Mind your mind

Learning @ SASS

Como les contamos en el post previo, para poder comprender cómo funciona nuestra mente y qué nos hace ÚNICOS, los alumnos de Y6 de Punta Chica comenzaron a estudiar el cerebro y las áreas implicadas en el aprendizaje. Para ésto una de las actividades fue realizar en equipo un cerebro con masa y agregarle las referencias. We had FUN! 

photo (11)photo (12)

View original post


Effective DAP Teaching Strategies

Effective Teaching Strategies

10 Effective DAP Teaching Strategies
An effective teacher or family child care provider chooses a strategy to fit a particular situation. It’s important to consider what the children already know and can do and the learning goals for the specific situation. By remaining flexible and observant, we can determine which strategy may be most effective. Often, if one strategy doesn’t work, another will.

  1. Acknowledge what children do or say. Let children know that we have noticed by giving positive attention, sometimes through comments, sometimes through just sitting nearby and observing. (“Thanks for your help, Kavi.” “You found another way to show 5.”)
  2. Encourage persistence and effort rather than just praising and evaluating what the child has done. (“You’re thinking of lots of words to describe the dog in the story. Let’s keep going!”)
  3. Give specific feedback rather than general comments. (“The beanbag didn’t get all the way to the hoop, James, so you might try throwing it harder.”)
  4. Model attitudes, ways of approaching problems, and behavior toward others, showing children rather than just telling them (“Hmm, that didn’t work and I need to think about why.” “I’m sorry, Ben, I missed part of what you said. Please tell me again.”)
  5. Demonstrate the correct way to do something. This usually involves a procedure that needs to be done in a certain way (such as using a wire whisk or writing the letter P).
  6. Create or add challenge so that a task goes a bit beyond what the children can already do. For example, you lay out a collection of chips, count them together and then  ask a small group of children to tell you how many are left after they see you removing some of the chips. The children count the remaining chips to help come up with  the answer. To add a challenge, you could hide the chips after you remove some, and the children will have to use a strategy other than counting the remaining chips to come up with the answer. To reduce challenge, you could simplify the task by guiding the children to touch each chip once as they count the remaining chips.
  7. Ask questions that provoke children’s thinking. (“If you couldn’t talk to your partner, how else could you let him know what to do?”)
  8. Give assistance (such as a cue or hint) to help children work on the edge of their current competence (“Can you think of a word that rhymes with your name, Matt? How about bat . . . Matt/bat? What else rhymes with Matt andbat?”)
  9. Provide information, directly giving children facts, verbal labels, and other information. (“This one that looks like a big mouse with a short tail is called a vole.”)
  10. Give directions for children’s action or behavior. (“Touch each block only once as you count them.” “You want to move that icon over here? Okay, click on it and hold down, then drag it to wherever you want.”)

View the infographic!


Download the PDF

For more information about DAP, the 3 Core Considerations, the 12 Principles of Child Development and Learning, and the 5 Guidelines for Effective Teaching, read the NAEYC position statement “Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8” (PDF), adopted in 2009.

Dramatic Play

Fire fighters!! “Dramatic play permits children to fit the reality of the world into their own interests and knowledge. One of the purest forms of symbolic thought available to young children, dramatic play contributes strongly to the intellectual development of children.” (Jean Piaget)

Developing Students’ Self Talk for Academic Success

Rule Number One: A Library Blog

One of the things I really took away from coursework in educational psychology is that students’ motivation to learn can be inhibited by all kinds of factors, such as their beliefs about intelligence (“I’m just not good at math” whereas what’s really true is “If I work hard I can figure this out”).  This chart that’s been going around Twitter offers some really great suggestions for changing the way students talk to themselves in ways that are not just in accordance with the research on  the best conditions for learning, but will encourage them to be kinder to themselves, too.

Changing Studetns' Self Talk

It strikes me that pretty much any of these things can be explicitly incorporated into information literacy instruction at the college level as a way to promote student success and realistic expectations about how to do research.

View original post