Core Concepts in DOL
1.) “What did I want the children to learn?, What were the important understandings and core concepts in this DOL (central focus)?”
In this unit, I chose to use “Pumpkins” with the anticipation that it will bring experiences about the fall season into learning. I want children to use their prior knowledge in addition to expanding what they already know about pumpkins. They will explore and observe a pumpkin with their senses and use words to describe shape, texture, and physical features they notice.
Snice they can’t use a pumpkin to explore physically due to remote learning, they will use descriptive words and observational drawings to share their sensory discoveries. The central focus for the unit is for children to gain experiences that will help build their social-emotional skills, develop sensory and observation abilities, and allow them to learn key academic concepts in science, math, and literacy. Students will learn how to look closely at an object and make careful observations when using pumpkins throughout the unit. They will learn key components in math skills such as the ability to identify, recognize, and count objects (pumpkins) using numbers 1-30 and count to tell if items are more or less. They will use a combination of drawing, dictating, and writing to narrate a single event. Also produce and expand complete sentences in shared language activities using the pumpkin theme, including, with prompting and support, ask and answer questions about key details in a text. Core Concepts in DOL
2.) “How did my teaching plans support developmentally appropriate practice (active multimodal or multisensory experiences) consistent with how children learn?”
Since students learn using multisensory experiences my teaching plans provided a variety of ways students will use their auditory touch and visual senses. , They will listen to and watch YouTube videos and stories related to the pumpkin theme along with PowerPoint presentations., Using their auditory senses students will contribute to classroom discussions by listening and responding., When children are working independently soft music is played to increase their focus and productivity., To support developmentally appropriate practices, students are placed in differentiated small groups based on their learning ability to ensure they get the appropriate support. When student go to their small group link, they are able to they are able to utilize and touch the white board screen, and they also get to move around while learning. (For example, students can go on a scavenger hunt in their home to find items shaped like pumpkins.)To best serve children using their sense of touch, they will use materials such as pencil and paper or their white board with a dry erase marker, in addition to other materials they have at home. Students can use the white board on the screen, using their touch screen on their iPad to demonstrate writing numbers and writing letters. Students will use their visual senses to look at color pictures instead of pictures in black and white from the stories and PowerPoints. If they are unable to see the screen, then they can follow along by listening. Student also have to use their figures to move items on the iPad to complete assignments.
See Multisensory Examples Below: Core Concepts in DOL
Try either link for example of music playing during independent activities:
Independent Assignment Example. Independent Assignment Example.