Alexander Charles Morton-Wright
.png)
ECE_Headstart Video Comments
00:59 The teacher is actively involving the students in the learning process while listening to this story. This gets the children engaged in the learning process as they participate in the learning process, creating their own understanding of what is happening. The teacher is also making use of Gardner's multiple intelligences to engage the children. I notice the teacher look up to where I assume there's a screen for visual cues for the story and what actions she should do. This exercise gets the children to use their verbal-linguistic intelligence, bodily-kinesthetic intelligence and visual-spatial intelligence. This type of active participatory learning is excellent. I definitely could try to add more bodily-kinesthetic intelligence-related actions into my story reading time to help keep children engaged.
04:43 Montessori - The Absorbent Mind Piaget - Schema: The children are encouraged to use their existing schema to collaborate with their peers linking what they already know to what they are learning now to make inferences based on sounds, feel and other senses. This is an interesting exercise getting the children to use their senses to help them make inferences based on their preexisting schema to develop new schemas. It reminds me of a guessing game I want to try with my children where they put their hands in a box where they cannot see and try to guess what is inside using their senses.
18:16 One way I would improve things would be in the large group using concept check questions that involve bodily-kinesthetic intelligence. Maybe have a students bag at the front of the class or a cardboard box. Demonstrate with a classroom object on/in/under and then check that a child can place the object where you have requested. To give them more choice, you could let them choose the location to put the object, and the class as a group calls out where it is, or you call on others. I have done this a few times, both online and offline, and all of the children are so eager to come up and demonstrate their ability. It has also surprised me as one child would say in for where the ball was, but in his mind, he meant on. This was evident when he was asked to put the teddy in the bag, and he put it on the bag. These situations can provide a teachable moment as some students will develop their own schema through watching the child correct their mistake.
ECE_Blended Video Comments
01:51 The teacher welcomes the new student to the class giving her a sense of belonging and love. By singing the friendship song he gets all the children to welcome Amy to the class. Maslow - Maslow posits that before learning can begin we need to fulfil a hierarchy of needs. This is a great way to welcome a child to the class and get them to feel it is a safe place and that they belong. I try to do something similar by introducing the child to the class and getting some children to also introduce themselves and tell the new student they will help them for the week.
04:09 The teacher has done a great job of involving multiple intelligence in his warm-up. He has done Bodily-kinesthetic intelligence examples with his rhythmic hand claps, Visual-spatial intelligence representing the different pitches with his hand signals going up and down while also encouraging their Musical intelligence. This got all students engaged and ready to learn. Gardner's Multiple intelligences. I do like to use many actions while I am talking to my students, especially since they are Chinese students being instructed in English. Sometimes they need to be reminded with a gesture.
07:27 The teacher is giving them free choice to make their own melodies but is also providing some adult scaffolding to ensure that the students stay within their zone of proximal development. If given too many choices or no choices the children may not be able to accomplish the task. This also gets the child to actively learn about pitch and rhythm giving them the chance to actively develop their own schema based on what they have heard or think may work. Vygotsky - ZPD and Adult scaffolding Montessori - Free choice and respect for children Bruner - Scaffolding & Active learner Piaget - Schema This is an excellent lesson that gives so much choice to the children while also providing enough scaffolding to keep them comfortably within their ZPDs. I try to offer similar opportunities for my children to develop their schema in these ways.
13:54 The teacher provided a good example for the children to show them how the activity should be completed. This helped to make sure all children were in a zone of proximal development. This helps to reinforce the ideas the children had of the assignment and also give others who had not yet developed their ideas time to think. Bruner - Constructivist theory. The teacher does not tell all the children to do the same thing but does provide an example to facilitate learning while giving the children some scaffolding to work within. I try my best to provide lessons that follow this constructivist theory of allowing children to create their knowledge and develop their schema.
15:05 The teacher is providing positive reinforcement to the children to encourage them in developing their schema. A student has used his previously acquired schema of the letter t to relate it to the new knowledge they are acquiring. Piaget - Schema's (constructing their own knowledge through doing and creating their own understanding of what is happening) Skinner - Behavioural theory Dweck - Mindset theory (encouraging children that are trying to learn so that they develop a growth mindset) It is great to encourage the use of children's schema to connect to current knowledge. When my children do this I feel pleased they are able to draw these links between their schema.
