Methods of Teaching: Early Years(MOT EY)

Week 15April 4

Introduction to the subject Methods of Teaching: Early Years

Intended learning outcomes – by the completion of this subjects students should be able to demonstrate they have: Developed a deep understanding of the early years of schooling

and the issues that teachers need to be mindful of when working with this age group

Become familiar with the VELS documents that apply to this stage of schooling

Gained confidence in planning teaching and learning materials; and

An awareness of resources and support that will assist in their teaching.

Assessment Essay: Laying the foundations of learning (60%) Early Years (literacy or numeracy based) unit/program of work

(40%)

The early years of schooling Prep to Year 4

Developmental stages (Piaget) VELS: Laying the foundations

Developing fundamental knowledge, skills and behaviours in literacy and numeracy

Developing social, physical and personal capabilities

Early Years Learning Framework Best Start Transition to school

Key theories that influence the early years Constructivism

Inquiry learning

Reggio Emilia

Constructivism“…effective learning occurs when individuals construct their own understandings”

(McInerney, D. & McInerney, V. (2010) Educational Psychology: Constructing Learning, 5th Edition. Pearson:Australia, p. 20).

Personal/cognitive/radical constructivism Intrapersonal dedvelopment of learning Knowledge is ‘built up’ through self-exploration and discovery

Social constructivism Construction of shared knowledge in social situations Through collaboration learners develop understandings through their

involvement and participation in activities Teachers provide prompts, scaffolding and guidance when needed

In the classroom Practical activities that challenge personal learning Setting up concrete materials for students to construct understandings with

i.e. Water play for volume concepts Active involvement of the learner Learning should be problem based with real-world engagement

Inquiry learning“Learning based around students’ questions; it incorporates a range of philosophical, curricular and pedagogical approaches to teaching”

(Churchill, R (2010) Teaching: Making a Difference. John Wiley & Sons Australia, p. 155).

Learning through exploration and problem solving Emphasis on:

process over content conceptual understanding student-initiated questioning dialogue as a means of deepening thinking

Inquiry through Induction (i.e. in science) Deduction (i.e. in Humanities) Negotiation (i.e. students choosing a topic they want)

Development of skills (in primary) predicting, hypothesising, generating questions, engaging in dialogue,

synthesising findings.

Inquiry Stage Purpose

1. Engagement and tuning in To identify and define the issue or topicTo generate interestTo determine students’ prior knowledge and attitudes

2. Determining directions and organising ourselves

To choose a focus for the inquiryTo identify guiding questions and formulate a hypothesis or propositionTo scope the inquiry and formulate a plan of actionTo determine sources for seeking required information

3. Finding out and sorting out To collect and synthesise informationTo compare and contrast informationDrawing conclusionsTo interpret the informationTo present and communicate the understandings and conclusions that have been drawn

4. Taking action and reflection To take action that makes some connection with the school, home and/or wider communityTo set goals for future learning based on self-assessment and reflection

Planning for Inquiry Learning Planning with an emphasis on the interrelationships between

knowledge, using creative thinking, critical thinking and problem solving as a foundation for exploring knowledge

Teachers need strong pedagogical content knowledge and cross-curricular knowledge

Shaping curriculum - big ideas, essential questions, concepts & throughlines Through problem based learning students investigate and research as a way

of developing mastery of the key understandings – end product may be project, case study, performance etc.

Big ideas Essential questions

Container concepts

Understandings and throughlines

Our nation Who are Australians?

NationalismPlaceSocial valuesInclusion & exclusionCulture & the ArtsMobilityGlobal citizenry

Australia is a diverse multicultural nation. People live in widely differing locations. Inclusion and exclusion are powerful forces. Is our school an inclusive school?

Inquiry learning In table groups

Look at the learning focus statement Select a ‘big idea’ (i.e. Energy in science level 3) Work out the essential question/s, container

concepts and key understandings that students need to have Extension: develop an inquiry learning activity based on

thisBig ideas

Essential questions

Container concepts

Understandings and throughlines

Reggio Emilia approach Prior-to-school and primary school approach to learning Based on principles of respect, responsibility and

community through exploration and discovery Inquiry based – student directed Teacher as co-learner and collaborator with the child

Facilitate learning through planning learning based on child’s interests

Asking questions to further understanding Actively engaging in activities alongside child ‘Inside the learning situation’ (Hewett, 2001) Teaching strategies – confusion, allowing mistakes to happen,

not having an end in sight (counter to many other strategies) Teacher collects data to be reviewed later

Photo’s, videos, notes, conversations

What philosophical framework/s do these theories come from?

