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PROGRAM PLANNING & DEVELOPMENT (10 Hours) LEVEL 3-4
What is an Instructional Strategy?
Re-teach (if necessary)
Evaluate/Summarize (Did we meet the objectives?)
Maybe you find that children are ripping the pages in the books found in the library, even though you have already helped them practice using the books carefully. So you create a learning objective for the group on reading books carefully. At circle you introduce the best way to care for and use books. Throughout the day you observe the children using the books and evaluate whether more guided practice is required.
Maybe you find that children are ripping the pages in the books found in the library, even though you have already helped them practice using the books carefully. So you create a learning objective for the group on reading books carefully. At circle you introduce the best way to care for and use books. Throughout the day you observe the children using the books and evaluate whether more guided practice is required.
Integrate topics and concepts Investigate/Observe (from a variety of angles)
One example of this might be the investigation and observation of pumpkins. In the spring your class plants pumpkin seeds. When the pumpkins are ready to pick the children gather them, buy pumpkins from the store or visit a pumpkin patch. Children are introduced to pumpkins as a fruit, where it is grown, and ways to use pumpkins. Then the pumpkin is graphed, it is measured, weighed and visually observed. Next the pumpkin it cut open and children explore the contents by scooping, touching, smelling and tasting. Finally the children bake the seeds and or make pumpkin tarts for snack. You continue this by drying and saving pumpkin seeds to plant the next spring.
Discussion to deeper understanding
A child is watching steam come from a pot of water and asks what that is. The teacher labels it steam. Then the teacher begins to lead learning by asking the child what is in the pot, is the water hot or cold. He/she explains that when water gets very hot it does something called evaporate and that is what the child sees. The teacher asks the child if she/he can remember what that evaporated water is called, and what happens when water gets really hot. This can be extended to explore ice, snow, water on hot pavement, and other water temperature experiments.
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You may choose to use the checklist provided to track your progress, and click on the link in the menu to return to where you left off in the training. Or, if you proceed through the course in order, instead of using the checklist, you may keep track of your progress by just making a note of which page you are on and use the menu to return to where you left off.
If you need help, click on the Student Support Chat on the bottom right corner of the page. We will be happy to assist you.
