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Module 2 Lesson Planning Salgon2010

Module 2 Lesson Planning Salgon2010

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Published by Sal V Gonzalez Jr
Fieldwork Analysis - Student Teaching (Elementary Curriculum and Instruction)
Fieldwork Analysis - Student Teaching (Elementary Curriculum and Instruction)

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Published by: Sal V Gonzalez Jr on May 04, 2011
Copyright:Attribution Non-commercial


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Module 2: Lesson PlanningACTIVITY 2.04TPE 9: Instructional PlanningTerm 1A (rev. 10)
Module 2: Lesson Planning (TPE 9)October 23, 2010Salvador V. Gonzalez, Jr(FALL 2010/TERM 1A)CALIFORNIA STATE UNIVERSITY Fullerton Regional Center(DENSFORD)
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Module 2: Lesson PlanningACTIVITY 2.04TPE 9: Instructional PlanningTerm 1A (rev. 10)
Infants and young children are entirely given over to their physical surroundings; they absorb the world primarily through their senses and respond in the most active mode of knowing:imitation. Imitation is the power to identify oneself with one's immediate environment through one's active will. Everything – anger, love, joy, hate, intelligence, stupidity – speaks to the infant through the toneof voice, the physical touch, bodily gesture, light, darkness, color, harmony, and disharmony. Theseinfluences are absorbed by the still malleable physical organism and affect the body for a lifetime.Those concerned with the young child –parents, teachers and administrators– have aresponsibility to create an environment that is worthy of the child's unquestioning imitation. Theenvironment should offer the child plenty of opportunity for meaningful and for creative 'play.' Thissupports the child in the central activity of these early years: the development of the physical organism.Drawing the child's energies away from this fundamental task to meet premature intellectual demands robsthe child of the health and vitality he or she will need later in life. In the end, it weakens the very powersof judgment and practical intelligence the teacher wants to encourage.In pre-school to kindergarten children play at cooking, they dress up and become mothersand fathers, kings and queens; they sing, paint, and color. Through songs and poems they learn to enjoy language; they make soup, model beeswax, and build houses of boxes, sheets, and boards. To becomefully engaged in such work is the child's best preparation for life. It builds powers of concentration,interests and a lifelong love of learning. When children are ready to leave kindergarten and enter first grade, they are eager to explore the world of experience for the second time. Before, they identified withit and imitated it. Now, at a more conscious level, they are ready to know it again; by means of theimagination – that extraordinary power of human cognition – that allows us to “see” a picture,“hear” a story, and “divine” meanings within appearances.In the third grade classroom, the educator's task is to transform all that the child needs to know 
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Module 2: Lesson PlanningACTIVITY 2.04TPE 9: Instructional PlanningTerm 1A (rev. 10)
about the world into language of the imagination, a language that is as accurate and as responsible toreality as intellectual analysis is in the adult. The wealth of an earlier, less intellectual age- folk tales,legends, and mythologies, which speak through in parables and pictures – becomes the teacher'sinexhaustible treasure house. When seen through the lens of the imagination, nature, the world ofnumbers, mathematics, geometrical form, and the practical work of the world are food and drink to thesoul of the child. The four arithmetical operations can, for instance, be introduced as characters in adrama to be acted out with temperamental gusto by first graders. Whatever speaks to the imaginationand is truly felt stirs and activities the feelings and is remember and learned. The elementary years are tietime for education the “feeling experience.”How is the developmental theory of childhood reflected in California public classrooms? Theschool day beings with a long, uninterrupted lesson. One subject is the focus; the class deals with it in-depth each morning, or several weeks at a time. This long main lesson – which may well run for twohours – allows the teacher to develop a wide variety of activities around the subject at hand. Rhythmicactivities get the circulation doing and bring children together as a group; they recite poems connected withthe main lesson, practice tongue twisters to limber-up speech, and work with concentration exercises usingbody movements. After the day's lesson, which includes a review of earlier learning, students record what they learned in their “learning logs” (journals). Following recesses, the teacher presents shorter “run-through” lessons with a strongly recitation character. Afternoons are devoted to lessons in which the whole child is active: artistically guided movement to music and speech, handwork, or PE, for example.Thus the day has a rhythm that helps overcome fatigue and enhances balance learning.For the most part, the multiple subjects (elementary) school teacher lead the main lesson at the beginning of each day. Other teachers may handle special subjects, but the class teachers provide thecontinuity and consistency. The class teacher and the children get to know each other very well, and it isthe teacher who becomes the school's closest link with the parents of that class. When problems arise, thestrong child/teacher/parent bond helps all involved work things through instead of ignoring the behaviorand handing the problem on to someone else. This experience of class community is both challenging anddeeply rewarding for the teacher. Having to prepare new subject matter as their students get older from year to year is a guarantee against going stale. Children begin to see that a human being can strive for
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