Educational-Journal
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Creation of an independent work space
To create an independent work space…
These are points that need to be considered…
1. Establish clear expectations:
Clearly communicate the tasks and activities.
Set achievable goals.
(checklist can/could be be an option to help them stay organised).
2. Create a designated workspace (prepared environment)
Set up a designated area in the classroom for independent work.
Make sure it is free from distractions and has all the necessary materials readily available.
3. Provide necessary resources:
Ensure children to have access to all the resources they may need to complete their work independently.
This includes textbooks, workbooks, writing materials, reference books, and any digital resources or devices if applicable.
4. Teach organizational skills:
Help children develop organizational skills.
That can be by teaching them how to manage their time, prioritize tasks, and keep their materials tidy.
Offer guidance on how to break down larger tasks into smaller, manageable chunks.
5. Foster a positive and supportive atmosphere:
Create a positive atmosphere where children feel comfortable and encouraged.
Praise their efforts and provide constructive feedback.
Encourage them to ask for help when needed but also promote problem-solving skills.
6. Set up a routine:, order and patterns:
Establish a consistent daily routine for independent work.
This helps children develop a sense of structure and responsibility.
Make sure they understand the expectations during these periods.
7. Use visual cues and reminders:
Use visual aids such as charts and/or posters.
Visual cues can be especially helpful for younger children or those who struggle with time management.
8. Offer choice and autonomy:
Whenever possible, provide children with choices regarding the tasks they work on independently.
This fosters a sense of ownership and motivation. Allow them to select from a range of activities that align with the learning objectives.
9. Teach self-assessment and reflection:
Encourage children to reflect on their work independently.
Teach them how to review their own progress, identify areas for improvement, and set goals for future learning.
This helps develop self-awareness and self-directed learning skills.
10. Celebrate achievements:
Recognize and celebrate the accomplishments.
It reinforces their efforts and motivates them to continue working and developing their skills and confidence to become the adult they want to become…
The seven main concepts in language
By mastering these concepts, individuals can improve their language skills and effectively communicate with others in a variety of settings
1. Grammar: Grammar is the set of rules that governs the structure of a language. It includes the use of parts of speech such as nouns, verbs, adjectives, adverbs, conjunctions, and prepositions to create meaningful sentences.
2. Vocabulary: Vocabulary refers to the words that make up a language. A rich vocabulary enables us to communicate effectively and express our ideas clearly.
3. Phonetics and Phonology: Phonetics refers to the study of speech sounds, while phonology is the study of how these sounds are used in a language to create meaning.
4. Syntax: Syntax refers to the arrangement of words and phrases to create meaningful sentences. It involves understanding the order in which words are used to convey meaning.
5. Semantics: Semantics is the study of meaning in language. It involves understanding the meaning of words and how they are used in context to convey specific ideas.
6. Pragmatics: Pragmatics refers to the study of how language is used in different contexts, such as in social interactions, to convey specific meanings beyond the literal interpretation of words.
The main concepts in mathematics
This is important for a good understanding , what to teach to the children. when we focus on these concepts throughout their learning, .. no worries
Obviously, that can be done in various manners, yet the beauty lies in the differentiation.
I agree that the chapter numbers is often taken care of in the early years.
Hence, one could also link it along the different ages, yet there are different approaches to introducing it …
… stay tuned😉
1. Numbers and Operations: This includes the basic arithmetic operations such as addition, subtraction, multiplication, and division, as well as more advanced concepts such as fractions, decimals, and percentages.
2. Algebra: Algebra involves using letters and symbols to represent numbers and operations. It includes solving equations, manipulating formulas, and graphing functions.
3. Geometry: This is the study of shapes, sizes, and positions of objects in space. It includes concepts such as lines, angles, triangles, circles, and polygons.
4. Trigonometry: Trigonometry is the study of triangles and their properties. It includes concepts such as sine, cosine, and tangent functions, and is used in fields such as engineering, physics, and architecture.
