Methods of Teaching: Early Years (MOT EY)

1. Methods of Teaching: Early Years(MOT EY) Week 15 April 4

2. 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%)

3. 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

4. Key theories that influence the early years • Constructivism • Inquiry learning • Reggio Emilia

5. 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

6. 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.

8. 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.

9. 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 this

10. 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

11. What philosophical framework/s do these theories come from?

12. 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

13. VELS Early Years: Laying the foundations Strands • Physical, Personal and Social Learning • Discipline-based Learning • Interdisciplinary Learning

14. VELS Early Years: Laying the foundations Strand 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

15. VELS Early Years: Laying the foundationsStrand | Domain | Dimension

16. 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

17. VELS: Levels with formal standards for Assessment and Reporting

18. 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?

19. 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?

20. Early Years On line tutorial • Is online

21. 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

22. 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

23. 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

24. 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