15:50 The teacher provides a learning environment where it is ok to make mistakes and gives them an opportunity to learn from these mistakes. This helps to encourage children that are not naturally gifted and allows them to develop a growth mindset. Dweck - Mindset theory (nurturing a growth mindset) I should be more mindful of nurturing a growth mindset in my own children.
16:01 The teacher has provided adult scaffolding that allows for children to be in different ZPDs. Here we can see this child has not completed his assignment on the first music sheet shown but the simplified sheet. This gives the child choice and a chance to decide on how to develop their knowledge with the opportunity to be able to go to the next sheet of musical sheets when they are ready. Vygotsky - ZPD & Adult scaffolding Brunner - Spiral curriculum Montessori - Child choice Great way to offer the same activity to children at different levels. I have to be very mindful of this as I have varying levels of ability in my class too so all assignments need to be called up or down depending on the target students ZPDs.
22:50 The teacher did a great job considering the circumstances of being in a lockdown while doing a music class. I imagine the masks muffled things quite a bit and made it hard to hear exactly what they say and not to mention how faint some of the music was played. I loved the creative freedom that the children had when composing their own music and it seems that a lot of the kids came up with some interesting melodies. I think one improvement could be the extra work for those that had finished. The students could have been given this time to reflect on their music play it a few times and reflect on what they had composed. The teacher does a great job of getting them to reflect at the end but if they were given the chance to reflect earlier we could have had two compositions from the students and they could compare and contrast them and decide they liked more. Developing their schema and understanding how to make a melody more catchy.
01:19 The teacher gave them freedom of choice to dress up for Halloween making the children feel a part of the community and loved even though the classroom is online. This helps prepare them for learning fulfilling some of their needs in Maslow's Hierarchy of Needs. Montessori - Freedom of Choice Maslow - Hierarchy of Needs I have a casual Friday for the children where they can come dressed up in any clothes that they like. I get a lot of princesses coming to school on Friday. I love how happy this simple idea gives the children so much happiness and how they always want to tell me about what they are wearing every Friday.
06:54 The teacher gives a good example of what the children will need to do in the next exercise. This ensures that all students understand the requirements and have an example given by a more knowledgeable other. This keeps the lesson within the children's Zone of Proximal Development with the use of Adult Scaffolding. Vygotsky - ZPD & Adult Scaffolding Great techniques to ensure that children are prepared to develop their schema.
07:22 The teacher is attempting to get the children to develop their schema of numbers they have already learn and relate them to each other. She is also preparing them for the future while building on the building blocks of the past. This allows for a spiral curriculum where topics slowly build in complexity but each jump still feels like it is easy. Piaget - Schema (Children are constructing their own knowledge through doing and creating their own understanding of what is happening) Bruner - Spiral Curriculum & Scaffolding Great way to switch from addition to subtraction after ensuring children have developed their schema to the point to understand numbers as two parts making one.
09:59 The use of the circles to help the children understand the word problem helps to engage children with the use of multiple intelligences. Not only do the children hear the mathematical equation which uses their verbal-linguistic intelligence but they also receive the information in an equation using their logical-mathematical intelligence to comprehend it. On top of this, there is an element of visual-spatial intelligence with the coloured/non-coloured circles representing lollipops.
12:04 The breakout rooms were well used here to help with learning giving the children time to think and interact with each other to create their own understanding. The breakout rooms also allowed for student collaboration which aligns well with Vygotsky's idea that in social contexts a more knowledgeable other in this instance even another student in the breakout room can assist in developing another child schema. Vygotsky - ZPD (more knowledgeable other) Piaget - Schema The first time I used a breakout room was in my second Zoom class at Moreland. I had heard about them before and had ideas of their usefulness. I feel if I do online teaching again I will try to make sure the software I use can support breakout classes, especially when teaching over six students.
