ECD 310 #1 Intentional Teaching Reflection
pdf
keyboard_arrow_up
School
Arizona State University, Tempe *
*We aren’t endorsed by this school
Course
310
Subject
Communications
Date
Feb 20, 2024
Type
Pages
4
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 teacher was focusing on positive interactions and literacy. She brought flashcards
with her to the park to assist in showing the child the letters in her name. The teacher
was down on child’s level and showed enthusiasm.
I would suggest to further this activity to bring some inorganic materials as well. The
teacher could hide foam alphabet letters in the wood chips or rocks, if the child is not
able to identify all letters quite yet she can support with labeling. Or bring some chalk
to model writing letters then the child could put wood chips over the chalk letters on
the gound.
Overall the child was smiling and seemed to enjoy this activity.
Child Choice
Adult asked child to look for items to make her name. Child seemed unsure of what
she was asking her to choose. Ultimately the adult chose to make letters of child’s
name with wood chips. The child was able to arrange the letters how she wanted with
some verbal and visual guidance from the teacher.
For the letter O I would have let the child try and figure out how to make the letter on
her own first, before suggesting to get the piece of grass. Like, what shape is the letter
O? Is it round like a ball? Are these wood chips round? What do we need to make
something round? Maybe something bendy, that means it can shape to be a round
Instructional
Strategies
Example 1
circle like an O? What is something at the park that is bendy?
Expanding
Language
through
questions and
comments
The teacher asked questions. Not many of them were open ended. ‘
Do you think that is strong enough to write your name?
Can you help me create a P?
What goes at the bottom of the E?
“Capital E”
Showing alphabet cards to guide the children visually in what she wanted her to make
with the wood chips.
“What sound does the T make?”
“How will you make that grass into the O shape?”
By bending it into a round shape.
I would suggest open ended questions for an activity like this:
What kind of shapes are these letters?
How would you describe these letters?
How can we tell this is an E?
What other words start with this letter? (Let the child list words, support if needed).
Can you make letters out of anything else here at the park.
Positive
Relationship
Calm voice, positive tone. Stating, “good job” or “those are really good” letters.
The teacher was at child’s level and the child was smiling during the interaction.
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)
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
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
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.