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Planning and Implementing Effective Small Group Activities. Chapter 3. Why Plan?. Organize our thoughts and actions Think creatively about what they want to do Gather needed equipment and materials in advance

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Presentation Transcript
why plan
Why Plan?

Organize our thoughts and actions

Think creatively about what they want to do

Gather needed equipment and materials in advance

Map ways to address immediate instructional objectives and long term educational goals

Address the needs of the whole child

why plan continued
Why Plan Continued

Tailor programs to accommodate the needs of specific children

Address differences among learners

Communicate to others what they are doing

Identify the standards by which learning and teaching can be accurately and appropriately evaluated.

planning requires
Planning requires

Sense of purpose

Organization skills

Foresight

Preparation

Deliberate decision making

phase one of planning
Phase one of planning
  • Think about the children
    • Skills they possess
    • Previous experiences they have had
    • Goals the program has for children
phase two
Phase Two
  • Designing the instruction to fit within DAP
    • What is culturally and developmentally appropriate for the children as a group and for the individual child in the classroom?
    • How will I support all the children
phase three
Phase Three
  • Organizing the resources
    • Considering long term objectives
    • Determining short range objectives
    • Identifying potential materials
    • Matching goals and objectives with teaching strategies.
phase four
Phase Four
  • Evaluation phase
    • Did I follow my plan?
    • What did the children accomplish?
    • What changes are necessary if any for next time?
    • Reflect on the day!!
written plans
Written Plans

Help us to really plan and effectively carry out the plan, not just pull things off the shelf, or plan as we go which does not work.

principles of developmental direction
Principles of Developmental Direction
  • Children’s understandings and skills progress from: (page 71-74)
    • Known to Unknown
    • Self to Other
    • Whole to Part
    • Concrete to Abstract
    • Enactive to Iconic to Symbolic Representation
    • Exploratory to Goal Directed
    • Less Accurate to More Accurate
    • Simple to Complex
representation
Representation

Enactive Representation: when childrne reconstruct roles and events with their bodies

Iconic Representation: involves children’s making pictures or constructing three dimensional images of what they see and thnk about

Symbolic Representation: children use words and symbols such as signs and numerals to interpret and represent phenomena.

activity pyramid
Activity Pyramid
  • Exploratory Play
  • Guided Discovery
  • Problem Solving
    • Becoming Aware
    • Hypothesizing
    • Experimenting
    • Concluding
    • Communication Results
activity pyramid continued
Activity Pyramid continued
  • Discussions
  • Demonstrations
    • Gain attention
    • Show children something
    • Prompt children to respond
  • Direct Instruction
    • Attend
    • Show or tell
    • Differentiate
    • Apply
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