1. How to teach to Vygotsky's ZPD
1.1. Teacher models the behavior for the student
1.2. Student imitates the adult's behavior
1.3. Teacher phases out direct instruction
1.4. Teacher offers feedback on student's performance
2. Reading Development
2.1. Provide children with a rich literacy environment
2.2. Encourage reading
2.3. Surround children with books and other printed materials
2.4. Read to children
2.5. Model reading
2.6. Build phonemic awareness
3. Vygotsky
3.1. Theory into pracitce
3.1.1. Practical implications of Vygotsky's Theory in the classroom:
3.1.2. Zone of Proximal Development-instruction that is planned within the student's zpd to help guide them through
3.1.3. Scaffolding-is providing hints and prompts until the learner is able to it independently
3.1.4. Cooperative Learning-are activities that can be planned within groups of children at different levels who can help each other learn
4. Piaget
4.1. Theory into practice
4.1.1. Practical implications of Piaget's Theory in the classroom: Developmentally appropriate education: Providing students with the individual instruction needed in order to meet their academic goals as well as their social emotional needs
4.1.2. Focus on the process of children's thinking
4.1.3. Recognition of the crucial role children's self-initiated, active involvement in learning activites
4.1.4. A deemphasis of practices aimed at making children adultlike in their thinking
4.1.5. Acceptance of individual differences in developmental progress
4.1.6. Believed that development precedes learning
5. Vygotsky
5.1. Placed more emphasis on culture affecting/shaping cognitive development
5.1.1. Historical and Cultural Contexts
5.2. Development depends on the sign systems that individuals grow up with: the symbols that cultures create to help people think, communicate, and solve problems.
5.2.1. Sign Systems
5.3. Believed that learning precedes development. Development occurs as the child internalizes the signs and is able to think and solve problems:
5.3.1. Self-Regulation
5.4. Children incorporate the speech of others and then uses that speech to help themselves solve problems
5.4.1. Private Speech
5.5. Learning takes place when children are working within their Zone of proximal development . The zpd refers to where a student cannot accomplish certain learning goals without the assistance of more competent individual.
5.5.1. Zone of proximal development
5.6. Providing a child with a great deal of support during the early stages of learning and then gradual taking the support away as the child is able to increase their own learning responsibiity
5.6.1. Scaffolding
5.7. Children work together to help one another learn.
5.7.1. Cooperative Learning
6. Piaget
6.1. Stages
6.1.1. Sensorimotor: Birth-2 years
6.1.1.1. Babies and young children explore their world through their senses
6.1.1.2. Learn to use reflexes
6.1.1.3. Understand objects exists even if out sight
6.1.1.4. Move from trail and error approach to a problem solving approach
6.1.2. Preoperational: 2-7 years
6.1.2.1. Greater ability to think about things
6.1.2.2. Use symbols to mentally represent objects
6.1.2.3. Lack an understanding of conservation
6.1.3. Concrete Operational: 7-11 years
6.1.3.1. Children at this stage can form concepts, see relationships, and solve problems, but only as long as they involve objects and situations that are familiar
6.1.3.2. Seriation
6.1.3.3. Transitivity: Some first graders would be able to perform this skill
6.1.4. Formal Operational: 11-Adulthood
6.1.4.1. Hypothetical Situations
6.1.4.2. Systematic Reasoning
6.1.4.3. Monitored Reasoning
6.1.4.4. Symbolic Thinking
6.2. How Development Occurs
6.2.1. Schemes
6.2.1.1. Children began to demonstrate patterns of behavior
6.2.2. Adaptation
6.2.2.1. Is the process of adjusting to schemes in response to the environment
6.2.3. Assimilation
6.2.3.1. Is the process of understanding a new object in terms of an existing scheme
6.2.4. Accommodation
6.2.4.1. Modifying existing schemes to fit new situations
6.2.5. Equilibration
6.2.6. Constructivism
7. Promoting Literacy Development
7.1. Language and vocabulary represent the very foundation of learning to read and write. Children who do not develop strong oral language skills and vocabulary in their early years will find it difficult to keep up with their peers and will have difficulties from year to year.