Programming and Planning in the EY VELS are a guide Integration of literacy and numeracy across

the curriculum Integration of discipline learning Integration of VELS strands

VELS Early Years: Laying the foundationsStrands

Physical, Personal and Social Learning

Discipline-based Learning

Interdisciplinary Learning

VELS Early Years: Laying the foundationsStrand Domain

Physical, Personal and Social Learning

Discipline-based Learning

Interdisciplinary Learning

Health and Physical Education Personal Learning Interpersonal Development Civics and Citizenship_________________________________________

The Arts English The Humanities Economics Geography History Languages Other Than English Mathematics Science_______________________________________________

Communication Design, Creativity and Technology Information and Communications

Technology Thinking Processes

VELS Early Years: Laying the foundationsStrand | Domain | Dimension

Standards and Learning Focus statements Standards are written for each dimension

Define what students should know and be able to do

i.e. Standards are the outcomes for assessing and reporting student achievement

Set at a challenging competence level, not a minimum competence level

Learning focus statements Outline of the learning needed to progress through

the domain and achieve the standards Suggest appropriate learning experiences Can be drawn on to develop teaching and learning

activities

VELS Level 1 2 3

School Level Prep Yr 1 & 2 Yr 3 & 4

Physical, Personal and Social Learning

Health and Physical Education * *

Interpersonal Development

Personal Learning

Civics and Citizenship

Discipline Based Learning

The Arts * *

English

The Humanities

Mathematics

Science

Interdisciplinary Learning

Design, Creativity and Technology  

Information and Communications Technology  

Thinking Processes  

VELS: Levels with formal standards for Assessment and Reporting

VELS: Laying the foundations Your turn:

8 Groups Look at the VELS standards for level 1, 2 & 3 Make a note of the intended learning outcomes for

each level

What connections do you see? What patterns do you see? What critiques do you have?

Designing an integrated Program Learning focus statements Level statements Level standards

Student’s interests, teacher’s interests

What key knowledge and skills are necessary to show a deep understanding?

What resources will you need? (including people & places)

What do you need to do to make sure you have a strong understanding?

How does it incorporate literacy and numeracy?

Early Years On line tutorial

Is online

Assessment Essay: Laying the foundations of learning (60%)

3000 word essay Detailed commentary about the early years of

schooling Consider a range of impacts on children’s development in the

EY of schooling Examination of knowledge, skills and behaviours that state &

federal curriculum documents identify as essential for the EY. Discussion of the Teaching and Learning approaches in the EY Appropriate reading & ability to analyse, synthesise and

evaluate relevant materials Clear and concise articulation Academic style of writing

Assessment Early Years unit/program of work (literacy or numeracy based)

(40%) focuses on a particular VELS level (1,2,3) 3-4 week period of time ALL learning domains Emphasis on literacy and numeracy Statement contextualising the unit Logical and clear development of learning Clear aims and intended learning outcomes – link to curriculum

documents Teaching approaches and strategies for student engagement, learning

differences and styles Include samples of teaching materials – activity sheets, resources,

web sites, ict tools Assessment instruments to gauge student achievement of intended

outcomes. Self-selected groups of 2-3 students (let me know next week) Build on your early years essay Approx 2000 words

Suggested reading Cobb, P. (1994) Where is the mind? Constructivist and sociocultural perspectives on mathematical

development. Educational Researcher, 23, 13–20. Baxter Magolda, M. (2004) Evolution of a constructivist conceptualization of epistemological

reflection. Educational Psychologist, 39, 31–42. Duffy T.M. & Jonassen, D. (eds) (1992) Constructivism and the Technology of Instruction. Hillsdale, NJ:

Lawrence Erlbaum Hendry, G. D. (1996) Constructivism and educational practice. Australian Journal of Education, 40, 19–

45. Phillips, D. C. (1995) The good, the bad, and the ugly: The many faces of constructivism. Educational

Researcher, 24, 5–12. Popkewitz, T. S. (1998) Dewey, Vygotsky, and the social administration of the individual:

Constructivist pedagogy as systems of ideas in historical spaces. American Educational Research Journal, 35, 535–70.

Sigel, I. E. & Cocking, R. R. (1977) Cognitive Development from Childhood to Adolescence: A Constructivist Perspective. New York: Holt, Rinehart & Winston.

Trent, S. C., Artiles, A. J. & Englert, C. S. (1998) From deficit thing to social constructivism: A review of theory, research, and practice in special education. Review of Research in Education, 23, 277–307.

Windschitl, M. (2002) Framing constructivism in practice as the negotiation of dilemmas: An analysis of the conceptual, pedagogical, cultural, and political challenges facing teachers. Review of Educational Psychology, 72, 131–75.

DEECD website – p-10 resources: http://education.vic.gov.au/studentlearningresources/preptoyear10.htm

NSW DET – COGS (Cognitive outcome groups) : http://curriculumsupport.education.nsw.gov.au/timetoteach/cogs/unitsintro.htm

Wilson, J & Wing Jan, L 2003, Focus on inquiry: A practical approach to integrated curriculum planning, Curriculum Corporation.

Boomer, G 1992, ‘Negotiating the curriculum’, in G Boomer, N Lester, C Onore & J Cook (eds), Negotiating the curriculum: Educating for the 21st century, Falmer, London, pp. 4–14

Coalition of Essential Schools 1998–2002, www.essentialschools.org, viewed 15 September 2009.

Pigdon, K & Woolley, M (eds) 1992, The big picture: Integrating children's learning, Eleanor Curtain Publishing, Armadale, Victoria.

Hamston, J & Murdoch, K 1996, Integrating socially: Planning integrated units of work for social education, Eleanor Curtain, Armadale, Vic.

Murdoch, K & Hornsby, D 1997, Planning curriculum connections: Whole school planning for integrated schools, Eleanor Curtain Publishing, South Yarra, Victoria.

Cadwell, L. (1997) Bringing Reggio Emilia Home: An innovative approach to Early childhood Education. NY: NY Teachers college Press

Hewett, V. (2001). Examining the Reggio Emilia approach to early childhood education. Early Childhood Education Journal. Issue 29 pp 95-100