ECTPP203A Brain Development and Cognitive Learning
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Brain Development and Cognitive Learning (ECTPP203A)
Added on 2020-05-04
ECTPP203A Brain Development and Cognitive Learning
Brain Development and Cognitive Learning (ECTPP203A)
Added on 2020-05-04
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Running Head: LEARNING EXPERIENCE PLANS 1Learning Experience PlansStudent affiliationDate
LEARNING EXPERIENCE PLANS 2Learning Experience PlansConceptual knowledge is the understanding of concepts, theories, and domains and the relationship between them. This knowledge is used to know why an event may have occurred (Hiebert, 2013). Research has proven that students in a mathematics class based on conceptual knowledge outperform those in one based on procedural knowledge (Schwartz, 2010). Learning strategies that are focused on conceptual knowledge can occur in three phases. The first stage is the content and knowledge skills where the tutor determines the objectives of the course. The next step is concepts where the tutor defines the big ideas that the students should know which may be skills, values, and interpretations. The last phase is where the learner uses the skills gained in a project or activity (Concept-Based Teaching and Learning, 2013). Sustained shared thinking occurs when individuals combine their knowledge and skills tosolve a problem or perform an activity. All those involved must contribute to the thinking process, and it must result in a more profound and meaningful understanding (Touhill, 2012). The concept of sustained shared thinking is mainly used by educators and children where they engage in deep conversations to develop the children’s thinking. A learning strategy used in this concept is the use of open-ended questions. These questions are used to encourage creativity and more profound reasoning. Another approach is creating an environment that stimulates creative thinking. Such a situation will give children exciting topics to discuss. The open-ended questioning concept is the use of questions that allow the learners to express their opinions. It is used to encourage reasoning among children and improve their use oflanguage. One of the learning strategies that use open-ended questioning is the Socratic discussion where students learn through having dialogs among themselves (Heick, 2014). Students are mainly in charge of this strategy, and there is minimal teacher involvement. Another
LEARNING EXPERIENCE PLANS 3teaching strategy is the question game which answers questions like why, how, if and why. Problem-solving is where this approach is applied since it requires creative thinking. Dispositional learning is the use of learning strategies which a learner can use construct learning opportunities. There are five domains of disposition namely: interest, involvement, persistence, expressing one’s point of view, and responsibility (Clark, 2012). According to the Early Years Learning Framework (EYLF), the dispositions used in learning are persistence, enthusiasm, curiosity, confidence, commitment, and cooperation. Learning strategies involve assessment using learning stories used in dispositional learning (Gray, Shanks & Robson, 2012). The story involves observing children as they perform an activity and checking the dispositions implemented to assess their learning. Experience plan for infants Implementation: the plan is for children aged between two and twelve months. Title: Balling play. The activity involves balls that toddlers are allowed to play with under the instructions of the educator. The children are given the ball which they explore using their mouths as infants do. Materials: Balls
LEARNING EXPERIENCE PLANS 4Justification: The experience allows the children to learn how to interact with eachother. They also develop interests in learning how to play with the ball showing curiosity.Playing ball is a common sport in many cultures hence the cultural aspect is catered for. The experience is linked to EYLF because it adheres to one of the parctices that encourages learning through play and the children experience a sense of belonging. EYLF principle: The principle that involves the safety, respectfulness, and reciprocation of relationships is used. It ensures that the infants develop a relationship with each other as they play. They also develop a relationship with the teacher. Learning outcomes: The child can use motor skills to play around with the ball. This skill can be demonstrated through observation. The child can interact with other children. EYLF outcome: Children gain dispositions such as curiosity. The infants get curious then develop an interest to play with the ball. The also develop persistence since they as continuously chase after the ball. Teaching strategies:Understand how infants learn. For example, allow oral exploration where the infant mouths the ball since it is how they learn hence they will learn to play with the ball.Allow the children to learn on their own and not interrupt them. It fosters interaction hence relationship building. EYLF learning promotion: The educator should respond to the learning progress made by the infants by encouraging them through comments or rewards. EYLF practice: The approach that involves using play in learning where the educator can use the experience to teach children about the ball by demonstrating ways to play with it and allowing them to explore it on their own and with each other (Arthur, Barnes & Ortlipp,
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