Learning Experience Plan Template

Note: You are required to design and implement at least 3 child-centered learning experiences as part of
a unit, integrating at least two content areas in each of the learning experiences and incorporating all of
the content areas at least once across the experiences you develop. The content areas you will be
integrating are language arts, social studies, math, science, physical education and health, and the
creative arts.

Learning Experience Title:

Foundations

Content Areas
Identify at least two content areas you will be integrating into this learning experience:

I will be merging two curriculum areas: social studies and creative arts. Children's growth is supported
through emotional and cognitive development by incorporating social studies and creative arts themes
into ordinary duties. Children may be able to convey sentiments via art that they cannot express
vocally. Art and art therapy boost cognitive abilities in children with special needs because they help
heal learning problems, social skills, and self-awareness. Supporting children's creativity boosts their
self-esteem because it makes them feel valued as unique individuals. Personal features may be added to
drawings to make them more significant.
Developmental Domains
Briefly explain how this learning experience will support growth and learning in at least two
developmental domains:

Children's social and emotional growth, as well as their intellectual growth, can be aided by

bringing ideas from the arts and social studies into everyday activities. If a child is having trouble

putting their emotions into words, they may find an outlet in art. Art and art therapy are beneficial to

children with special needs because they increase cognitive capacities by addressing underlying

emotional and behavioural issues that may be contributing to the child's difficulties in school.

Children's confidence increases when their individuality is recognised and celebrated. To make their

artwork more significant, they might include some of their own details.

Learning Goals in Context

Briefly describe your goal(s) or desired outcome(s) of the learning experience for this particular
group of children, as they align with at least one standard/strand/or theme for each of the content
areas:

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 Students will learn about different theories of change that combine creative involvement with

strategic thinking and learning how to think critically about artistic and cultural interventions. Also,

they will get better at planning, evaluating, carrying out, documenting, and leading creative projects

that help make communities more peaceful and fair.

Materials/Technology/Equipment/Resources
List texts, websites, writing/art supplies, props/artifacts, assistive technology, computer software,
Internet resources, audio/visual media, and other tools and materials needed for this experience:

The chalkboard, models, graphs, charts, maps, pictures, diagrams, cartoons, slides, filmstrips,

radio, and television are essential instructional materials for effective social studies instruction and

learning. It is impossible to overestimate the significance of utilising these materials.

Learning Experience Sequence

Align all activities with the standard(s), goal(s), and context.

Introduction/Anticipatory Set

Explain initial teacher-and-child activities that establish a warm connection and capture
children’s attention by answering the following:
 How will you draw children into the experience, capture their attention, and make them
feel connected and included?
 How will you relate the lesson to children’s interests, prior knowledge, and
families/communities?

I'll begin by showing them numerous wonderful aquatic animals on powerpoint. I will also use

a range of books, and other resources to instil the learning of aquatic life in my students. I will allow

for long periods of time and will support initiatives that take several days or weeks.

I will help the student understand the world in which they live so that they may make sensible

decisions about issues that affect them, especially as they get older. Through social studies, students

learn historical thinking and literacy in order to navigate our society. Social studies foster students'

participation in and understanding of the ethical and practical issues that their communities and

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 humankind face. Social studies allows students to become more conscious of who they are, what they

want to become, and the society they want to live in.

Building/Applying Knowledge and Skills

Explain specifically, in a step-by-step fashion, what you and the children will be doing in this
learning experience. Make sure the experience is meaningful, developmentally appropriate, and
supports your goal(s). Keep in mind the specific content areas and developmental domains you
have identified as relevant to the learning experience.

I will provide an overview of the current diverse research on the features of creativity and the

conditions that encourage it. Students will examine how efforts to prevent violent conflict and

movements for economic, racial, gender, and environmental justice have incorporated the arts and

cultural labour on a national and worldwide scale. Students will also consider the variety of

contributions made by artistic disciplines (music, theatre, dance, literature, poetry, visual arts, film,

etc.) and cultural organisations (museums, theatre ensembles, festivals, radio stations, etc.) to more

peaceful, resilient, and less violent communities throughout the world. They will engage in a variety

of learning activities, including analytical and aesthetic ones, and reflect on their experiences.

Explain how the experience may be differentiated to meet the needs of individual children,
including children with exceptionalities. Give specific examples related to particular children in
the classroom that you observed.

The learning experience will be varied by recognising the latent theories of change in social

movements and artistic activity. Students will be able to evaluate the benefits and downsides of

various artistic and cultural methods to social change. They will also be able to examine case studies

of social change projects based on the arts and led by culture, articulating the link between aesthetic

worth and socio-political efficacy, the dangers of causing harm, and other moral and ethical problems.

Assessment

Assessment is the process by which early childhood professionals gain an understanding of

children’s ongoing development and learning. Explain strategies you will use to assess children’s

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 learning. Consider how you will:
 Utilize and document observations for evaluating children’s learning.
 Make sure all assessments are aligned with your goal(s) for the lesson.
 Create an accurate record of children’s performance and share the record with your host
teacher (and with families, if appropriate and approved by the host teacher).

Make a performance-based test for social studies and the arts that includes practical

assignments and clear criteria for both. When they show what they have learned, students will

use a variety of social studies and art skills. They can show what they know in different ways,

such as through spoken or written words, dramatisations, dances or other body movements, or

by making a piece of visual art. Teachers must set clear criteria for judging how well students

understand social studies topics and how well they use artistic ideas or skills.

Closure

The closure is taking time to wrap up the experience by summarizing, reviewing, and reflecting
with the children on the learning that has taken place.
 Explain the approach(es)/strategy(ies) you will use in the closure of your learning
experience: (1–2 paragraphs)

The first strategy involves teaching academic terminology in both subject areas. In addition to

studying the language of the visual and performing arts, students must also understand the language of

the social sciences. Students should consider both as subject-specific terminology that thematically

complements the other. Creating learning objectives for your unit of study in the visual and

performing arts is an additional strategy that can be utilised. The first social studies objectives will

impact your decision-making regarding the arts' content and objectives. To give the arts equal status

with social studies, select arts objectives that teach the subject, a skill, or a combination of both.

Reflection

Critical reflection is an essential part of continuous improvement. Reflect on the planning,

designing, and implementation of this learning experience. What worked well, what adjustments
did you make, how did children respond, and what evidence do you have of their learning?
Consider what you would do differently next time and what you would like to do to follow up on
this learning experience. Think about how to involve families and others to support children’s

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 development and learning. Ask your Host Teacher for their comments/feedback. Then
summarize your reflection. (You will draw on these summaries when you complete the final
Reflection Questions for this Assessment.)
(1–2 paragraphs)

Using the visual and performing arts is, in my experience, the most evident and practical

technique for getting kids interested in the content and issues of social studies while also making it

entertaining and useful to their day-to-day lives. This is something that I have witnessed. When

preparing both the social studies and arts curriculum areas to be properly linked, teachers need to be

aware of five components that must be accounted for. Even if the social sciences will in the beginning

be your primary focus or objective, it is important to offer equal importance to the arts in order to

justify their participation.

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 References

Kurt, G., & Önalan, O. (2018). Turkish Pre-Service EFL Teachers' Perceptions of

Creativity. International Online Journal of Education and Teaching, 5(3), 636-647.

Ucus, S. (2018). Exploring Creativity in Social Studies Education for Elementary Grades: Teachers’

Opinions and Interpretations. Journal of Education and Learning, 7(2), 111-125.

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