Mary Ann Poparad - Better Early Than Late

More documents

Recommendations

Info

Keep in mind….• Many different kinds of knowledge interact with each otherearly and begin to converge• As each new feature of the code is noticed the child isenabled to notice more of the code.– [Can you put a lollipop in your…. (that looks like that one)• It takes longer to assemble the first pieces of a puzzle; themore complete the puzzle, the quicker you can place the lastpieces. LLP2 342/5/2008 mary.poparad@nl.edu 24
Teacher’s Contribution to the child’sconstuction• Attend more to writing early LLP1 p 28• Clear up concept confusions early(letter/word/first/last)• Influence the choices made by constructivelearner– Improving the choices to become more efficient, morefocused, more rapid– Altering interaction (scale of help)– Change Over Time p.982/5/2008 mary.poparad@nl.edu 25
Page 1 and 2: Better Early Than LateTeaching earl
Page 3 and 4: Talk about the processing ! ?• Yo
Page 5 and 6: Processing? What is that?• Findin
Page 7 and 8: Processing system for reading….
Page 9 and 10: An interactive theory• “I canno
Page 11 and 12: Recognizing a processing system und
Page 13 and 14: How teachers contribute…• Takin
Page 15 and 16: Brain functions• “You relate wh
Page 17 and 18: Some early connections…• Story
Page 19 and 20: Assembling MessagesGreat potentialL
Page 21 and 22: Assembling cut‐up stories: Readin
Page 23: Processing Systemmay be under const
Page 27 and 28: • When teacher is the authority,
Page 29: Ways of knowing change over time•
Page 34 and 35: Orientation“The more we give in t
Page 36 and 37: An explanation….• At first, the
Page 38 and 39: Finding and using information• Ac

Mary Ann Poparad - Better Early Than Late

Create successful ePaper yourself

Delete template?

Save as template?