Learning Experience Plan / Edited
April 2016
Instructions:
Part I: Brainstorming Ideas Worksheet (form provided)
The Brainstorming Ideas Worksheet highlights a chosen domain, strand, learning progression and indicator from the CT Early Learning and Development Standards (ELDS) and focuses on planning based on the standards. These standards are intended to serve as a guide for considering the steps in children’s development and to plan ways to support children’s growth. (5c & SS5)
Step 1: Select a domain, strand, targeted learning progression, age range and indicator from the CT Early Learning and Development Standards (ELDS) and write them on the spaces provided on the worksheet. (5b, c)
Step 2: Write threes ideas (learning experiences) – one in each circle on the worksheet.
Step 3: Choose one of the ideas (learning experience) and answer each of questions in the boxes on the worksheet.
Part II: Learning Experience Plan (format provided)
Using the Brainstorming Ideas Worksheet, plan and implement the experience. Have the CT Early Learning and Development Standards (ELDS) available to refer to the domain, strand, targeted learning progression, age range and indicator.
Follow this exact format. (Minimum 3 pages) (SS3)
1. Name of Experience:
2. Age and size of group:
Setting: Where will you do this experience (indoors or outdoors)?
Schedule: When will you do this experience in your schedule?
3. Connecticut Early Learning and Development Standards (ELDS) Domain (indicate page #) and Strand (indicate page #)
4. Connecticut Early Learning and Development Standards (ELDS) Target Learning Progression
(indicate page #)
5. Connecticut Early Learning and Development Standards (ELDS) Age range and Indicator
(indicate page #)
6. Objective(s) of the Experience: What are your objectives for this experience? What do you want the children to learning? (Identify learning outcomes related to the CT Early Learning and Development Standards (ELDS) domain, strand, targeted learning progression, age range and indicator. (5c)
7. Materials to be used (quantity and type of material) (5b)
8. Method of Approach (5b)
a. Preparation (everything you need to get ready)
b. Getting Started (introductory and/or motivational statements)
c. Discussion during experience: (possible teacher questions/statements using Bloom’s Taxonomy designed to promote language, stimulate interest, “central concepts”)
d. Step-by-step plan (what you will do and what the children will do to explore the content area) (4c)
e. Transition and Closure (how closure for the experience will come about; possible developmentally appropriate teaching learning and strategies to help children reflect on the experience; guidance for the child as to what he/she is to do “next”; clean-up strategy and other final aspects
f. Extension ideas to involve families (suggestions regarding how families can support learning opportunities at home) (2c)
9. Evaluation: After implementing the experience, record your reflections. These questions may not be answered with just a yes or no. Answers have to be explained. For example: strengths of the lesson and things you would do differently if you were to do the experience again. Reflection should include but not limited to: (one-full page; double-spaced) (4d)
a. First, evaluate the experience itself – was it too brief or too long? Was it too shallow or too deep in its coverage? What were the strengths of the experience?
b. Second, evaluate yourself – Were you sufficiently prepared? Did you adequately explain the concepts to the children? Did you take time to listen to the children? Did you give sufficient time for the children to work?
c. Third, evaluate the participation of the children – Were the children able to participate and engage in the lesson? Explain.
d. Finally, point out at least three things that you will do differently if you were to do the experience again.
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