Unit 2 - Week 3 blog!

1)    I wanted to state again that I work with Pre K children and therefore that is the age that the learning goal has been set for in this activity.

 Learning Goal:

For the learner to be able to identify the colors on a traffic light and what each color represents (e.g., red means stop, yellow means slow down, and green means go).

Activity:

I would begin the activity with assessing the children’s prior knowledge about the colors on a traffic light and asking where or if they have ever seen a traffic light before. I would complete this assessment by observing their responses when the three colors are shown (red, yellow, & green) and when I show them a picture of a traffic light.

Once I have determined their knowledge of these items I can precede with either teaching the colors or teaching what the colors mean on the traffic light depending on the needs of the children. This would be using the Schema Theory and Cognitive Load Theory. We also call this concept development using the CLASS observation tool that we use in Head Start.

I will teach the meaning of these colors by having the children move according to the colors on the traffic light. I will have them begin to walk across the room and when I show them the color red I will instruct them to stop. When I show them the color green I will instruct them to begin to walking quickly. When I show them the color yellow I will instruct them to slow down and get ready to stop. We will repeat this activity until the children have mastered the concepts of the colors on a traffic light. I will determine the children’s understanding through observations I will make during the activity. The theory I will be using at this point in the activity will be the Behavioral Learning Theory. The children will meet the learning goal I have set by being able to connect the action of moving to the color being shown.

2)        

   

http://www.nwlink.com/~donclark/hrd/learning/id/nine_step_id.html

This is the reference that I used to research the Gagne’s Nine Events of Instruction. Both of the models were very similar. I chose to list the primary components of each next to each other that were similar in concept.

 Problem: I would discuss with the children that colors on a traffic light represent certain actions that we demonstrate when a particular color is lit up and how important it is to learn what those actions are.

     Activation: I will show the students cards with the colors red, yellow, and green on them and observe the students to see which students can already identify these colors prior to teaching the motions.

     Demonstration: Once I have determined which students can identify the colors I have shown them I will then introduce how we need to stop on red, go on green, and slow down on yellow by modeling these for the students’.

     Applied: Now that the students can identify the colors and have been shown what to do when each color is displayed, I will show a color and have the students practice what motion corresponds with the individual colors. I will watch for an understanding by observing the children’s actions when I display a color.

     Integration: Now the students should be able to identify a traffic light and know what each of the colors are on the light and what each color represents when they are in a vehicle or walking along a street. Knowing these will help to keep them safe.

3)  I have chosen to stay with my original goal of teaching my pre k students the colors on a traffic light and what each color means. The activity that I planned for the children will use the whole task approach. We will not simply be focusing on learning colors (cognitive sill), but movements (gross motor skills) and language (language & literacy sills) as well. I always try to include all areas of development when we I teach a lesson.

I will also be scaffolding their knowledge by building on their ability to identify colors and then to be able to associate an action with the appropriate color necessary for their safety. I will also be taking their knowledge of the colors red, yellow, and green and connecting them to a new object in their environment – a traffic light.

When considering the mathemagenic method I will need to consider how I want to evaluate their understanding of the new concept. I will want to make sure that they have a good understanding of what each color indicates when it appears on a traffic light. I can make sure that they successfully demonstrate their understanding by modeling the desired action and repeating the actions often and allowing them to practice. They can demonstrate their understanding in actions and verbally. I can also perform an action (e.g., stopping, walking quickly, and slowing down) and have them tell me what color each would indicate. In other words perform the action and then identify the color. This would be teaching them in a way that would assure they know the information.

4)  For the purpose of this task I will say that I have been asked to teach a group of teachers the importance of allowing creativity in children’s art work.

Attention

Perceptual Arousal:     I will have art supplies laid about the room Inquiry Arousal:           When they enter the room they will want to know what the materials will                                           be used for.                           Variability:                     I will use power point, children’s literature, and hands-on activities

Relevance

Goal Orientation:         Make the teachers aware of how important it is to allow children to create                                         their own art projects. Motive Matching:         When the activity is complete have them reflect on what we have done                                          and discuss what purpose the activities we did were.                                         Familiarity:                     During the discussion the teachers will be able to see how critical it is to a                                          child’s development to allow creativity in their art work.

Confidence

Learning Requirements:    Explain that this will make art easier for the teachers to plan for. Success Opportunities:      Explain that this will be hard to do at first for both the children and the                                                teacher, but that soon everyone will prefer this method of art                                                Instruction. Personal Control:                When parents and other teacher begin to see the products the                                                children produce and express their acceptance of this new concept                                                the teacher will know that their efforts are working.

Satisfaction

Intrinsic Reinforcement:   Whenever an art activity is planned for the classrooms the teachers                                                will plan in a way that will each child to create their own art project. Extrinsic Rewards:               I will compliment the teachers on a job well done when no two art                                                projects are the same and the children are having fun being creative. Equity:                                   Reinforce the idea of less preparation time and the overall successful                                                development of the children in their classrooms when they are                                                to be creative.

5)  In order to best teach someone else we must fully understand how they learn and what motivates them to learn. The only way to know these things is to read as much as we can and keep up with all of the research that has been and is being done. Society is always changing and so is how individuals learn. The design research can help all educators reach their audience of learners whether it is pre k students or adults. The research can help not only educate students but employees as well!