ECD 310 #2 Intentional Teaching Reflection
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School
Arizona State University, Tempe *
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Course
310
Subject
Communications
Date
Feb 20, 2024
Type
Pages
5
Uploaded by MasterFieldViper48
Intentional Teaching Reflection
Use this document to reflect on your intentional teaching plan. This is your opportunity to make sure you have each of
these ECE professional interactions covered in your plan.
You can link this document to your plan or copy and paste the information directly to the reflection box.
Instructional
Strategies
Example 1
Intentional
Teaching
The teachers' learning objectives appeared to be science discovery and literacy fine
motor.
The teacher had materials prepped and ready with children outside. She instructed
the children to get a toy to do an experiment. She repeated her instructions several
times and then provided some of the children's support. For easier prep I would have
had a set pile of toys by the slide and would have started the activity at the slide.
The teacher asked lots of questions and explored the items going down the slide with
the children. The children were not all engaged and seemed confused by the writing
aspect of the activity. I would suggest saving the writing for after the experiment or
doing a guess before. Leaving the writing materials at the table and then being able to
focus on the experiment itself.
Otherall this was a very creative activity and included multiple objectives and learning
outcomes. Which supported the children’s development.
Child Choice
Instructioning children to go pick one toy of their choosing.
Instructional
Strategies
Example 1
Children were able to move around, were not constrained to sitting or staying in one
place.
This was a fairly teacher-led activity. I would have asked who wanted to go next not
just picked children to go by name.
Expanding
Language
through
questions and
comments
I heard lots of good questions from the teacher and even heard the children
responding.
What are you going to get?
“Excavator”
What toy are you going to get?
What happened to her toy.
“Slid”
Observation book
Where is …. Book?
Did it get stuck or did it slide?
Let’s see what is going to happen.
Did it go down fast or slow?
What does it have? What do cars have that make them go fast?
Yes, that’s right. Wheels.
I loved your use of vocabulary. I would make sure that you define your words when
you use them though. Like an excavator: that’s a machine that digs up dirt.
I also really appreciated your use of expansion when you asked about the excavator
and why it went fast.
Positive
Instructional
Strategies
Example 1
Relationship
I heard lots of positive language.
“Good job” //
“Good choice”
“Good job friends.”
The teacher was in close proximity to the children during the activity. I would suggest
being at child level instead of standing over them. I could understand if that was for
supervision zoning issues, but in that case I would indicate to another teacher that you
are doing a group activity and will be down on their level for a few minutes.
The children interacted and participated in the activity with smiles on their faces.
Definitions and examples of each listed below:
Intentional teaching
:
Play] gives [children] opportunities to develop physical competence and enjoyment of the outdoors,
understand and make sense of their world, interact with others, express and control emotions, develop their symbolic and
problem-solving abilities, and practice emerging skills. (NAEYC 2009, 14)
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In
The Intentional Teacher: Choosing the Best Strategies for Young Children's Learning
(Epstein 2014), the author
describes adult-guided experiences as those in which teachers introduce information and model skills. These experiences
proceed "primarily along the lines of the teacher's goals, but [are] also shaped by the children's active engagement" (3).
As the figure illustrates, discovery and free play could be seen as child-guided experiences; scaffolding and guided play
are adult-guided experiences. Significantly, according to Epstein, the definition of child-guided experience includes
"strategic teacher support" (3)
Child choice:
When children choose how to play for themselves, they experience freedom in making those choices. They
also begin to see connections between choice and the consequences or results of that choice. The type of toys or
materials parents offer can help their children make more meaningful decisions. Open-ended materials can be used in
many ways so children can decide for themselves how to use them. For example, a child can imagine a block to be a fire
truck or any number of things. A toy fire truck, on the other hand, is usually used as a fire truck. Foam pieces, little
wooden sticks, ribbon scraps, and other reusable resources are all open-ended materials that inspire creative thinking and
delight when children use them to make something no one has ever made before.
Expanding
Language through the use of intentional questions and comments
: It is important to use both commenting and
questioning strategies when engaging with young children. When you do use questions be sure to use questions that
encourage children to expand their thinking and perspective on a subject. Here is a wonderful strategy to use when
interacting with children use 5 comments to every 1 question. Check out this
video
Positive Relationship:
Be authentic and genuine through actions like smiling, making eye contact, and having social
conversations with students. Allow time for children to talk to you and vice versa.