8. Vocabulary Development
8.1. Motivate students
8.2. Encourage a variety of materials
8.3. Give students the opportunity to use new vocabulary words
8.4. Teach words that are frequently used
8.5. Cooperative learn techniques in which students have regular opportunities to student together and use new vocabulary
9. Writing Development
9.1. Allow children to scribble
9.2. Allow children to express ideas and stories
9.3. Encourage children to write daily
9.4. Allow children to use invented spelling
9.5. Model writing to children
10. Atypical Reading Development
10.1. Poor phonological skills
10.2. Chronic ear infections during preschool years or hearing impairment
10.3. Trouble distinguishing similar consonant sounds
10.4. Poor visual processing
10.5. Poor comprehension skills
10.6. Students with reading disabilities
10.7. Slow reading rate
11. Reading Development at all Stages:
11.1. Emergent: Birth-2 years-
11.1.1. Produce one word utteracnes
11.1.2. Combine words into two-word sentences
11.1.3. Vocabulary increases
11.1.4. Enjoys experiences with books
11.2. Early Childhood: 2-8 years-
11.2.1. Uses pictures to confirm predictions
11.2.2. Can use several reading strategies
11.2.3. Can read for meaning
11.2.4. Readers are approaching independence in understanding comprehension
11.3. Elementary: 8-11 years-
11.3.1. Reading is becoming more automatic
11.3.2. Readers are beginning to move from learning to read to reading to learn
11.3.3. Begins to read more silentally
11.3.4. Self-corrects when reading
11.4. Middle School: 11-14 years-
11.4.1. Reading novels
11.4.2. Getting inside the story world
11.4.3. Reading with absorption
11.5. High School: 15-18 years-
11.5.1. Critical Thinking
11.5.2. Thinking abstractly
11.5.3. Realizing bias
12. Atypical Writing Development
12.1. Difficulty with sentence structure
12.2. Frequent spelling errors, inconsistent spelling, letter reversals
12.3. Difficulty copying from board or overhead
12.4. Poorly formed letters, difficulty with spacing, capitals and punctuation. (dysgraphia)
12.5. Poor organizational skills
13. Vocabulary Development at all Stages:
13.1. Emergent writing: Birth -2 years-
13.1.1. Vocalizes
13.1.2. Responds to name
13.1.3. Uses one or more words with meaning
13.1.4. Has vocabulary of approx. 5-20 words at 18 months
13.1.5. Can name a number of objects common to his surroundings
13.1.6. At 24 months has a vocabulary of 150-300 words
13.2. Early Childhood: 2-8 years-
13.2.1. Can use two pronouns correctly
13.2.2. Responds to cues
13.2.3. About 90% of what child says should be intelligible
13.2.4. By 48 months can name common objects
13.2.5. Understands concepts
13.2.6. At 5 years can use descpriptive words with both adjectives and adverbs
13.2.7. Between the ages of 5-7 the child has a vocabulary of 5000 words
13.2.8. By 8 the child can utilize complex and compound sentences easily
13.3. Elementary: 8-11 years-
13.3.1. School introduces new words not encountered in conversation
13.3.2. Word definitions include synonyms and categories
13.3.3. Some words are understood to have multiple meanings
13.4. Middle School: 11-14 years-
13.4.1. Schools introduce new words not encountered in conversation
13.4.2. Word definitions include synonyms and categories
13.4.3. Some words are understood to have multiple meanings
13.4.4. Can explain relationships between meanings and mulitple-meaning words
13.4.5. Vocabulary in school text is more abstract
13.5. High School: 14-18 years-
13.5.1. Abstract dictionary definitions given for words
13.5.2. Can explain meaning of proverbs in context
13.5.3. Average vocabulary size of a high school graduate is 10,000 words
14. Reading Strategies
14.1. Onset-Rime and Word Families
14.1.1. Teaching onset-rime, words are segmented and blended at the onset-rime level rather than at the phoneme level, and words are taught in related groups that are often referred to as word families: at-cat, sat fat, rat
14.2. Fernald (VAKT) Method
14.2.1. This method uses a multisensory or visual-auditory-kinesthetic-tactile(VAKT) approach to teach students to read and write words. It is designed for students who have severe difficulties learning and remembering words
