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Early childhood Education
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Description The lesson I chose to analyze was from my observation of an Early Childhood Special Education Class. The class was beginning a thematic unit on dinosaurs. To start the unit the teacher read the book, The Berenstain Bears and the Missing Dinosaur Bone. The book was read on the rug with seven students who disabilities range from being autistic to having a learning disability. There was no display of any other dinosaur books around the room. Upon finishing the book the teacher had materials ready for the students to make a stuffed pre-cut dinosaur with the use of newspaper. Their next job was to color and cut out body parts of a Triceratop and paste them on cardboard. This was just day 1 of a half day of Early Childhood Special Education Class. Day 2- The teacher had the students cut out upper/lower case Nn. They were then suppose to find the letter n in magazines and paste it to there construction sheet. Getting back to the dinosaur unit, the teacher had students finish stuffing their paper dinosaurs and paint a picture of a dinosaur only using four colors (green, red, orange, brown). The last activity of the day consisted of the students counting and graphing the dinosaurs. Day 3- Today the students were given a booklet on different types of dinosaurs, where they were expected to color each dinosaur and copy the dinosaue name. Day 4- Many students had to complete their dinosaur booklets and then create a textured dinosaur using sandpaper under the picture of the dinosaur. They were then expected to create a habitat of where the dinosaurs would live with green trees and brown tissue paper to represent the bark of the tree. Next, on the agenda was to create giant dinosaur foot prints on butcher paper with a sponge. Day 5- Show students how tall a dinosaur was by marking it off in the hallway (30 feet long). Critique To begin with there was no consistent flow from one lesson to the next. The actual room should have been covered with big dinosaur foot prints from corner to corner. This would of grabbed all of the students attention in a heart beat. The teacher could have also turned her room into a forest where the dinosaurs would have lived by making huge trees out of construction paper with tall grass. After grabbing their attention with all these visual props, she could of then assessed their prior knowledge of what they do know about dinosaurs using a web on a board with simple words (big, teeth, meat). The teacher did a poor job in making the students focus on the subject at hand which was about dinosaurs. The activities also took up a majority of the teachers time because she was doing all the work for the students. Some of the activities were not child centered. There was no anticipatory set. She began it with reading a book that most of the kids could not sit still for. I would of displayed a wide arrange of books (big books) with all sorts of dinosaurs. The students would of listened to the story on a tape with dinosaur noises. Barney is a great dinosaur to bring into this activity. For the actual activities, I would have had two centers a day that rotated around the theme of dinosaurs. One center would focus on the three different kinds of dinosaurs and the students are expected to cut the dinosaurs out and place them on popsicle sticks where they can act out how dinosaurs would of moved and the noises they would of made. Other centers might have the actual dinosaur play figures, where the students can manipulate them as well as get a visual picture of what they may have looked like. The use of centers will give the opportunity for the teacher to work with half of the class in one place while the other half is at another center with a teacher's aid. Other centers can include the children working with clay to form their own dinosaurs. These centers would have incorporated a variety of hands on experiences that will stimulate the minds of young children. That would incorporate Howard Gardner's Theory of Multiple Intelligences, which are identified as being: Linguistic (language)- skills used for reading, writing, listening, and talking Logical-mathematical - Involves computing numbers, solving logical puzzles, and thinking scientifically. It combines with linguistic intelligence in the solution of mathematical word problems. Spatial- Includes the skills necessary for driving a car, piloting a plane, and figuring out how to get from one location to another. It is important in the visual arts and in playing games like chess where it is important to imagine what the board will look like after certain moves have been made. Musical- Involves singing, playing an instrument, conducting an orchestra, composing, and to some extent appreciating music. Bodily-kinesthetic- Involves the ability to use the whole body or portions of it in the solution to problems or in the construction of objects. It is used by dancers, athletes, actors, surgeons and others who use physical movement to achieve their goals. Interpersonal intelligence- Includes both understanding others and acting upon that understanding. It involves noting distinctions among others, becoming aware of what they are thinking or feeling, and realizing what their needs might be. It can be expressed both verbally and nonverbally through gesture and facial expression. It is especially helpful for those engaged in politics, sales, psychotherapy, and teaching. Intrapersonal intelligence- Includes both understanding others and acting upon that understanding.
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