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6 integrated teaching and learning approaches

Published on Mar 15, 2016

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1.

6 integrated teaching and learning approaches

  • combine play and learning, adult-led learning and child-directed play and learning
  • involves the adult intentionally engage child in play
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what is play?

  • through play, children learn to make sense of and construct ideas about the social and natural world
  • often described as child-directed, active with minimal rules
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  • an exploratory process rather than a focused activity to learn a particular learning outcome
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  • current thinking however is that adult has a critically important role in child's play even when the child directs it
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adult-led learning

  • occurs when adult introduced an experience or an idea, concept, topic of exploration and direct learning by taking charge, giving examples, setting rules, asking questions and providing instructions
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  • is about making judgment of what is worth children knowing by promoting worthwhile and challenging experiences and interactions that foster high level thinking skills
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child-directed play and learning

  • occurs when children lead their learning through exploring, experimenting and investigating and being creative in ways they initiate and control
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guided play and learning

  • occurs when adult involves to children play and learning, following children's interests and responding to spontaneous learning opportunities as they arise
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intentional learning

  • refers to professional making decisions that are thoughtful, deliberate and purposeful as they broaden
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TOOLS AND EXAMPLES

  • Engaging children in play
  • having conversations and interactions to support learning
  • planning experiences to deepen and extend children's knowledge, understanding and skills
  • differentiating learning opportunities for individual learners
  • planning a balanced curriculum using all five learning and development outcomes
  • creating physical environment that promotes learning
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ENGAGING CHILDREN IN PLAY

  • modelling or demonstrating
  • facilitating play learning
  • extending children's learning
  • responding to spontaneous opportunities in learning
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  • monitoring
  • documenting or assessing tracks
  • reflecting on children's play and roles
  • advocating for play based learning
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CONVERSATIONS AND INTERACTIONS

  • outcomes improve for children when professionals listen carefully to the children's responses, comments, questions and respond to them, often describe as serve and return:
  • use questions, prompts, reminders, close attentions and encouragemens
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CONVERSATIONS AND INTERACTIONS

  • outcomes improve for children when professionals listen carefully to the children's responses, comments, questions and respond to them, often describe as serve and return:
  • use questions, prompts, reminders, close attentions and encouragements
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INTENTIONAL TEACHING OF COMMUNICATION SKILLS

  • model language such as asking question with raised intonation
  • show children they understand their communication attempts or cues in words and actions
  • spontaneously use songs and rhymes
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  • use key words in children's home language and encourage families to use the home language with their child
  • combine action with simple signs and words
  • encourage enjoyment of and experimentation with language
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TECHNIQUE FOR SHARED SUSTAINED CONVERSATION

  • ask open-ended question and give children time to respond
  • reflect in words with children what they are doing in an actions
  • use questions and explanations and linking together different events to help children remember what they know and use it to understand new situations
  • ask children to predict, hypothesis, ask question and problem-solve
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DIFFERENTIATING OPPORTUNITIES FOR INDIVIDUAL

  • Providing opportunities and environments that respond to each child's unique strength, abilities, interests, cultural language and family background
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  • some children require more interventions from professionals than other
  • professional encourage children's learning by identifying their strength, learning styles, interests and planning experiences by them
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PLANNING A BALANCED CURRICULUM

  • plan for a wide range of curriculum or contents area includes:
  • literacy
  • numeracy
  • expressive arts
  • science and technology
  • health and physical education
  • environmental and social studies
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SUCCESSFUL LEARNING ENVIRONMENT

  • provide an enriched curriculum that both follows and lead children's interest and respond to individual differences
  • pay attention to developing dispositions that supports learning
  • engage in meaningful interactions with children's learning

marie jane borjal