategies: Focus on children’s efforts, not the outcomes of their actions Encourage-but never force-children to explore materials, try out their knowledge and skills, or share an idea or opinion. Balance freedom and structure in the environment During teacher-planned times of the day, give children choices about how to use the materials or carry out their ideas.

Continued… Engaging with materials Action oriented dimension of approaches to learning. Teaching strategies: Provide variety of materials and activities Give children ample time to carry out their intentions Minimize interruptions and transitions

Continued… Adult-guided experience is especially important for learnings such as: Planning-opportunities to plan, carry out, and review activities of their own choosing were positively associated with almost all aspects of children’s social, cognitive, and motor development. Teacher Strategies: Provide opportunities for children to make intentional choices throughout the day. Treat children’s plans with respect. Use home language Engaging with ideas-scaffolding Teaching strategies: Describe, and encourage children to describe, what they are doing. Use questions sparingly Invite children to explain their thinking Take advantage of opportunities to explain your own thinking and reasoning.

Processing Experiences Child-guided experience is especially important for learnings such as: Solving problems Teaching Strategies Encourage children to describe problems that arise during the day. Give children time to come up with solutions. Call children’s attention to what is and is not working. Cause and effect. Assist children who are frustrated. Using resources Provide open-ended materials that appeal to all senses. Some children, particularly dual language learners in a wait, watch, and listen phase, may need to see that it is okay to explore materials in different ways. Talk with children about how they use resources (observations and conclusions) Encourage children to use resources to answer their own questions.

Adult-guided experience is especially important for learnings such as: Reflecting Teaching strategies: Make comments and ask open-ended questions that encourage reflection and help children connect current and previous experiences. Create opportunities for children to describe their actions to peers. Use photographs and other mementos to help children remember and reflect on experiences. Follow up Provide time and materials for children to continue pursuing their interests. Provide opportunities for children to elaborate on the play themes that interest them. Share in children’s interest and curiosity.

Child Development and Learning

My Baby Can Learn

Activity As a group, think of one learning center in the classroom. What types of materials should teachers provide to accommodate differences in preschoolers’ preferred sensory modes (learning styles), paces of learning, desire to play alone or with others, special needs and developmental or ability levels? How can teachers provide the necessary variety for the group as a whole without overwhelming individual children?