Translating iTeach Principles into Practice: Applying a 5- Step - - PowerPoint PPT Presentation

Translating iTeach Principles into Practice: Applying a 5- Step Process in Planning Learning Experiences for Children

Pre-school Education Branch

Ms Leong Pik San, Senior Specialist, Pre-school Education Ms Sharon Lim, Pre-school Education Officer Ms Aishah, Teacher, MOE Kindergarten @ Punggol View Ms Karen Chia, Teacher, MOE Kindergarten @ Punggol View

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Outline

• Nurturing Early Learners (NEL) Framework
• Understanding How Children Learn
• Translating Principles into Practice

– 5-step Teaching Process – 5-step Teaching Process in Practice

• Sharing by MOE Kindergarten @ Punggol View
• Self Reflection

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Nurturing Early Learners (NEL) Framework

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• Launched by MOE in 2013
• Provides broad guidelines
• Belief about children
• iTeach principles

Nurturing Early Learners (NEL) Framework

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Understanding How Children Learn

Children become aware of phenomenon and develop interest to find out more Children ask questions, investigate and make discoveries Children revise and refine their understanding and skills to make new connections Children transfer and apply learning in different contexts

Awareness Exploration Acquisition Application

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Awareness Exploration Application Acquisition

INVITE interest BUILD on curiosity CONNECT to new learning EXTEND learning REFLECT

• n learning

Translating Principles into Practice

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INVITE interest

5-Step Teaching Process

• ignite children’s interest
• tap on children’s prior knowledge

BUILD on curiosity

• tap on children’s natural curiosity
• children explore and find out more

CONNECT to new learning

• help children make connections between

prior knowledge and new learning

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5-Step Teaching Process

• help children apply the skill in different

contexts

• engage children in reflection to think

back, learn from it and do it better EXTEND learning REFLECT

• n learning

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5-step Teaching Process in Practice

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The activities in this segment are meant to help participants understand the 5-step teaching process and are not meant for children.

INVITE interest

5-Step Teaching Process in Practice

• Include element of surprise/ mystery/fun
• Use story, rhyme, game, concrete object,

picture or video

• Possible prompts: “What do you notice/

see/hear/feel/smell?”

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5-Step Teaching Process in Practice

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INVITE interest This is part of a picture. Guess what the picture is.

5-Step Teaching Process in Practice

BUILD on curiosity

• Encourage wonderment and questions
• Provide concrete materials for exploration
• Possible prompts: “I wonder why…”,

“What do you think will happen if….”

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5-Step Teaching Process in Practice

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BUILD on curiosity This story illustrates how people can have different view points when looking at the same situation. As the story is being read, think about how these different views came about and whether they can both be right.

5-Step Teaching Process in Practice

• Teach concepts/skills and allow for

practice

• Possible

prompts: “What do you remember about…?”, “How are they the same or different?” CONNECT to new learning

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5-Step Teaching Process in Practice

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CONNECT to new learning

What do you think this is? Add details to the drawing to convince others of what you think it

• is. Exchange views with your partner.

What are learning points from this activity?

• In many situations, there is more than one

way to see things.

• We should respect the views of others.

5-Step Teaching Process in Practice

EXTEND learning

• Provide new situations/ contexts for

children to apply new knowledge

• Possible prompts: “What would you do

if…?”

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5-Step Teaching Process in Practice

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EXTEND learning Besides pictures/visuals, stories can also be told from different perspectives.

5-Step Teaching Process in Practice

• Think back on learning and how to do it

better

• Provide stimuli for thinking back (e.g.

photos, video, artwork/model)

• Modes
• f

reflection can include drawing/creating, dramatising, using print (e.g. graphic organiser, writing story)

• Possible prompts: “How did you feel

about…?”, “How can we do it better/differently?” REFLECT

• n learning

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Self Reflection

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What squares with my thinking? What is still rolling around in my head? How can I apply what I have learnt?

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Self Reflection