5. Calculus: This is the study of change and rates of change. It includes concepts such as limits, derivatives, and integrals, and is used in fields such as physics, engineering, and economics.
6. Statistics: Statistics involves the collection, analysis, and interpretation of data. It includes concepts such as probability, sampling, and hypothesis testing, and is used in fields such as business, social sciences, and medicine.
7. Applied Mathematics: This involves the application of mathematical concepts and methods to real-world problems. It includes areas such as optimization, cryptography, and game theory.
#723 GLIMPS – Early Teenagers
Encouraging self-discovery is an important aspect of education for early teenagers. Here are some ways to support them on this journey:
1. Encourage exploration: Encourage teenagers to explore their interests and passions.
2. Foster creativity: Encourage teenagers to express themselves creatively.
3. Promote critical thinking: Encourage teenagers to ask questions and challenge assumptions.
4. Provide support: Be there to listen and offer support as they explore and discover who they are.
5. Be open-minded: Be open to their interests and ideas, even if they may be different from your own.
The key is to provide a supportive and encouraging environment that allows teenagers to explore and discover who they are. This can help them build confidence, develop a sense of identity, and prepare them for future success.
#623 GLIMPS – Thinking Skills
When it comes to Montessori education, it is important to use clear and concise language when giving instructions or explanations to children.
Using simple vocabulary and short sentences can help children understand and absorb information better.
Additionally, storytelling is a powerful tool for teaching language and developing imagination in Montessori education.
It helps to support logical thinking and decision-making, using language to ask open-ended questions and encourage critical thinking can be helpful.
For example, asking a child “What do you think will happen if we do this?” or “Why do you think that is the best choice?” can help them develop their reasoning skills and make informed decisions.
~ Montessori and IB … How it matches…
The prepared environment in a Montessori classroom refers to the carefully designed physical and social environment that is created to support the learning and development of children. The environment is designed to be child-centered and promotes independence, exploration, and discovery. It is organized in a way that allows children to move freely and choose their own activities, with guidance from the teacher.
The prepared environment in a Montessori classroom includes the following elements:
1. Order and simplicity: The classroom is organized and uncluttered, with materials arranged in a logical and accessible way.
2. Beauty and harmony: The classroom is aesthetically pleasing, with natural materials, plants, and artwork.
3. Freedom of movement: Children are free to move around the classroom and choose their own activities, without being confined to desks or chairs.
4. Control of error: Materials are designed so that children can correct their own mistakes and learn independently.
5. Multi-age grouping: Children of different ages work together in the same classroom, allowing for peer learning and socialization.
6. Prepared adult: The teacher is trained to observe and guide children, rather than control or direct them.
The principles of the prepared environment in a Montessori classroom can be applied to the International Baccalaureate (IB) program in several ways. First, the IB program also emphasizes a child-centered approach to learning, with an emphasis on inquiry-based learning and student agency. The IB program encourages students to explore their interests and passions, and to take ownership of their learning.
Second, the principles of order and simplicity, beauty and harmony, and freedom of movement can be applied to the design of IB classrooms and learning spaces. The environment should be organized and aesthetically pleasing, with materials and resources readily available to students.
Third, the IB program values the importance of social and emotional development, and encourages students to work collaboratively and develop relationships with their peers. The multi-age grouping principle of the Montessori environment can be applied in IB classrooms, with opportunities for peer learning and socialization.
Overall, the prepared environment in a Montessori classroom provides a model for creating a child-centered learning environment that supports inquiry-based learning, student agency, and social and emotional development. These principles can be applied to the design of IB classrooms and learning spaces, to create a supportive and engaging learning environment for all students.
#523 GLIMPS
LINEAR AND LATERAL THINKING
SUMMARISED FOR QUICK UNDERSTANDING …
GOOD TO KNOW WHEN IT COMES TO UNDERSTANDING ACTIONS AND BEHAVIOR STRUCTURES WITHIN CHILDREN AND ADULTS.
