Pedagogy Week 1-3 Notes
Pedagogy Week 1-3 Notes Danc 3405
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This 16 page Bundle was uploaded by Emylee Smith on Thursday September 8, 2016. The Bundle belongs to Danc 3405 at Ohio University taught by Nathan Andary in Fall 2016. Since its upload, it has received 9 views. For similar materials see Dance Pedagogy in Dance at Ohio University.
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Date Created: 09/08/16
08/24/2016 ▯ Pedagogy The method & practice of teaching especially as an academic subject of theoretical concept ▯ Cognition happens in the body, the brain is just a processor ▯ ▯ Characteristics of Play Feeny - o Intrinsicly motivated, pleasurable, active, self-oriented, non- literal, freely chosen, provides freedom from time to time Garvy – o Enjoyable, lacking extrinsic goals, freely chosen, actively engaging, having certain systematic relations to what is not play Hewes – o Meaningful experience, tremendously satisfying, pursuit they seek out, absorbing & engaging Isenberg/Quisenberry – o Active & constructive ▯ ▯ Types of Play Large motor play o Large muscle systems Running jumping creative movement, throwing a ball Small motor play o Use of small muscle systems Where dexterity (use of hands) is developed Puzzles, string beads, sort objects Rules based play o Sees participant negotiating their own goals and rules for differing play situations Interactive, may involve some type of equipment such as game boards or balls Construction Play o Requires skill and imagination to create structures Blocks, etc. Make believe/imaginative play o Imaginative & intellectual engaging Uses language & problem solving skills to act out a story or narrative Symbolic Play o Takes an object and converts it into a prop they need a block becomes a telephone, a piece of felt becomes a computer) that object is not the actual device but it symbolizes it Playing with the arts o Children include all forms of art into their play Drawing, modeling, creating music, performing, dancing, etc. Where feelings and ideas are expressed Sensory play o Opportunities to explore and learn through the senses Elements like sand, rice, mud, water, and materials with differing textures, sounds, smells, etc. are used. ▯ ▯ Howard Gardner’s Multiple Intelligences Bodily Kinesthetic o Knowing and Wisdom of the body o Physical movement o Brains motor cortex where the body’s motion is controlled o Role Playing – sensing body and mind Naturalistic o Ability to recognize and classify natural materials plants, minerals, animals Intrapersonal o What are my goals? o In tune with their inner feelings o Tend to shy away from others o Wisdom o Intuition o Strong feelings o Strong sense of will o Confidence o Sense of self reflection and metacognition Can be taught through independent study and introspection Journals, books, privacy, time Interpersonal o Understanding and interacting with others o Person to Person relationship o Communication o Learning occurs through interaction o Empathy for others o Street smarts Tools- group activities, dialogue Musical/Rhythmic o Recognition on tonal patterns Includes environmental sounds o Sensitivity to rhythm and beats o Tools- teaching through dynamic music (effortful music, light or strong) counts, scat rhythms Visual/Spatial o Physical space o Awareness of environment o Relies on sense of sight o Able to visualize an object including that ability to create internal/mental images o Tools- graphics, charts, photographs, images, drawings, drawing, video, constructive space objects (dissecting plane) Verbal/Linguistic o Using the use of words effectively o Highly developed auditory skills o Often think in words o Tends to dominate western educational systems o Like reading, board games, poetry, stories o Tools- encouraging them to say and see words, read books together, Logical/Mathematical o Conceptual and abstract exist o Can see and explore patterns and relationships o Reasoning and calculations o Experimentations o Solving o Asking cosmic questions o Learn and form concepts before they can deal with details (MACRO to MICRO) o Tools- giving a problem to solve ▯ ▯ In communication, there is a SENDER and a RECEIVER Don’t ask “do you understand” because that elicits a yes or no answer Instead, ask what they got out of what you relayed to them ▯ ▯ ▯ Positive Behavioral Support in the Classroom; Principles and Practices By: Lewis Jackson / Marion Panyan ▯ ▯ 1. Learning occurs in a medium of group morns a. These norms are acquired through: i. Ongoing observational learning processes ii. Through repetition your student learns through the seeing and hearing and this strongly influences/enhances what they do & what they learn 2. Learning is co-constructed within a social context a. the learned defines i. social membership ii. connectivity – each other & culture as a whole 3. Learning that truly promotes understanding occurs in a social context that is heterogeneous a. Note: Homogeneous contexts restrict skill and knowledge acquisition 4. Learning that truly promotes understanding occurs in a social context that is purposefully designed a. Optimizes; i. Positive group dynamics/processes ii. Engaging group dynamics/processes 5. Learning is enhances for all students a. Educators express genuine and nonjudgmental respect and acceptance for each learner ▯ Social Discipline Model ▯ ADLER Work in social psychology The central motivation of all people is to belong and be accepted by others ▯ 4 goals that motivate students that misbehave o Attention o Power & Control o Revenge o Helplessness & Inadequacy ▯ ▯ Quality School Model Core Belief - Humans live in a world with other human beings, and must take the needs of others into account when they make behavior choices Each person is responsible for her/his actions ▯ 5 Basic Needs o Survival o Love o Power o Freedom o Fun ▯ ▯ Ecological Model Each human being must be studied in relation to relevant