Download Teaching Young Children: Choices in Theory and Practice by Glenda Mac Naughton PDF
By Glenda Mac Naughton
Educating innovations that aid either new and skilled lecturers to speak greater with their young ones educating kids offers early formative years scholars and employees with a extensive and various variety of educating innovations to help children’s studying. It examines 26 concepts starting from basic ones—such as describing and listening—to extra complicated options reminiscent of deconstruction and scaffolding. It defines each one process and discusses how, while, and why employees may perhaps use it. Vignettes and examples make clear the best way to use those suggestions in daily occasions and define other ways to arrive little ones, aid their studying, and support them with studying problems. a last bankruptcy offers a strategic method of picking out the proper thoughts for particular instructing tools and occasions. This bankruptcy additionally is going one step additional, explaining how academic theories hyperlink with diverse procedure choices—giving either instructing scholars and skilled lecturers a variety of recommendations and techniques, that's important whilst instructing periods of kids with various talents.
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Extra resources for Teaching Young Children: Choices in Theory and Practice
Example text
Indicate sections/stages as you progress: ‘We’ve just been talking about concept A and you’ve had a chance to discuss the application of that. ’ • Emphasise key ideas: ‘What’s important here is …’, ‘I’d like you to remember …’, ‘In contrast to Bridges, Watson says …’. ’ • Use other ‘signposts’: ‘Another aspect of this issue is …’, ‘Furthermore …’, ‘A different aspect …’, ‘An alternative …’. Language and connections You will remember that the research of Marton et al. (1997) tells us that one of the significant factors affecting learning is the knowledge and experience students already have.
So no one feels exposed. One of the first activities you might give them is to discuss, in pairs, their answers to a question you set them or their answers to a questionnaire that you project onto the screen. Getting pairs of students to talk to each other is a failsafe strategy, even for first-year students who are often the most reluctant to speak up. All of the activities that we suggest in this and the previous section will tempt students to talk, especially if they work, initially at least, in pairs or threes.
Again, on a projected slide, ask two questions: 1 In your own words, what is (are) the key point(s) of today’s lecture? 2 What question still remains unclear (unresolved) for you? This technique can be varied according to what it is you want to know. Perhaps you want to know if students can transfer a principle or theory to another context, so your question could be: • How would this theory apply to the following situation? ) • How does the theory we have just discussed differ from that proposed by Paul Green of The New University?