Midterm Exam Study Pack EDU 247 Flashcards
Why are Read Alouds important in the Early Childhood classroom?
- Helps build background knowledge
-Fun
-Understand spoken word
-Increases reading autonomy
-Builds lifelong readers
-Active listening skills
-Connections, Inferences,
Summarization, Context Clues, and Predictions
Characteristics of a Good Book
- Attractive Covers
-Beautiful Illustrations
-Rich vocab
-Humor
-Problem-solving
-Narrative (story) vs. Expository (factual)
Characteristics of a Good Read Aloud
- Inflection in voice
-Show pictures (before and during reading)
-Ask good questions
-Builds good stamina
-Models phrasing
Selection of a book
- Multiple genres
-Repeat books
-“listen UP” (engagement)
-Open suggestions from children
Curriculum (Definition)
sound child development principle; accepted standards of quality and best practices; multilevel process; philosophy, goals, and objectives of early childhood program
Development of Curriculum
-suit its own population, location, resources, community and cultural values
Types of Curriculum
1.) Interest-based/Emergent (interest/needs of children); ex: Reggio Amelia Curriculum
2.) Thematic Units (connected to common theme); ex: frogs, fall
3.) Integrated Units (knowledge = one subject to another)
4.) Skill-based/Intentional (explicit learning outcomes, strategic learning designs and meaningful assessments)
Important Qualities (Curriculum)
- child-centered/child-initiated
-adapted to meet individual student needs
-promotes diversity
NAEYC’s Ethical Core Values
- Childhood = unique and valuable
-Children = develop and learn skills
-Diversity in children and families
Philosophers/Methods
-Montessori (cooperation instead of competition)
-Head Start (infants and toddlers)
-Bank Street (child-centered learning)
-Reggio Emilia
Curriculum webbing (definition)
Long-range planning (brainstorm how to create lessons based on curriculum)
Standard (definition)
Written descriptions; expected student knowledge (end of academic year)
Lesson Plan (definition)
theme selection, brainstorming or webbing; developmentally appropriate stages; differentiated instruction; meet specific goals
Goal (definition)
global learning outcome; general outcome of program
Learning objective (definition)
one of several specific outcomes; helps achieve goal
Criteria (objective creation)
1.) Description of student achievement (measurable verb)
2.) Conditions for student to perform task
3.) Criteria for student performance evaluation
Steps (Lesson Plan)
1.) Materials (document/cite materials for lesson plans)
2.) Time (how long lesson should last)
3.) Intro/warm-ups/etc (wear props, intro questions)
4.) Procedures/step-by-step/etc (higher-level questions); (intentional questions)
5.) Assessment (determine student success; quiz, observation, etc)
6.) Adaptations/Accommodations (changes in how child accesses information/demonstrates learning; also Modification and Differentiation)
- What you gonna do? How you gonna do it? How will you assess it?
Direct vs. Indirect Instruction/BOTH
Direct:
-teacher-centered
-whole group lesson
-research-based approach
-lower-level thinking
Indirect:
-student-centered
-small group lesson
-inquiry-based approach
-higher-level thinking
BOTH:
-variety of hands-on materials
-scaffolding instruction
-question/response
-teachers assist when needed
Summative vs. Formative Assessment
Summative:
-evaluate student learning (every week; ex: spelling test)
Formative:
-low stakes; no grade
Educational Objectives Acronym
SWBAT (Students Will Be Able To…)
Teacher Reflection
-What went well
-Problems
-Anything could do differently
-Build on lesson (future lessons)
Bloom’s Taxonomy
-Remembering, memorizing, 5 Ws (Who, What, When, Where, Why) and How
-Knowledge/Comprehension (beginning of week)
-Application, Analysis, Synthesis, Evaluation (end of week)
-questioning/lesson plan objectives
Theorists
-Piaget (cognitive = how children think and learn); stages of development; 4 stages; schemata (add info to existing knowledge; experiences/learning)
-Erikson (psychosocial; social (grow socially); 8 stages; 1st stage = trust v mistrust, 2nd stage (3-5 yo) = initiative v guilt, 3rd stage (5-13 yo) = industry vs inferiority
-B.F. Skinner (behavior modification; reinforcement (positive/negative); operant conditioning (consequences/increases behavior)
-Vygotsky (indirect instruction; social/language = important; exploration/work together; zone of proximal development (challenge students/not too difficult); scaffolding)
-Maslow (hierarchy of needs; self-actualization, esteem, love, safety, physiological)
-Bronfenbrenner (ecological; environment = impacts learning; microsystem (family), mesosystem (school), exosystem (neighbors), and macrosystem (politics)
-Gardner (9 Multiple Intelligences; ex: verbal linguistic, interpersonal, naturalist, etc)
