Childrens meetings Engaging and interacting with children Dont

Children’s meetings Engaging and interacting with children

Don’t be the sage on the stage!

Research in education shows that children are learning in meaningful ways when: They are engaged – the lesson is of interest to them They are interacting – with people, objects, ideas and events (learning is a social activity) The lesson is of an inquiry nature (lots of questions from you and them) You use well presented and highly visible resources There is a warm, positive atmosphere

Engagement Capture the children’s interest. Hook them in. Make it fun/enjoyable. If it’s boring to you it will be boring to them. Likewise if you’re having fun, chances are – so will they. Relate to the children. Find out what they know already about the topic – you can use this to relate to them during the lesson. Use their names – acknowledge them during the lesson

Interaction Interact with the children Allow them to interact with each other Provide hands-on activities – allowing them to interact with focal objects/resources Allow them to interact with ideas/problems/challenges. Think things through – come to conclusions themselves. Allow them to interact with events in the environment

Of an inquiry nature Find out what the children already know about the topic (you can use it to build on during the lesson) Ask children questions Inspire them to ask you questions – they are finding things out Develop their interest and natural curiosity – so that they want to know more. The 5 Es - Engage (ask what they already know), explore (give experiences), explain (give explanations for experiences), elaborate (help children make connections), evaluate (help children reflect/assess)

Resources Focal tools help to focus attention and support the development of ideas Books – make sure the pictures are visible to everyone Pictures – flash cards, photos, paintings, drawings Song/verse charts or presentations Online materials – pictures, You Tube video clips, animations and interactives Puppets, figures, flannel and magnetic boards Any other objects related to lessons

A warm positive atmosphere

Pedagogical Content Knowledge (PCK) Teacher knowledge: Content knowledge (what you are teaching) Pedagogical knowledge (how you are teaching) The context (setting) in which you’re teaching

Content Knowledge Know your subject material well – research/study what you’re planning to teach/share before you go. Know your story and be clear about the focus or burden you want to get across.

Developing the pedagogy (know how) Get to know the children – build up relationships. Learn what they know already. Know your content material really well. Engage in dialogue and feedback to suit their level of understanding. Learn some strategies for getting attention. Practise them with the children. Acquire a number of learning strategies

Learning strategy examples Story telling using role-play, acting out, puppets, drawing, pictures, magnetic boards, flannel graph, books, flash cards Telling your own stories and experiences – act out Mind mapping/brainstorming Card games – sorting/organising/ordering/matching Round robin – gathering ideas Sharing with a buddy/group – e. g. Tell your neighbour one way you can help your mum/friend this week

Mindmapping – brainstorming ideas

Card game activities

Round robin activities A management tool useful for generating a great number of ideas using small groups.

Go in depth using mind map Point for discussion