15:22 One suggestion that I thought could help with any children struggling would be when you do your demonstration. It is great that you have used the theory of multiple intelligences to present your math problems. You use verbal-linguistic intelligence and logical-mathematical intelligence to display your math problem in equation form, written form and verbal form. You even do the cool thing with the circles to give them a better understanding of the makeup of the numbers as two numbers. The one way I feel this example for the children could be improved would be to add an element of visual-spatial intelligence. If we are talking about lollipops, we could have nine lollipops all in a bunch. Then you separate them into five and four. Visually representing the ease of identifying the number now, they are split up. Then for subtraction, you could eat one. As well as being humorous for the children that you ate one it would also be memorable. This will draw links to their schema of situations when they had to count a big group of sweets or objects. This could also help them relate build their schema by relating to the existing schema of when they shared sweets with a friend and how this is subtraction too.
01:19 The teacher gave them freedom of choice to dress up for Halloween making the children feel a part of the community and loved even though the classroom is online. This helps prepare them for learning fulfilling some of their needs in Maslow's Hierarchy of Needs. Montessori - Freedom of Choice Maslow - Hierarchy of Needs I have a casual Friday for the children where they can come dressed up in any clothes that they like. I get a lot of princesses coming to school on Friday. I love how happy this simple idea gives the children so much happiness and how they always want to tell me about what they are wearing every Friday.
06:54 The teacher gives a good example of what the children will need to do in the next exercise. This ensures that all students understand the requirements and have an example given by a more knowledgeable other. This keeps the lesson within the children's Zone of Proximal Development with the use of Adult Scaffolding. Vygotsky - ZPD & Adult Scaffolding Great techniques to ensure that children are prepared to develop their schema.
07:22 The teacher is attempting to get the children to develop their schema of numbers they have already learn and relate them to each other. She is also preparing them for the future while building on the building blocks of the past. This allows for a spiral curriculum where topics slowly build in complexity but each jump still feels like it is easy. Piaget - Schema (Children are constructing their own knowledge through doing and creating their own understanding of what is happening) Bruner - Spiral Curriculum & Scaffolding Great way to switch from addition to subtraction after ensuring children have developed their schema to the point to understand numbers as two parts making one.
09:59 The use of the circles to help the children understand the word problem helps to engage children with the use of multiple intelligences. Not only do the children hear the mathematical equation which uses their verbal-linguistic intelligence but they also receive the information in an equation using their logical-mathematical intelligence to comprehend it. On top of this, there is an element of visual-spatial intelligence with the coloured/non-coloured circles representing lollipops.
12:04 The breakout rooms were well used here to help with learning giving the children time to think and interact with each other to create their own understanding. The breakout rooms also allowed for student collaboration which aligns well with Vygotsky's idea that in social contexts a more knowledgeable other in this instance even another student in the breakout room can assist in developing another child schema. Vygotsky - ZPD (more knowledgeable other) Piaget - Schema The first time I used a breakout room was in my second Zoom class at Moreland. I had heard about them before and had ideas of their usefulness. I feel if I do online teaching again I will try to make sure the software I use can support breakout classes, especially when teaching over six students.
15:22 One suggestion that I thought could help with any children struggling would be when you do your demonstration. It is great that you have used the theory of multiple intelligences to present your math problems. You use verbal-linguistic intelligence and logical-mathematical intelligence to display your math problem in equation form, written form and verbal form. You even do the cool thing with the circles to give them a better understanding of the makeup of the numbers as two numbers. The one way I feel this example for the children could be improved would be to add an element of visual-spatial intelligence. If we are talking about lollipops, we could have nine lollipops all in a bunch. Then you separate them into five and four. Visually representing the ease of identifying the number now, they are split up. Then for subtraction, you could eat one. As well as being humorous for the children that you ate one it would also be memorable. This will draw links to their schema of situations when they had to count a big group of sweets or objects. This could also help them relate build their schema by relating to the existing schema of when they shared sweets with a friend and how this is subtraction too.
