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Task 1

The document provides guidelines for Observation Task 1 of Practicum 4, which involves differentiating centers-based activities in an early childhood classroom. Students are asked to photograph and document centers, identify the learning outcomes they address, and indicate how they are differentiated for different ability levels (mastery, developing, emerging). An example is provided showing how a "Hearts" center addresses number recognition and counting, with differentiation based on pointing, counting, or finding missing numbers. Reflection questions ask students to define learning centers, explain their purpose, and the roles of students and teachers during centers. It emphasizes the importance of developmentally appropriate tasks for different ability levels.

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74 views3 pages

Task 1

The document provides guidelines for Observation Task 1 of Practicum 4, which involves differentiating centers-based activities in an early childhood classroom. Students are asked to photograph and document centers, identify the learning outcomes they address, and indicate how they are differentiated for different ability levels (mastery, developing, emerging). An example is provided showing how a "Hearts" center addresses number recognition and counting, with differentiation based on pointing, counting, or finding missing numbers. Reflection questions ask students to define learning centers, explain their purpose, and the roles of students and teachers during centers. It emphasizes the importance of developmentally appropriate tasks for different ability levels.

Uploaded by

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EPC 2903

Teaching Practice
Booklet

Weekly Guidelines Practicum 4

All completed tasks need to be posted on your e-portfolio under the


EPC 2903 tab.
Observation Task 1: Differentiating Centers
Focus: Differentiating centers based activities in the early childhood classroom

Objective: To encourage student teachers to identify how classroom centers can be


differentiated to meet all student levels (Mastery, Developing and Emerging)

Procedure: Photograph and document the centers based activities implemented in the setting
during the course of the day and identify the learning outcomes the activities met

Table 1: Differentiating Centers (Example)


Observed learning Centers

Description:

Resources:

(include photo):

International
Learning
Outcome:

Differentiated Ability
Levels:

(list only what you


consider to be the
primary goals)
The children count
with the children and
try to find the
missing numbers

Hearts
White board
Marker
Picture

Recognizes,
counts, orders,
writes and uses
numbers 0 to 10.

Mastery
Point the numbers
from the story.
Developing

Story

Point the numbers in


the picture.

Pencil

Emerging
Count The hearts with
find the missing
numbers.

EPC 2903

Teaching Practice
Booklet

Table 1: Differentiating Centers


Observed learning
Centers

Description:

Resources:

(include photo):

International
Learning
Outcome:

Differentiated Ability
Levels:

(list only what


you consider to
be the primary
goals)
identify the O letter
and find words
starts with this
letter with some
activities.

Story
Play dough
Maze
Words in flash cards

Recognizes, read
writes and uses
letters that start
with this letter.

Mastery
Solve maze problem
(Move Mama
octopus to the baby
octopus).
Developing
Circle letter O from
the story.
Emerging
Point the words that
start with O letter.

EPC 2903

Teaching Practice
Booklet

Reflections on Observation Task 1: Differentiating Centers


Read the questions below and write your answers
1. What are classroom learning centers? In this school they dont have
learning centers or areas they can just work in groups.
2. What is the purpose of classroom learning centers? Its help children to
understand with feeling comfortable and happy.
3. What is the role of the students while engaged during learning centers?
Answer their teacher question with raising their hands.
4. What is the role of the teacher as the students are engaged during learning
centers? Ask the children question and explain for them the information.
5. Do you feel it is important to offer tasks that are developmentally
appropriate for all student ability levels? Why / Why not? Use different
activities for different levels help children to understand step by step.

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