Promoting Intentional Teaching

"Intentional teaching is an active, evidence-based approach to providing learning opportunities to meet the needs, interests, and prior knowledge of all children. This book offers a field-tested professional development model, designed to help teachers master intentional teaching and enhance their effectiveness in the classroom"--

Young children and teachers both have active roles in the learning processHow do preschoolers learn and develop? What are the best ways to support learning in the early years? This revised edition of The Intentional Teacher guides teachers to balance both child-guided and adult-guided learning experiences that build on children's interests and focus on what they need to learn to be successful in school and in life.This edition offers new chapters on science, social studies, and approaches to learning. Also included is updated, expanded information on social and emotional development, physical development and health, language and literacy, mathenatics, and the creative arts. In each chapter are many practical teaching strategies that are illustrated with classroom-based anecdotes.The Intentional Teacher encourages readers to- Reflect on their principles and practices- Broaden their thinking about appropriate early curriculum content and instructional methods- Discover specific ideas and teaching strategies for interacting with children in key subject areasIntentional teaching does not happen by chance. This book will help teachers apply their knowledge of children and of content to make thoughtful, intentional use of both child-guided and adult-guided experiences.

This book helps educators in all settings to understand the principles of intentional teaching, and highlights how intentional teaching practices can support learning outcomes for children. The book includes shared understandings of intentional teaching through conversation and reflection with many educators. Its purpose is to portray real and meaningful stories to highlight the ways in which educators have been intentional when planning for education and care with children. Discussion explores the confusion that seems to exist among some educators. They misinterpret it and either think there is no need for intentional teaching, think it is formal instruction in a play-based curriculum or are unsure of what it looks like in practice. Through a shared conversation, the author presents practical strategies with insight, humour and common sense which will resonate with educators of all levels.

This essential professional development resource provides advice for early childhood teachers who are navigating demands and changes in their careers, helping them see these challenges as growth opportunities. Through in-depth self-assessment and reflection, educators reexamine their teaching philosophies, integrate new knowledge and strategies into their practices, and strengthen the impact of their teaching on students. In the midst of a constantly changing education landscape, teachers will become more intentional in their practices and rediscover their unique purpose and passion for teaching young children. Digital content includes customizable forms from the book. For early childhood teachers and providers, instructional coaches, directors, administrators.

The concept of "funds of knowledge" is based on a simple premise: people are competent and have knowledge, and their life experiences have given them that knowledge. The claim in this book is that first-hand research experiences with families allow one to document this competence and knowledge, and that such engagement provides many possibilities for positive pedagogical actions. Drawing from both Vygotskian and neo-sociocultural perspectives in designing a methodology that views the everyday practices of language and action as constructing knowledge, the funds of knowledge approach facilitates a systematic and powerful way to represent communities in terms of the resources they possess and how to harness them for classroom teaching. This book accomplishes three objectives: It gives readers the basic methodology and techniques followed in the contributors' funds of knowledge research; it extends the boundaries of what these researchers have done; and it explores the applications to classroom practice that can result from teachers knowing the communities in which they work. In a time when national educational discourses focus on system reform and wholesale replicability across school sites, this book offers a counter-perspective stating that instruction must be linked to students' lives, and that details of effective pedagogy should be linked to local histories and community contexts. This approach should not be confused with parent participation programs, although that is often a fortuitous consequence of the work described. It is also not an attempt to teach parents "how to do school" although that could certainly be an outcome if the parents so desired. Instead, the funds of knowledge approach attempts to accomplish something that may be even more challenging: to alter the perceptions of working-class or poor communities by viewing their households primarily in terms of their strengths and resources, their defining pedagogical characteristics. Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms is a critically important volume for all teachers and teachers-to-be, and for researchers and graduate students of language, culture, and education.

Make your everyday interactions with children intentional and purposeful with these steps: Be Present, Connect, and Extend Learning.

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Describes play workshop experiences that give educators a deeper understanding of play-based learning and illustrate the power of play.