14.3. Sight Word Bingo
14.3.1. This game provides students practice in recognizing words in a fun way.
14.4. Peer-Supported Reading
14.4.1. This process involves matching higher readers with less able readers to practice rereading text and asking/answering questions about the text meaning
14.5. Choral Repeated Reading
14.5.1. Is designed to for students who can comprehend material that is read to them but, because of difficulties in word identification and reading rate
15. Writing Development at all Stages:
15.1. Emergent Stage: Birth-2 years-
15.1.1. Scribbles
15.1.2. Patterns may be repeated over and over
15.1.3. Shows increased muscular control
15.2. Early Childhood Stage: 2-8 years-
15.2.1. Picture labeling
15.2.2. Invented spelling
15.2.3. Children write for a purpose
15.2.4. These age of writers shows an awareness that aletters match sound
15.2.5. Uses one or two letters to represent a word
15.3. Elementary Stage: 8-11 years
15.3.1. Students begin to demonstrate that words and sentences convey meaning
15.3.2. Begin to add detail and corporate conventions of wtiting
15.3.3. They may attempt to organize writing in a specific fromat
15.4. Middle School Stage: 11-14 years
15.4.1. Demonstrates and understanding of transitions, description, organization, and conventions
15.4.2. Their writing includes a focus
15.4.3. Students will use a specific language for a specific writing purpose
15.5. High School Stage: 15-18 years
15.5.1. These students will use language in complex ways to convey meaning
15.5.2. They have mastered different modes of writing
15.5.3. They will use different writing styles with specific language as appropriate to different subjects and audiences
16. Writing Strategies
16.1. Writing Warm-Up
16.1.1. Writing exercise that helps build reluctant writers self esteem in writing
16.2. Peer Editing
16.2.1. Provides students the opportunities to edit a revised draft as one part of the editing process
16.3. Using computers to facilitate writing
16.3.1. Provides assistance for students whose writing or motor skills interfere with their ability to develop independent writing skills.
16.4. Step-by-step cartoon writing
16.4.1. Helps provide beginning or reluctant writers experience sequencing steps, using transition words, and writing a paragraph
16.5. Graphic Organizers
16.5.1. Help students organize their ideas when writing first drafts
17. Atypical Vocabulary Development
17.1. Moderate hearing loss associated with otitis
17.2. Family history of language and learning problems
17.3. A smaller than average vocabulary
17.4. A language comprehension delay of 6 months or a comprehension deficit with a large comprehension producation gap
17.5. Phonological problems, including limited vocalizations and restricted babbling
17.6. Few spontaneous vocal imitations and reliance on direct modeling in imitation tasks
17.7. Few communicative or symbolic gestures (pointing, waving)
17.8. Behavioral prloblems
17.9. Difficulty interacting with peers as compared with adults
18. Vocabulary Strategies
18.1. Semantic Maps
18.1.1. Helps students to generate a list of related vocabulary from their background knowledge
18.2. Morphemic Analysis
18.2.1. Morphemic analysis in vocabulary instruction involves breaking a word into morphemes, the smallest linguistic units that have meaning, and using their meanings to figure out the meaning of the whole word
18.3. Contextual Analysis
18.3.1. Involves using the context or text that surrounds an unknown word to find clues to reveal a word's meaning
18.4. Preteaching Before Reading
18.4.1. Pre-teaching vocabulary before reading is an effective strategy to enhance students' knowledge of word meanings
18.5. Dictionaries and Other Reference Aids
18.5.1. Help to broaden and deepen student word knowldege
19. First Grade Rading Development
19.1. Fluently reads 60 words per minute by the end of the year
19.2. Understands that letters represent sounds and meanings
19.3. Begin to read for meaning
19.4. Read and retell stories
19.5. Begins to read with expression
19.6. Introduced to other types of reading genres
20. First Grade Vocabulary Development:
20.1. Building sight words
20.2. Understanding phonics concepts
20.3. Can use context clues to help figure out unknown words
20.4. Able to decode words
20.5. Has expressive vocabulary of about 5,000 words
20.6. Able to apply strategies taught when it comes to unknown words
21. First Grade Writing Development
21.1. Focus on the writing process to help students become independent writers
21.2. Students learn to write for different purposes and audiences
21.3. Develop a plan for their writing: (draw or make webs to help convey idea)
21.4. Keep a journal
21.5. Begin to understand sentence structure and apply it to their writing
22. Piaget
22.1. When to teach
22.1.1. When child is ready and has reached the appropriate stage
22.2. How to teach
22.2.1. Child centered approach.
22.2.2. Learning must be active
22.3. Role of teacher
22.3.1. Adapt lessons to suit the needs of the learner
22.3.2. Be aware of the child's stage of development
22.3.3. Provide stimulation through a variety of tasks
22.3.4. Provide resourses