#learningwall

[daniellelynn-1981]

📸📷📸 August Photos 📸📷📸 🇺🇸🇺🇸The Pledge of Allegiance🇺🇸🇺🇸 #lovethis #pledge #pledgeofallegiance #thepledgeofallegiance #learningwall #morningroutine #babysittingbydanielle👶👧👶👦👶 (at Washington Court House, Ohio) https://www.instagram.com/p/B37LENPFIPr/?igshid=116xyi9fl84aj

[daniellelynn-1981]

➡🔢➡Learning Wall 🔢🔢🔢 (Monday's post) #learningwall #numbers #day4 #countingtoten #countingtodiez #littlekidgroup #littlekidschool #danielleschool #kidsarecallingitdaniellewellyschool #newschoolyear #samelearningwall #babysittingbydanielle👶👧👶👦👶 (at Washington Court House, Ohio) https://www.instagram.com/p/Bmwx4yGAB8k/?utm_source=ig_tumblr_share&igshid=10q6dfe2s1sbc

[daniellelynn-1981]

➡💟➡Learning Wall 💛💙💜💚❤ (Friday's post) #learningwall #colors #day3 #littlekidgroup #littlekidschool #danielleschool #kidsarecallingitdaniellewellyschool #newschoolyear #samelearningwall #babysittingbydanielle👶👧👶👦👶 (at Washington Court House, Ohio) https://www.instagram.com/p/BmwxAshABaX/?utm_source=ig_tumblr_share&igshid=11azd4i44b7xw

[tracysteachings-blog]

Growth

I’ve so recently come to learn that teaching strategies are constantly evolving. No longer is learning just black and white but now considering all aspects of a child’s learning and development. In modern day we are manipulating our strategies in order to best support children in their learning. One excellent strategy is the role of teachers assessing and observing children’s prior knowledge. Studies have shown a positive correlation between identifying children’s level of learning and development and using appropriate experiences to build upon prior knowledge for future school achievement (Hailikari, Katajavuori & Ylanne, 2008; Gervasoni, 2011). The current research of Gervasoni (2011) assessed what children’s capabilities were from a one-on-one assessment and identified each child’s Zone of Proximal Development (ZPD), then created appropriate ‘growth points’ to determine which level of learning children where at and what progress was next.

I believe that in order to be a teacher who successfully supports the development of young children, they must understand what level of learning or ‘growth points’. A practical teaching strategy that was implemented in a study by Greenes. Ginsburg & Balfanz (2004) titled ‘Big Math for Little Kids’, was a comprehensive program which focused on developing on children’s capabilities similar to growth points. The research showed the positive influence of creative programs that promoted curiosity and learning through playful experiences which contained deep mathematical thinking. The key focus was to build on children’s current knowledge and interest and then integrating these resources with everyday activities and the classroom environment.

I imagine learning as building a brick wall, you start with your first layer of bricks then you cement them and then continue with several levels until you reach the walls full potential. Connecting this analogy to developing children’s learning, it all about ensuring that they have the right foundational level first before building on top or else the wall will cave in. My role as a teacher is more valuable than I thought, the power of the learning opportunities that I provide will inevitably be the cement in the wall of each child I teach.

References

Australian Curriculum and Assessment and Reporting Authority. (2016). The Australian Curriculum: Mathematics - Foundation Year. Retrieved from https://www.australiancurriculum.edu.au

Gervasoni, A. (2002) Growth points that describe young children’s learning in the counting, place value, addition and subtraction, and multiplication and division domains. Paper presented at the Catholic Education Commission of Victoria Success in Numeracy Education Strategy.

Gervasoni, A., Hadden, T. & Turkenburg, K., (2014). Exploring the Number Knowledge of Children to Inform the Development of a Professional Learning Plan for Teachers in the Ballarat Diocese as a Means of Building Community Capacity.  In Mathematics: Essential Research, Essential Practice (1) pp. 317 - 326.

Greenes, C., Ginsburg, H. P., & Balfanz, R. (2004). Big math for little kids. Early Childhood Research Quarterly, 19(1), 159-166. Retrived from: http://ezproxy.acu.edu.au/login?url=http://dx.doi.org/10.1016/j.ecresq.2004.01.010

Hailikari, T., Katajavuori, N., & Lindblom-Ylanne, S. (2008). The Relevance of Prior Knowledge in Learning and Instructional Design. American Journal of Pharmaceutical Education, 72(5), 113. Retrieved from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2630138/

[tracysteachings-blog]

Learning wall found on pintrest