environments, which include o Physical and interpersonal settings that a person frequents What is surrounding the kid in their home environment ▯ ▯ Behavioral Model ▯ SKINNER Applied behavior analysis states that behavior is a function of its consequences o Behaviors that are followed by reinforcers tend to occur more often in the future o Behaviors that are followed by punishing stimuli will occur less often in the future ▯ ▯ Cognitive Behavioral Model Cognitions (beliefs, thoughts, expectancies, attitudes) drive behaviors Cognitive based changes can be accomplished through o Rational emotive therapy o Self instruction o Various problem solving strategies Put gum in someone’s hair, threw food, etc. Why did you do that? Why is that NOT the best decision to make? ▯ ▯ Multiple Intelligences ▯ GARDNER Intellectual capacity is most fruitfully viewed as the ability to solve problems or fashion products that are valued on one or more cultural or community settings ▯ ▯ Judicious Discipline Model Student attachment is strengthened and levels of disruption are weakened When students have a voice in school governance, and curriculum decisions ▯ Tapping little hammers packing sand ▯ Rubbing Running water/pressure all over ▯ Leg swings Tap swings ▯ Nervous system responds to patterns Movement patterns as an infant there are underlying reflexes that feed into our movement and movement patterning o rooting reflex the action of the child reaching for the mothers nipple because its reaching for sustenance o neck writing action the body moving the neck to be able to reach for the mothers nipple o naval radiation the act of the body expanding and contracting from the belly button o nursing and rolling leading to sustenance and shifting of weight ▯ Contra-lateral Moving forward is much harder Moving backwards is fun ▯ ▯ ▯ HW assignment for Wednesday Make a very brief movement phrase that includes each one of the developmental patters o Naval Radiation o Homologous lateral o Homolateral o Contralateral ▯ 1. List at the top of your page the age group you are observing. 2 ½ - 3 ½ ▯ ▯ 2. How many participants are in the space? ▯ ▯ 17 ▯ ▯ 3. Identify the shape/shapes of the physical construct/space interactions take place. ▯ ▯ A lot of wooden structures Tables Book shelves Cabinets Chairs Wooden blocks and toys ▯ ▯ 4. Does this space/place elicit the desired interactions? Why/why not? Explain. ▯ ▯ The room is very colorful and bright. There are a lot of plants and paintings. This provides a positive environment. Turtle o One boy was asking the teacher if she had to unplug the tank when she moved it from one wall to the other. ▯ ▯ 5. What is the relationship of the teacher with the student/child? ▯ ▯ A very friendly relationship. They call each other “friend” ▯ The teacher acts as a wise friend. ▯ ▯ ▯ 6. What are some activities the kids were led through? ▯ ▯ Gross Motor Room ▯ ▯ ▯ ▯ 7. What inspired you in the activity? games? rhythms? etc. ▯ ▯ Classroom ▯ ▯ Kid has an imaginary friend who has a brain eating amoeba. He has to take him to the doctor to get him check out. ▯ ▯ One boy keeps putting food down his shirt to have a food baby ▯ ▯ One girl keeps a baby doll in her shirt to pretend like she is pregnant because her mom is pregnant. ▯ ▯ One girl was playing with a doll and another girl came over and took it and it started a conflict. The teacher talked them through it and they came to a conclusion to share the doll and even found another one ▯ ▯ Gross Motor Room ▯ ▯ Blue gymnastics mats everywhere ▯ One big bouncy one ▯ Rock Wall ▯ Rope swing ▯ Fun energetic music ▯ Bridge ▯ Chairs ▯ Balls ▯ Butt scooters ▯ Music ▯ ▯ All the kids are running around and playing ▯ ▯ Rules: Wear socks, no shoes Be careful and aware of everyone around you so you’re not running into anyone If you want to be on the rock wall, a teacher has to be behind you ▯ ▯ All of the kids are respectful of each others space ▯ ▯ They are pretending to be different animals by crawling around and running around ▯ ▯ Three of the boys worked together to carry a big green mat to the other side of the room ▯ ▯ The teachers are being VERY interactive with the kids. They are being very hands on while playing with them. Picking them up Running around with them Rolling around with them ▯ The kids know the words to some of the songs ▯ 1. List at the top of your page the age group you are observing. ▯ 3-5 yrs old ▯ ▯ 2. How many participants are in the space? ▯ 13 ▯ ▯ 3. Identify the shape/shapes of the physical construct/space interactions ▯ take place. ▯ ▯ Bigger classroom ▯ Plants everywhere ▯ Markers and Crayons ▯ Play dough ▯ Wooden chairs, tables, blocks, toys ▯ Sensory table – Beans and miniature pots and pans for cooking ▯ Bunny in a cage ▯ “ Save Boxes” – little baskets with each kids name is on it and they can put the stuff they make in there ▯ ▯ ▯ 4. Does this space/place elicit the desired interactions? Why/why not? Explain. ▯ ▯ Yes ▯ ▯ 5. What is the relationship of the teacher with the student/child? ▯ ▯ Friends ▯ ▯ 6. What are some activities the kids were led through? ▯ ▯ Group reading ▯ Teacher read to the kids while they were sitting on a rug. The interns/student teachers also sat with the kids. ▯ ▯ Half of the kids went to the Gross Motor Room and when they left, one girl started sobbing. She was upset because they left. She was sitting on Nate’s lap during story time, so maybe she misses him. ▯ ▯ 7. What inspired you in the activity? games? rhythms? etc. ▯ ▯ One kid wasn’t paying attention and keeps fidgeting and doing other things while sitting there. The other kids looked up at the teacher with wide eyes and you could tell they were imagining everything in the book happening. ▯ ▯ The teacher kept stopping to ask if the children knew what certain things meant. “What does it mean when nothing looks familiar?” ▯ ▯ The way the teacher read the book was very engaging. ▯ ▯
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