ENGAGE
Another critical element in lesson planning is writing strong learning objectives. This goes beyond simply stating what children will be doing, and is more than just stating Content or Early Learning Standards. Robust lesson plans state what the lesson will look like from the child’s perspective. It focuses on how the child will engage with materials, as well as any knowledge, skills, or combination of both acquired through the child’s actions. At the same time, the teacher must consider how learning will be assessed and how it will link back to these objectives.
Again, we cannot emphasize enough the importance of intentionality in early childhood education. Epstein, author of The Intentional Teacher, clearly defined what this means to educators: “To be ‘intentional’ is to act purposefully, with a goal in mind and a plan for accomplishing it. Intentional acts originate from careful thought and are accompanied by consideration of their potential effects. Thus an ‘intentional’ teacher aims at clearly defined learning objectives for children, employs instructional strategies likely to help children achieve the objectives, and continually assesses progress and adjusts the strategies based on that assessment. The teacher who can explain just why she is doing what she is doing is acting intentionally--whether she is using a strategy tentatively for the first time or automatically from long practice, as part of an elaborate set up or spontaneously in a teachable moment” (2007, p. 4)
Having a solid rationale behind why certain topics and concepts are explored, materials provided, and lessons presented in a certain way is critical for student success. When we talk about child-centered, that does not mean it occurs without structure or planning. Play-based learning can also be interpreted as play with intention and guidance from adults. Clearly articulating the role of the child within a lesson, and how the adult will guide or facilitate that learning, is the purpose of having clear objectives.
Again, we cannot emphasize enough the importance of intentionality in early childhood education. Epstein, author of The Intentional Teacher, clearly defined what this means to educators: “To be ‘intentional’ is to act purposefully, with a goal in mind and a plan for accomplishing it. Intentional acts originate from careful thought and are accompanied by consideration of their potential effects. Thus an ‘intentional’ teacher aims at clearly defined learning objectives for children, employs instructional strategies likely to help children achieve the objectives, and continually assesses progress and adjusts the strategies based on that assessment. The teacher who can explain just why she is doing what she is doing is acting intentionally--whether she is using a strategy tentatively for the first time or automatically from long practice, as part of an elaborate set up or spontaneously in a teachable moment” (2007, p. 4)
Having a solid rationale behind why certain topics and concepts are explored, materials provided, and lessons presented in a certain way is critical for student success. When we talk about child-centered, that does not mean it occurs without structure or planning. Play-based learning can also be interpreted as play with intention and guidance from adults. Clearly articulating the role of the child within a lesson, and how the adult will guide or facilitate that learning, is the purpose of having clear objectives.
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