Today’s teachers
are keenly aware of focusing instruction to engage children. Research has shown that direct instruction is
not as effective in supporting all learners. It is not considered
developmentally appropriate for teachers to lecture. Studies have
shown that instruction that is differentiated to accommodate all students is much more successful. Child-centered instruction includes lessons
that support all the senses through the following types of learning styles; verbal, auditory, visual and kinesthetic. During a practicum experience a local elementary school, I saw glimpses of this type of interactive teaching due to time constraints and strict adherence of school curriculum standards (a “stick to the book” method enforced by the school). Luckily I was able to incorporate child-centered instruction in several of my lessons. During that semester, I was in the class 21st century math and science with Dr. Norvell. She encouraged us to use Constructivist theory in the development of lessons that incorporated math and science. I approached the lesson on pumpkin math by drawing on student’s prior knowledge of pumpkins from a field trip to the pumpkin patch. We talked about the life cycle of a pumpkin and used pictures to study the stages. The children used hands-on learning to investigate the outside of the pumpkin. The children used manipulative blocks on a string to measure the circumference of the outside. The students used their listened skills to see if the pumpkin was solid or hallow when we tapped on it. Lastly, we cut the pumpkin open and the children were eager to feel the slimy seeds. This lesson was very engaging for the students and was much more effective than just showing the students a Power point presentation of the life cycle and parts of a pumpkin. Instead of sitting in their seats, the learners were actively involved in constructing their own thoughts and ideas about the pumpkin with all of their senses.
shown that instruction that is differentiated to accommodate all students is much more successful. Child-centered instruction includes lessons
that support all the senses through the following types of learning styles; verbal, auditory, visual and kinesthetic. During a practicum experience a local elementary school, I saw glimpses of this type of interactive teaching due to time constraints and strict adherence of school curriculum standards (a “stick to the book” method enforced by the school). Luckily I was able to incorporate child-centered instruction in several of my lessons. During that semester, I was in the class 21st century math and science with Dr. Norvell. She encouraged us to use Constructivist theory in the development of lessons that incorporated math and science. I approached the lesson on pumpkin math by drawing on student’s prior knowledge of pumpkins from a field trip to the pumpkin patch. We talked about the life cycle of a pumpkin and used pictures to study the stages. The children used hands-on learning to investigate the outside of the pumpkin. The children used manipulative blocks on a string to measure the circumference of the outside. The students used their listened skills to see if the pumpkin was solid or hallow when we tapped on it. Lastly, we cut the pumpkin open and the children were eager to feel the slimy seeds. This lesson was very engaging for the students and was much more effective than just showing the students a Power point presentation of the life cycle and parts of a pumpkin. Instead of sitting in their seats, the learners were actively involved in constructing their own thoughts and ideas about the pumpkin with all of their senses.
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