Learning Design for: Collaborative Teaching and Learning - INDUCAS

Context

Topic: The Autumn Project

Total learning time: Five weeks.

Number of students: 24

Description: Preschoolers are divided into four groups of eight preschoolers. The group will have one goal to achieve in each theme.A group will be a leader and will handle the material to be displayed at the Thematic Center, as well as the education for society (the learning they will learn each week). The second group deals with the language activity (the story it will present in the week, the title, presentation images, PPT), the third group deals with drawing materials or painting, practical activity (at your choice) the last group deals with math activity. These are learning activities in kindergarten.

Aims

Knowing the aspects of the autumn season (availability for environmental protection actions). Recognition of Autumn Fruit - Associated with Autumn Work (Practical-Household Skills Training). Recognition of Autumn Vegetables - Associated with Autumn Work (Practical-Household Skills Training). Recognition of autumn flowers - associated with the beauty of the season (empathy development).  Promoting collaboration to achieve weekly activities.

Outcomes

Knowledge(Knowledge): Learn what the tasks need to be done. Learn the skills specific to each theme.

Comprehension(Comprehension): Children help each other through direct communication and collaboration.

Application(Application): Children learn to fend for themselves, searching. She assumes responsibility in the group.

Analysis(Analysis): Children (together with parents) collaborate to carry out their activities. Parents involved with their child's school.

Synthesis(Synthesis): She asks what she fits for the work she's doing, and communicates: parent-child, child-child, parent-parent.

Evaluation(Evaluation): By presenting products. By direct appreciation. By completing the notebook. Evaluating each other - how they have contributed to the project.

Affective learning outcomes(Affective learning outcomes): Developing empathy. Engaging with joy, without being bound, but rather impressed.

Psychomotor skills(Psychomotor skills): The ability to choose the right topic materials. The ability to place the presentation images correctly. Rapid thinking in choosing the material and combining it. Occulo-motor development in performing mathematical, practical, plastic activities.

Teaching-Learning activities

Thematic Center - Displaying the materials needed for the weekly project.

Read Watch Listen        15 minutes      8 students       Tutor is not available

They document with the parent, choose the materials, present them to the group, determine what they will present.

Collaborate                   15 minutes      8 students       Tutor is available

Here they thought to realize the autumn fairy by sticking to specific leaves, drawing some aspects.

Investigate                    15 minutes      8 students       Tutor is not available

They watched ppt videos with their parents and set up a phone call to do the theme.

Practice                         20 minutes      24 students     Tutor is available

They chose poetry: The ballad of a small cricket, and the little cricket, they made the Autumn Tree by cutting, sticking and painting with ear sticks. In mathematics, they chose a small moment of astronomy: Space Day, Geometric Form Recognition (circle, round shape), and free counting from 1 to 10 (including planets) by presenting the planets and their rotation.

Produce                         20 minutes      24 students     Tutor is available

They chose poetry: The ballad of a small cricket, and the little cricket, they made the Autumn Tree by cutting, sticking and painting with ear sticks. In mathematics, they chose a small moment of astronomy: Space Day, Geometric Form Recognition (circle, round shape), and free counting from 1 to 10 (including planets) by presenting the planets and their rotation.

This was the week that passed. For the next week we will see what they will choose.

Learning Design for: My Cultural Diversity in Your Classroom - INDUCAS

Context

Topic: Intercultural communication

Total learning time: 1000

Number of students: 24

Description: Romanian folklore is the depositary for his people everything that means tradition, custom and art history stemming from its roots with the specifics of these lands. Children should be become familiar with its specifics small to perceive it and live the joy of knowing him.  We try to take advantage of the desire for knowledge of children, their curiosity, thirst for new, causing them to actively participate in information gathering, processing and presenting them in a way more original. It must be respected without culture and tradition idea that you can not live in a modern society. The activities will take place: frontal - for the class; individual - home; in groups - during the demonstration. THE PURPOSE: Familiarize children with the specific Romanian village, the local customs and traditions, and intercultural knowledge of specific elements of other ethnic cultures.