ECE_Online Video Comments
00:16 The teacher has a routine/ritual to start the class and get all of the students to focus. This is very effective especially when it is repeated every day as children will need very little instruction of what is happening next as they will understand from the ritual cue. HighScope stresses the importance of a routine that is predictable for the children as it wastes less time on saying what is next and more time doing. Also knowing a schedule helps keep students feeling they know what is happening instead of blindly asking what is next. I have a fixed weekly schedule that differs slightly day to day with Ballet and Chinese P.E. that for the most part, the children memorise. If there is some reason that we move a class due to time or logistics issues the children will always ask why. It is great to see they understand what we will be doing and when.
01:13 The teacher gave the students freedom of choice for when they can do the calendar. The student now feels more in control of his learning and will happily do the calendar later. The Montessori method heavily stresses the need for student freedom. I enjoy giving my students the freedom to choose what they would like to do when we have the time. This is definitely something I would like to give more of to my children too.
02:42 Great to see a review of what was previously taught to help reinforce what they had previously learned. We also see the teacher using adult scaffolding to try to guide the children to independently develop their schema based on the knowledge they have. Piaget's contributions to ECE have covered how children develop their schema. Vygotsky's ZPD was also used to guide children to collaborate with peers to determine what they should do next. I use this tactic extensively in class to get my students to collaborate to build up their schema.
02:54 Positive reinforcement is used to give the children a good example of whom to copy. In doing this she is also encouraging all the children that they will also be praised if they act in the same way. Skinner posited that positive reinforcement strengthens behaviour or increases the likelihood that the behaviour will be repeated. I use a mix of both positive and negative reinforcement to try to encourage the right behaviour of the babies in my classroom. Usually preferring to start with positive reinforcement as we have seen her and switching negative reinforcement when the prior has not been effective.
03:41 TPR is used by the teacher to indicate when she puts her hand to her ear that she wants all children to say it after her countdown. She also points at her wrist for the time. Multiple intelligences - Gardner's eight intelligences indicates that all of us will learn differently. By giving her instructions in this way the teacher is more likely to get all students actively participating in her call and response questions. I try to cater to different intelligence when instructing my children and through the materials and opportunities for learning I provide them.
04:32 More positive reinforcement to encourage the children to speak in a nice big voice when responding to her. They all speak in a nice big voice for the next word "FINALLY". Skinner - Positive reinforcement I feel I should use this a little more often in class.
05:49 The teacher is again providing adult scaffolding for this interaction where the other children are also helping to encourage the other children through their interactions too. This collaboration between students and teachers is constructivism. All children feel involved in this group activity as they call out the answers and learn the vocabulary. Vygotsky - Adult Scaffolding Bruner - Constructivist theory This is a great way to get children hyped to learn vocabulary through a game. This way they are participating and learning in a fun way.
07:08 Positive reinforcement to encourage the student to continue behaving this way. As it is likely that he is not always this well behaved. Skinner - Positive reinforcement great tool to use.
09:00 Adult scaffolding is used to encourage collaboration between peers. This helps to draw on knowledge from other children's schema to develop their own. Piaget - Schema Vygotsky - Zone of proximal development ZPD This is a great tool especially when you peer one of the weaker students up with a stronger student as they work together to develop both of their schemas.
13:30 This teacher has excellent class management and keeps all of her students engaged. She is excellent at using positive reinforcement to reinforce the behaviours she wants in the classroom. She has also developed good routines to encourage them to put their hands up, hands down, hands up, and hands-on your lap. The variations that she uses keeps it interesting and gives students more visual cues for new words or actions to add to their schema. There are always many choices for the children, whether to colour or not when to do the calendar and what they will teach the monster. One thing I would suggest is to give the children even more control by not just letting it be a monster they would teach something to but anyone of their choosing. This could give more of a Reggio/Montessori theory of student-led inquiry and make them relate it to their schema to think what these people already know. Maybe a girl would like to teach her dad how to braid her hair properly. Maybe another child will think about their dog and how it knows many tricks, but they want to teach it to fetch. Giving them the freedom to relate it to their life will make them evaluate and develop their schema even more. This even has a practical aspect as they could even follow through with their plans and actually teach dad or the dog or whomever they chose.
ECE_BrickMortar Video Comments
Theories in Action: Within an Early Childhood Education Classroom
Theories in Action: Within an Early Childhood Education Classroom
ECE_Headstart
ECE_Online
ECE_Blended
