assignment 1 metaphor ede4103 multilevel early childhood pedagogy and curriculum bernadette dunne...
TRANSCRIPT
![Page 1: ASSIGNMENT 1 METAPHOR EDE4103 Multilevel Early Childhood Pedagogy and Curriculum Bernadette Dunne W0092931](https://reader036.vdocuments.us/reader036/viewer/2022062516/56649e2e5503460f94b1ed1d/html5/thumbnails/1.jpg)
ASSIGNMENT 1 METAPHOR
EDE4103 Multilevel Early Childhood Pedagogy and
Curriculum
Bernadette Dunne W0092931
http://ede4103.wikispaces.com/
![Page 2: ASSIGNMENT 1 METAPHOR EDE4103 Multilevel Early Childhood Pedagogy and Curriculum Bernadette Dunne W0092931](https://reader036.vdocuments.us/reader036/viewer/2022062516/56649e2e5503460f94b1ed1d/html5/thumbnails/2.jpg)
TEACHING IS
GARDENING
METAPHOR
![Page 3: ASSIGNMENT 1 METAPHOR EDE4103 Multilevel Early Childhood Pedagogy and Curriculum Bernadette Dunne W0092931](https://reader036.vdocuments.us/reader036/viewer/2022062516/56649e2e5503460f94b1ed1d/html5/thumbnails/3.jpg)
The classroom is a garden....
![Page 4: ASSIGNMENT 1 METAPHOR EDE4103 Multilevel Early Childhood Pedagogy and Curriculum Bernadette Dunne W0092931](https://reader036.vdocuments.us/reader036/viewer/2022062516/56649e2e5503460f94b1ed1d/html5/thumbnails/4.jpg)
The students are seedlings...
![Page 5: ASSIGNMENT 1 METAPHOR EDE4103 Multilevel Early Childhood Pedagogy and Curriculum Bernadette Dunne W0092931](https://reader036.vdocuments.us/reader036/viewer/2022062516/56649e2e5503460f94b1ed1d/html5/thumbnails/5.jpg)
The teacher is the gardener
![Page 6: ASSIGNMENT 1 METAPHOR EDE4103 Multilevel Early Childhood Pedagogy and Curriculum Bernadette Dunne W0092931](https://reader036.vdocuments.us/reader036/viewer/2022062516/56649e2e5503460f94b1ed1d/html5/thumbnails/6.jpg)
Role of teacher
TEACHER AS AN OBSERVER, A
FACILITATOR AND A GUIDE
![Page 7: ASSIGNMENT 1 METAPHOR EDE4103 Multilevel Early Childhood Pedagogy and Curriculum Bernadette Dunne W0092931](https://reader036.vdocuments.us/reader036/viewer/2022062516/56649e2e5503460f94b1ed1d/html5/thumbnails/7.jpg)
Theorists
Vygotsky
Piaget Bronfenbrenner
Bruner
Reggio Emilia
![Page 8: ASSIGNMENT 1 METAPHOR EDE4103 Multilevel Early Childhood Pedagogy and Curriculum Bernadette Dunne W0092931](https://reader036.vdocuments.us/reader036/viewer/2022062516/56649e2e5503460f94b1ed1d/html5/thumbnails/8.jpg)
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
![Page 9: ASSIGNMENT 1 METAPHOR EDE4103 Multilevel Early Childhood Pedagogy and Curriculum Bernadette Dunne W0092931](https://reader036.vdocuments.us/reader036/viewer/2022062516/56649e2e5503460f94b1ed1d/html5/thumbnails/9.jpg)
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
![Page 10: ASSIGNMENT 1 METAPHOR EDE4103 Multilevel Early Childhood Pedagogy and Curriculum Bernadette Dunne W0092931](https://reader036.vdocuments.us/reader036/viewer/2022062516/56649e2e5503460f94b1ed1d/html5/thumbnails/10.jpg)
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).
![Page 11: ASSIGNMENT 1 METAPHOR EDE4103 Multilevel Early Childhood Pedagogy and Curriculum Bernadette Dunne W0092931](https://reader036.vdocuments.us/reader036/viewer/2022062516/56649e2e5503460f94b1ed1d/html5/thumbnails/11.jpg)
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.
![Page 12: ASSIGNMENT 1 METAPHOR EDE4103 Multilevel Early Childhood Pedagogy and Curriculum Bernadette Dunne W0092931](https://reader036.vdocuments.us/reader036/viewer/2022062516/56649e2e5503460f94b1ed1d/html5/thumbnails/12.jpg)
Provide a caring, nurturing and safe learning environment
Reggio Emilia
The environment : “the third teacher” (Fu 2002 p111).
Good gardeners are optimistic and patient.
![Page 13: ASSIGNMENT 1 METAPHOR EDE4103 Multilevel Early Childhood Pedagogy and Curriculum Bernadette Dunne W0092931](https://reader036.vdocuments.us/reader036/viewer/2022062516/56649e2e5503460f94b1ed1d/html5/thumbnails/13.jpg)
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.
