Lesson 8: Time Samples and Attention Span
Learning Outcomes
Upon completion of this lesson's material, students will be able
- Demonstrate competence in completing a time sample focusing on attention span.
- Demonstrate knowledge of appropriate technology integration in the ECE classroom.
- Plan lessons connected to Gardner’s Theory of Multiple Intelligences.
Teaching
A lot of really smart people who were asked their views on "the impact of technology on children and youth," consider these changes to be largely positive and that they bode well for the future. For example, researcher Danah Boyd of Microsoft Research says,
Brains are being rewired--any shift in stimuli results in a rewiring... The techniques and mechanisms to engage in rapid-fire attention shifting will be extremely useful for the creative class whose job it is to integrate ideas; they relish opportunities to have stimuli that allow them to see things differently.
Furthermore, William Schrader, a consultant who founded PSINet in the 1980s, states,
The youth of 2020 will enjoy cognitive ability far beyond our estimates today based not only on their ability to embrace ADHD as a tool but also by their ability to share immediately any information with colleagues/friends and/or family, selectively and rapidly.
In short, these experts believe that our resilient brains are wonderfully capable of adapting to changes in the environment. So instead of lamenting the changes that technology has wrought upon the brains of our children, perhaps it's time to ask how the environment our kids learn in (i.e., school) can adapt to the world they live in, or how we can teach them the skills they need to thrive in this digital world, skills like:
1. Balancing the time spent online with focused offline time.
2. Finding and evaluating useful and reliable online information.
3. Using technology as a tool to enhance learning, but not replace hands-on activities.
According to this NAEYC position statement: http://www.naeyc.org/files/naeyc/PS_technology_WEB.pdf, teachers should be using technology to engage and motivate children. However, technology should not be used to replace authentic, hands-on activities that children can directly experience. Here is a list of ways to appropriately incorporate technology in a classroom of young learners:
https://www.naeyc.org/content/technology-and-young-children/preschoolers-and-kindergartners
Developmental Psychologist Howard Gardner developed the theory of multiple intelligences. (text pg 202). He says that people have different ways of learning and strengths in 8 intelligence categories:
- Linguistic
- Logical-Mathematical
- Spacial
- Bodily-kinesthetic
- Musical
- Interpersonal
- Interpersonal
- Natural
As teachers, it is important for us to know our own strengths as well as those of our students. Teachers who recognize their strongest intelligence can think outside of their comfort zone to ensure they are teaching to all different types of learners. Let’s say I’m an interpersonal learner and I love team games and activities. As a teacher, I need to make sure I offer opportunities for the children who enjoy independent activities to shine as well, since their strength is intrapersonal.
Best practice is to teach concepts using a variety of activities that provide opportunities for people with various strengths to learn. For example: Letter recognition. A teacher may read an alphabet book, play a board game about letters, sing the alphabet song, etc. to engage as many children as possible and hit upon their individual strengths. Some activities target multiple intelligences at the same time. An example of that would be a game where children work in pairs to make a letter with their bodies. This would target interpersonal, spacial and bodily-kinesthetic intelligence.
Assessment
Lesson 8 Assignment
You will be using the Time Sample Form for this assignment. Observe a group of children 3 years or older in a childcare setting for 30 minutes and complete a Time Sample observation form. Across the top of the form write the time of your observation in 5-minute increments. (Ex: 9:00, 9:05, 9:10, etc.)Along the left side, write 5 areas/learning centers present in the site. (Ex: reading area, blocks, texture table, etc.)At each interval, write the initials/fake names of each child that is in the area at that time.
Use some way of indicating which children are playing together, and which children are having difficulty. Make sure you explain what each indicator means. (ex: circle indicates cooperative play) See the example in the book if you need more clarity (Page 186, Chapter 7)
Complete the Summary. Choose one focus child to discuss in the summary. Did he/she play cooperatively with others? What areas of the classroom are being used the most/least? Why do you think this is happening? How could a teacher add technology appropriately (as discussed in the above NAEYC documents) to enhance the play options?
Obtain written permission from the appropriate person before you observe.
Submit a version of this form to the Lesson 8 Assignment Drop Box.
Lesson 8 Discussion A
Watch this video!
Briefly list 2 activities you could use to teach numbers or counting to children. You must discuss how you have targeted each of the 8 multiple intelligences in these lessons. The idea is that one lesson can address multiple learning styles, so attempt to do the least amount of lessons connected to all of the intelligences.
Lesson 8 Discussion B
http://www.literacynet.org/mi/assessment/findyourstrengths.html
What is your strongest intelligence? How might that influence you as a teacher?