Chapter 5 Children, Teachers, and Creative Activities

1. Chapter 5Children, Teachers, and Creative Activities Consider the Child Developmentally Appropriate Practice Differentiated Instruction Multiple Intelligences Adapting Instruction for Children with Special Needs Bloom’s Taxonomy National Standards

2. Consider the Child Developmental level Physical Social Emotional Intellectual/Cognitive

3. Consider the Child (continued) Individual differences Age level Developmental level Strengths and weaknesses Abilities and skills Large and small motor skills Self-expression Learning style Social skills

4. Developmentally Appropriate Practice (DAP) NAEYC position statement, 1997 Teach young children Meet children where they are Help each child reach challenging and achievable goals Recognize that challenge will vary for each child Intentionality in all early childhood practices

5. Developmentally Appropriate Practice (DAP) (continued) Classroom characteristics Teachers in charge Children have choices Hands-on learning experiences Balance between child-choice and teacher-directed experiences Organized with child’s physical, social, emotional, and cognitive needs in mind Maximum interaction among children

6. Developmentally Appropriate Practice (DAP) (continued) Calls for Child to choose from variety of activities Child expected to be physically and mentally active Child to work individually or in small, informal groups Child to be provided concrete learning activities with relevant materials to lifestyle and experience

7. Differentiated Instruction Definition Providing different types of learning experiences and environments to suit individual needs What “works” for each child Lessons/activities connect for each child

8. Differentiated Instruction (continued) Characteristics Child-centered, child-choices Similarities and differences accepted Teacher is coordinator, not provider of information Children and teachers work together Variety of group sizes and independent work Flexibility in schedule, room arrangement, assessment, instructional strategies Assessment guides instruction

9. Multiple Intelligences Correlated with differentiated learning Part of DAP Strategy for meeting individual needs Developed by Howard Gardner Eight intelligences

10. Multiple Intelligences (continued) Word smart (Linguistic intelligence) Logic smart (Logical/Mathematical intelligence) Picture smart (Visual/Spatial intelligence) Music smart (Musical intelligence)

11. Multiple Intelligences (continued) Body smart (Bodily/Kinesthetic intelligence) Person smart (Interpersonal intelligence) Self-smart (Intrapersonal intelligence) Nature smart (Naturalistic intelligence)

12. Adapting Instruction for Children with Special Needs Correlates with differentiated instruction Meet each child at developmental level Tailor the environment to the child’s strengths and weaknesses Increase challenges in manageable steps Encourage child’s gradual use of most senses Adapt schedule, materials, tasks, and assessment to meet individual needs

13. Bloom’s Taxonomy Classification system Categorizing questions Designing instruction Correlated with differentiated learning and DAP

14. Bloom’s Taxonomy—Levels Knowledge—recall of data Comprehension—problem in own words Application—use knowledge in new way Analysis—distinguish between facts and inferences Synthesis—put parts together for whole Evaluation—judgments about value of ideas, things

15. National Standards No Child Left Behind Content standards Elementary standards Early childhood standards INTASC standards