![Page 14: ASSIGNMENT 1 METAPHOR EDE4103 Multilevel Early Childhood Pedagogy and Curriculum Bernadette Dunne W0092931](https://reader036.vdocuments.us/reader036/viewer/2022062516/56649e2e5503460f94b1ed1d/html5/thumbnails/14.jpg)
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.
![Page 15: ASSIGNMENT 1 METAPHOR EDE4103 Multilevel Early Childhood Pedagogy and Curriculum Bernadette Dunne W0092931](https://reader036.vdocuments.us/reader036/viewer/2022062516/56649e2e5503460f94b1ed1d/html5/thumbnails/15.jpg)
Lesson Plan
Algebra: Patterning
Year 1 / 2
Differentiated model
![Page 16: ASSIGNMENT 1 METAPHOR EDE4103 Multilevel Early Childhood Pedagogy and Curriculum Bernadette Dunne W0092931](https://reader036.vdocuments.us/reader036/viewer/2022062516/56649e2e5503460f94b1ed1d/html5/thumbnails/16.jpg)
Image retrieved 12/4/2011, 2011, from http://www.diffcentral.com/model.html
![Page 17: ASSIGNMENT 1 METAPHOR EDE4103 Multilevel Early Childhood Pedagogy and Curriculum Bernadette Dunne W0092931](https://reader036.vdocuments.us/reader036/viewer/2022062516/56649e2e5503460f94b1ed1d/html5/thumbnails/17.jpg)
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
![Page 18: ASSIGNMENT 1 METAPHOR EDE4103 Multilevel Early Childhood Pedagogy and Curriculum Bernadette Dunne W0092931](https://reader036.vdocuments.us/reader036/viewer/2022062516/56649e2e5503460f94b1ed1d/html5/thumbnails/18.jpg)
Orientating Phase / Introduction
Children should be able to verbalize what patterns are and identify simple patterns.
![Page 19: ASSIGNMENT 1 METAPHOR EDE4103 Multilevel Early Childhood Pedagogy and Curriculum Bernadette Dunne W0092931](https://reader036.vdocuments.us/reader036/viewer/2022062516/56649e2e5503460f94b1ed1d/html5/thumbnails/19.jpg)
Enhancing Phase / Body
Children should be able to create patterns.
Children should be able to predict what comes next in a repeating pattern.
![Page 20: ASSIGNMENT 1 METAPHOR EDE4103 Multilevel Early Childhood Pedagogy and Curriculum Bernadette Dunne W0092931](https://reader036.vdocuments.us/reader036/viewer/2022062516/56649e2e5503460f94b1ed1d/html5/thumbnails/20.jpg)
Group 1
Using everyday items and familiar object (Children’ language stage), make patterns with assistance. Predict what comes next. Complete patterns.
![Page 21: ASSIGNMENT 1 METAPHOR EDE4103 Multilevel Early Childhood Pedagogy and Curriculum Bernadette Dunne W0092931](https://reader036.vdocuments.us/reader036/viewer/2022062516/56649e2e5503460f94b1ed1d/html5/thumbnails/21.jpg)
Group 2
Using mathematics material familiar to children (materials language stage), make patterns, predict what comes next. Complete patterns.
![Page 22: ASSIGNMENT 1 METAPHOR EDE4103 Multilevel Early Childhood Pedagogy and Curriculum Bernadette Dunne W0092931](https://reader036.vdocuments.us/reader036/viewer/2022062516/56649e2e5503460f94b1ed1d/html5/thumbnails/22.jpg)
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
![Page 23: ASSIGNMENT 1 METAPHOR EDE4103 Multilevel Early Childhood Pedagogy and Curriculum Bernadette Dunne W0092931](https://reader036.vdocuments.us/reader036/viewer/2022062516/56649e2e5503460f94b1ed1d/html5/thumbnails/23.jpg)
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
![Page 24: ASSIGNMENT 1 METAPHOR EDE4103 Multilevel Early Childhood Pedagogy and Curriculum Bernadette Dunne W0092931](https://reader036.vdocuments.us/reader036/viewer/2022062516/56649e2e5503460f94b1ed1d/html5/thumbnails/24.jpg)
“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,
![Page 25: ASSIGNMENT 1 METAPHOR EDE4103 Multilevel Early Childhood Pedagogy and Curriculum Bernadette Dunne W0092931](https://reader036.vdocuments.us/reader036/viewer/2022062516/56649e2e5503460f94b1ed1d/html5/thumbnails/25.jpg)
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.
![Page 26: ASSIGNMENT 1 METAPHOR EDE4103 Multilevel Early Childhood Pedagogy and Curriculum Bernadette Dunne W0092931](https://reader036.vdocuments.us/reader036/viewer/2022062516/56649e2e5503460f94b1ed1d/html5/thumbnails/26.jpg)
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.