1. Chapter 11 Reflections on Intentional Teaching
Presented by Angela M. Gray

2. Guiding Principals of Intentional Teaching
The main focus of all principles covered: the children
Observing and having sensitivity helps determine the most effective instructional strategies to use.

3. To Teach with Intention, Teachers….
Create a learning environment rich with materials, experiences, and interactions
Encourage children to explore materials, experiences, relationships, and ideas.
Interact with children respectfully, reciprocally, and frequently
Promote all areas of learning and development
Are knowledgeable of the content (vocabulary, concepts, facts, skills) of each area of learning
Are knowledgeable and use general teaching strategies that are effective with most young children
Are knowledgeable and use specific teaching strategies that are effective in different content areas
Match content with children’s developmental levels, interests, and emerging abilities
Are sensitive to the needs of dual language learners, gifted children, children with special needs, and children from diverse cultures and traditions

4. To Teach with Intention, Teachers….
Plan with purpose and thoughtfulness
Take advantage of “teachable moments”
Observe children intently to determine their interests and level of understanding and plan accordingly
Adjust their teaching strategies to meet the needs individuals and groups
Do not underestimate or overestimate what children can do and learn
Challenge children’s thinking and conclusions
Practice scaffolding (when to introduce new materials and ideas)
Reflect and change their practice (teaching strategies) based on the children’s responses

5. Intentional Teachers Support Child-Guided Learning Experiences When Children Are
Actively exploring materials, actions, and ideas AND are making connections on their own
Establishing interpersonal relationships and learning from each other
Seeking help from each other
Considering and investigating their own questions about materials, events, and ideas
Encouraged to problem solve on their own
So focused in their “work” that and adult would be “interrupting”
Challenging themselves and their peers master new skills
Applying and extending existing knowledge and skills in new ways

6. Intentional Teachers Employ Adult-Guided Learning Experiences When Children…
Have not yet encountered the material or experience at home or in other settings
Cannot create established systems of knowledge (such as letter names) on their own
Do not hear, hear, or otherwise attend to something likely to interest them
Have not reflected on how or why something has happened, or considered “what might happen if..”
Do not engage with something teachers know they will need for further learning
Ask for information or help explicitly

7. Intentional Teachers Employ Adult-Guided Learning Experiences When Children…
Are bored/distracted and need help focusing
Appear stalled, discouraged, or frustrated
Appear to be ready for the next level but are not likely to attain it on their own
Not are aware of the potential unsafe or hurtful consequences of their actions
Appear to use materials or actions very repetitively over time
Are conscious of and upset about something they cannot yet do but wish to

8. Final Thoughts Respecting Teachers
With proper support (training, mentoring, experience) teachers can be creative and thoughtful in the classroom and not resort to “prescriptive” lesson plans
At the same time, teachers need to be knowledgeable on how children learn and how best to teach them. Furthermore, each content area has a set of knowledge and skills that teachers should study and be familiar with in order to assess what children know and determine how to scaffold further learning.

9. Final Thoughts Respecting Content
School readiness is not limited to literacy, mathematics, and science. Remember that school readiness includes the development of competent social skills, health and physical education, and the arts. It’s the whole child.
Yet, the roots of early childhood education has emphasized the social-emotional domain. When stating “children learn through play” early childhood educators must be able to explain how play is purposeful and engages a child’s mind, body, and emotions. It’s the whole child.

10. Final Thoughts Respecting Children
Preschoolers are young children. Our role is to implement best practices. The goal is to develop the “love of learning” and for that to carry onto their childhood and adult lives.
However, because children are curious and are eager to learn, it is important to scaffold their learning by introducing concepts/vocabulary, modeling/coaching new skills, or challenge them to problem solve

11. Final Thoughts It’s a balance! It’s a journey! My Personal Thoughts:
Find out who you are: what philosophy appeals to you, what age group do you prefer, etc.
Find out what works for you.
Be a constant active learner; stay current in the field (go to trainings, take classes, advance your degree)
When needed, seek assistance

12. Activity
At your table, share one thing you have reflected on during this semester that you want to grow as a professional (your goal)
How would you go about it to improve on it?
How would you keep track of it?
Share Out

13. Thank You!