Aims

Identify and describe traditional elements, ethnic, religious; specific of the group; Participation in group activities, game activities both as a speaker and as an auditor. The free interpretation, creative aesthetic themes that express feelings. Knowledge of the social and cultural elements, positioning the human element as part of the group. Cultural education through its manifestation at component level: traditions and customs. Educating the positive attitude of children towards childhood universe, the traditions expressed through unit: Sound - color - word. Developing social skills through interaction and networking in positive activities. Growing attitudes adequate appreciation of cultural differences among peers.   Using various techniques work in achieving objects necessary for practice various folk customs and habits. Enhancing knowledge of popular literature, broaden the general culture. Interpretation of specific texts traditions and customs.

Outcomes

Knowledge(Knowledge): Children in the family are familiar with the customs and traditions of their own ethnic group.

Comprehension(Comprehension): Children understand the aspects of interculturalism more easily if you are directly involved in different activities specific to other ethnic groups, other groups.

Application(Application): Presentation of personalities and events specific to each group. Realization of demonstration materials - to support the presentation. Participation in the joint activities of parents as part of the group by presenting plays, ethnic songs and dances, poetry, traditional costumes.

Analysis(Analysis): Joint activities help the children and parents to communicate better, to integrate more easily.

Evaluation(Evaluation): Each activity will be evaluated in terms of: communication and integration among the group. So you can find out what you did wrong, and fix the mistake; you can design new business on the basis of what happened previously. Communication is particularly important if the group does not succeed communicate to the, everything is in vain.

Affective learning outcomes(Affective learning outcomes): A better communication, a slight integration, acceptance of diversity, knowledge and culture of each ethnic group.

Psychomotor skills(Psychomotor skills): It refers to how the child is involved in an activity learning approach to learning tasks and contexts, as well as his attitude in interaction with the environment and bystanders. The fundamental values promoted by any early education curriculum aims to: - Fundamental rights of the child (right to life and health, the right to family, right to education, right to be heard and to express themselves freely); - Integrated development of the child; - Inclusion as a process to promote diversity and tolerance; - Non-discrimination and exclusion of social inequality, cultural, economic and gender.

Teaching-Learning activities

The activities will be conducted throughout the semester (at least two hours per week).

Collaborate                   200 minutes    24 students     Tutor is available

Identifying the traditional environment-ethnic and religious groups present. Presenting traditional activities specific to each group - the group expanded the class. Interpretation, presentation and free expression of what she likes, do not like - and why. Addressing the formulas of politeness in the group that originates in society. Description of its traditional, ethnic known.

Discuss                          100 minutes    24 students     Tutor is available

Ask and give information.

Investigate                    100 minutes    24 students     Tutor is available

Locating people that promotes traditional elements ethnic group in the middle of the group and dissemination actions.

Practice                         500 minutes    24 students     Tutor is available

Planning themes: 1. Who you are and who you are - personal presentation (games of self-knowledge and personal presentation with specific emotions knowing addressed each child: one is timid, another bold etc.). 2. Traditional Ethnic Traditions (Harvest Day, Halloween, Mas Christmas, Mother's Day, Father's Day, Children's Day, Celebration of of the sacrifice - Easter) 3. Treasures of the dowry grandmother (traditional costumes specific to each group, carols, traditional habits etc.). 4. Our language and folklore treasure ... children (poems, songs and traditional dances specific to each ethnic group). 5. History and tradition - the presentation of historical events specific to each group. 6. What can I do, what you can learn what you can learn - exchange of experience

Read Watch Listen        100 minutes    24 students     Tutor is not available

Documentation of each group about local traditions and customs of ethnic and traditional presentation before the group, depending on the theme activities performed.

The activities will be conducted in the presence of teachers and parents of children.