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Tutorial 11 Developmentally Appropriate Practice (DAP) (5 Effective…
Tutorial 11 Developmentally Appropriate Practice (DAP)
5 Effective Teaching
I.Creating a caring community of learners
Consistent, positive, caring relationship between teacher and children, and between teacher and families.
Provide a conducive environment.
All members of the learning community to consider and contribute to each and other.
II. Teaching to enhance development and learning
Promote active learning.
Provide scaffolding in learning.
Provide concrete and supporting material.
Prepare an appropriate learning space.
Provide ample time to children.
III. Planning curriculum to achieve important goals
Curriculum – written plan that describes the knowledge and skill to be taught in the educational programme.
The curriculum as a guideline in planning teaching and learning activities.
Flexible and adaptable.
IV. Assessing children's development and learning
Assessment is a tool for monitoring children’s progress, observing child’s performance and documenting the work children do.
Consider children’s background in assessment.
VI. Establishing reciprocal relationships with families
Reciprocal relationship – two ways relationship, power and information share evenly.
Respect, trust, cooperation and shared responsibility.
Open communication and a willingness to negotiate
10 Effective Teaching Strategies
Acknowledge
what children do or say. Let children know that we have noticed by giving positive attention, sometimes through comments, sometimes through just sitting nearby and observing. (“Thanks for your help, Kavi.” “You found another way to show 5.”)
Encourage
persistence and effort rather than just praising and evaluating what the child has done. (“You’re thinking of lots of words to describe the dog in the story. Let’s keep going!”)
Give specific feedback
rather than general comments. (“The beanbag didn’t get all the way to the hoop, James, so you might try throwing it harder.”)
Model attitudes
, ways of approaching problems, and behaviour toward others, showing children rather than just telling them (“Hmm, that didn’t work and I need to think about why.” “I’m sorry, Ben, I missed part of what you said. Please tell me again.”)
Demonstrate
the correct way to do something. This usually involves a procedure that needs to be done in a certain way (such as writing the letters).
6.
Create or add challenge
so that a task goes a bit beyond what the children can already do. For example, problem solving activity, encourage children think a new solution to solve the problem.
Ask questions
that provoke children’s thinking. (“If you couldn’t talk to your partner, how else could you let him know what to do?”)
Give assistance
(such as a cue or hint) to help children work on the edge of their current competence (“Can you think of a word that rhymes with your name, Matt? How about bat . . . Matt/bat? What else rhymes with Matt and bat?”)
Provide information
, directly giving children facts, verbal labels, and other information. (“This is durian, with thorns and strong smell.”)
Give directions
for children’s action or behaviour. (“Touch each block only once as you count them.” “You want to move that icon over here? Okay, click on it and hold down, then drag it to wherever you want.”)