Types of Learning Experiences

C&I 275 Spring 07 – Week 2 Student Outline

Types of Learning Experiences

•

– the child controls choice and action

– relates to the ________________view

– the child controls choice and action

– the adult intervenes at some point

– relates to the ________________ view

– the adult chooses the experience and gives some direction for the child’s action.

– relates to the ________________view

Learning Styles

• Individually determined

– may relate to modalities

• auditory

• kinesthetic

– may relate to strengths in particular areas

• ___________________ determined

– race, ethnicity, social class, gender, out-of-school experiences, and special needs

Resources for Learning

• Inside the school

– Counting, patterns, measurement

• Around the playground

– Counting, classification, patterns, measurement

• Neighborhood and community

– Fieldtrips

– May go across the curriculum

Guidelines for Field Experiences

• Consider Transportation

• Consider Special Needs

• Introduce _________________ creatively

• Organize play around places to be visited

• Reflect on experience

• Involve parents

Involving Parents

• Parent-teacher conferences

• Workshops to show that __________________________

• Informal interactions

• Newsletter, encourage suggestions

How Math Concepts Develop

• Terms

– Concepts: the building blocks of knowledge, allow us to ______________ and __________________ information

– Development: refers to changes that take place due to growth and experience

Piaget’s Stages of Cognitive Development

• Sensorimotor Period

– 0 to 2 Years

– Children are learning through their senses and motor activity

– Object Recognition

– Representational Thought – Can think about a solution before acting on a problem

– Understanding and using language

– Fundamental Concepts Developing:

• Observation

• Problem Solving

• One-to-one correspondence

• Number

• Shape

• Spatial sense

• Preoperational Period

– Ages 2 to 7

– Symbolic Behavior – using an object to symbolize something

– Centration- preoperational children- children associate changes in form with changes in amount because they are “centering” on the most obvious characteristic.

– Reversibility~ Preoperational children cannot mentally reverse a change process

– Fundamental Concepts:

• Sets & Classifying

• Comparing

• Counting

• Parts & Wholes

• Language

– Applied Concepts:

• Ordering, Seriation, patterning

• Informal Measurement

– Higher Level Concepts:

• Number Symbols

• Sets & Symbols

NCTM Standards

• Number and Operation

• Geometry and Spatial Awareness

• Patterns and Relationships

• Data Descriptions, Organization, Representation, and Analysis

Bringing Knowledge and Children Together

• Your Knowledge

– Make sure you understand the math you teach

– Don’t be afraid to ask for help

– No matter what, sound enthusiastic

• Assess Children’s Knowledge

– Ask questions

– Observe

– Talk to families

Expanding Firsthand Experiences

• Show how numbers can be used to solve problems

• Ask questions

• Provide opportunities for children to learn from each other