Linear thinking is a type of thinking that follows a sequential and logical pattern. This type of thinking involves analyzing information step by step, and arriving at a conclusion through a logical deduction process. Linear thinking is often used in mathematics, science, and other fields where precise reasoning and problem-solving are required.
On the other hand, lateral thinking is a type of thinking that involves generating creative solutions to problems by exploring new and unconventional ideas. This type of thinking involves looking at a problem from multiple angles and coming up with new and unexpected solutions. Lateral thinking is often used in creative fields such as art, design, and advertising.
In terms of opposites, the opposite of linear thinking is non-linear thinking, which involves thinking in a nonlinear and unpredictable manner. The opposite of lateral thinking is vertical thinking, which involves thinking in a logical and step-by-step manner without exploring new ideas or alternatives.
In summary, linear thinking and lateral thinking are two different approaches to problem-solving, with linear thinking being more logical and sequential, and lateral thinking being more creative and unconventional.
# GLIMPS 423 ~ The 10 IB Learner Profile Attributes
The International Baccalaureate (IB) learner profile attributes are a set of ten characteristics that IB students are encouraged to develop throughout their academic journey. The aim of these attributes is to help students become well-rounded individuals who can make a positive impact in their communities and the world.
The ten IB learner profile attributes are:
- Inquirers: They develop their natural curiosity and acquire the skills necessary to conduct inquiry and research.
- Knowledgeable: They explore concepts, ideas, and issues that have global significance.
- Thinkers: They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems.
- Communicators: They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication.
- Principled: They act with integrity and honesty, with a strong sense of fairness, justice, and respect for the dignity of the individual, groups, and communities.
- Open-minded: They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values, and traditions of other individuals and communities.
- Caring: They show empathy, compassion, and respect towards the needs and feelings of others.
- Risk-takers: They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas, and strategies.
- Balanced: They understand the importance of intellectual, physical, and emotional balance to achieve personal well-being for themselves and others.
- Reflective: They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their own learning and personal development.
The aim of developing these attributes is to enable students to become responsible citizens who can contribute positively to society. These attributes also help students to become lifelong learners who are able to adapt to rapidly changing global environments.
# 323 GLIMPS Howard Gardner ~ 8 intelligences
Howard Gardner, a developmental psychologist, proposed a theory of multiple intelligences, suggesting that intelligence is not a single, unified concept but instead, is made up of eight different intelligences. These eight intelligences are:
- Linguistic intelligence: the ability to use language effectively and expressively.
- Logical-mathematical intelligence: the ability to reason logically and think abstractly.
- Spatial intelligence: the ability to visualise and manipulate objects in space.
- Bodily-kinesthetic intelligence: the ability to control and coordinate physical movement.
- Musical intelligence: the ability to recognise and create musical patterns, rhythms, and tones.
- Interpersonal intelligence: the ability to understand and interact effectively with others.
- Intrapersonal intelligence: the ability to understand oneself, one’s emotions and thoughts.
- Naturalistic intelligence: the ability to recognise and classify natural objects and phenomena.
According to Gardner, each individual possesses a unique combination of these intelligences, and they are not necessarily related to one’s academic ability or IQ score.
# 223 GLIMPS The Absorbent Mind – by Maria Montessori – summary
“The Absorbent Mind” is a book written by Maria Montessori, an Italian physician and educator who developed the Montessori educational approach. In the book, Montessori describes the unique process of human development that occurs in the first six years of life.
Montessori discusses how young children have an “absorbent mind,” which allows them to effortlessly soak up information from their environment. She emphasizes the importance of providing children with a prepared and stimulating environment that encourages exploration and independence.
Montessori also explains her philosophy of education, highlighting the importance of allowing children to follow their own interests and natural curiosity. She argues that this approach fosters creativity, critical thinking, and self-confidence.
Overall, “The Absorbent Mind” is a seminal work in the field of education, providing valuable insights and practical guidance for parents, educators, and anyone interested in child development.
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