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Age 9 in Grade 34

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Title: Age 9 in Grade 34


1
Age 9 in Grade 3/4
  • M. Beauvais, L. Vanderburg, S. Arul, B.
    Martell

2
Physical
3
Observations
  • Co-ordination and control of movement
  • Soccer Baseball
  • Runs in a straight line and follows base line
  • Some girls ran faster than boys
  • Girls more passive Boys more competitive
  • Catching/Throwing/Kicking a ball executed more
    quickly and with better co-ordination (still
    some signs of difficulty)
  • Good reaction time

4
Observations (cont)
  • Language Arts/Math
  • Enjoys using a variety of techniques in drawing
    (better grasp of pens/markers) use of rulers to
    draw lines
  • Pile up bingo chips on top of each other without
    making them fall (better motor skills)
  • Responds immediately to clapping (reaction time
    improving) good response to clapping patterns
  • Able to sit for longer periods of time with some
    fidgeting (less tolerance by teacher)

5
Theory - Physical
  • Rate
  • Slower growth rate Girls - 12 months ahead of
    boys
  • Boys becoming superior in strength
    co-ordination
  • Girls may be faster runners
  • Body Growth
  • Boys may have longer arms (more strength of
    leverage)
  • Some wrist bones not completely formed
  • Large muscles stronger and more highly developed
  • Small muscles increasing in control and strength
  • Hands enlarging and arms lengthening
  • Right/left hand dominance is firmly established

6
Theory - Physical cont
  • Co-ordination and control of movement
  • Gross motor skills quicker better accuracy
  • Reaction time is improving actions more
    precise/controlled
  • Drawings more detailed in depth
  • Hand/eye co-ordination well developed better
    handling of materials/tools (grasp)
  • Energy concentration, motivation
  • High energy level yet tires easily
  • Often hungry (great amounts of energy used)
  • Good starters less interest in completion of
    task

7
What you can do
  • Gross Motor Skills
  • Provide more non-competitive team sports (Ex
    Soccer base ball, Crazy Cricket, Obstacle
    courses, team tag activities, etc.)
  • Drama Create tableaux to improve stability
  • Fine Motor Skills
  • Building structures in all subject areas
  • Mathematics building 3-D structures using tooth
    picks/marshmallows
  • Science building structures
  • Visual Arts Producing 3-D structures, sculptures

8
Cognitive
  •  

9
Observations/Characteristics
  • Logical thought remains tied to concrete
    materials
  • Uses ruler to count by 3s
  • Crosses objects when counting
  • Responds to rhythmic clapping (recognizes
    patterning in the sounds)
  • Communicates simple math terminology
  • Easily counts by 5s, 10s and 100s
  • Breaks problem into smaller steps

10
PiagetMath/Spatial
  • Concrete Operational Stage (7-11) Operates
    logically with concrete materials
  • Operations are associated with personal
    experience.
  • Operations are in concrete situation, but not in
    abstract manipulation.
  • The operational thought is reversible.
  • Operate an action, and then go back to the
    original condition. (3 2 5 and 5 2 3)
  • The limitation is that operations are only
    carried out on concrete objects.
  • Begins development of logical thought

11
Promoting Growth
  • Characteristic Logical thought remains tied to
    concrete materials
  • Step 1 Bodily- Kinaesthetic (slides, turns and
    flips)
  • Step 2 Use of manipulative (Mira, Geo boards,
    Tracing/Dot paper, etc.)
  • Piaget
  • Final Different strategies (drawing/arrows,
    breaking into steps)

12
Language
13
Observations/Characteristics
  • Logical thought remains tied to concrete
    materials
  • Recalls events of the story they have been
    reading
  • Understanding of complex grammatical forms
    improves
  • Recognizes and provides examples (Punctuations)
  • Relies on pictures and symbols to make meaning of
    text
  • Makes connections with feelings and emotions
    through expression
  • Repeats rules required for effective group work
  • Reminds peers of expected behaviours
  • Shares ideas and respects ideas of others
  • Engages in verbal discussions
  • Communicates ideas and thoughts in all subject
    areas
  • Enjoy telling jokes and riddles

14
VygotskyLanguage
  • Zone of Proximal Development (ZPD)
  • Primary form of interaction through which adults
    transmit to the child the knowledge that exists
    in the culture.
  • Childs language becomes the primary tool of
    intellectual adaptation
  • Use internal language to direct their own
    behaviour, feelings and actions

15
Promoting Growth
  • Characteristic Developing logical thought
  • Step 1 Provide activities and experiences in
    their ZPD, challenging them, but allowing success
    with guidance (Debates, Literature circles,
    Writing letters, etc.)
  • Step 2 Scaffolding help that enables to
    complete tasks they cannot  complete
    independently
  • Types Modelling, Joint Problem Solving,
    Thinking out aloud, Asking questions, etc.
  • Final Interdependent work (life long learners)

16
Social
17
What we saw
  • Love to giggle and laugh in class and outside of
    class
  • Makes funny faces with friends
  • Talks out plans for creating poster
  • Demonstrates through role play
  • Singing with friends while waiting
  • Asks for help

18
EriksonSocial
  • Industry vs Inferiority (7-12)
  • developing sense of industry (importance),
    understand relationship between persevering and
    pleasure of job being finished
  • Students want to complete things and feel
    competent
  • school, neighbourhood and peer interaction
    develops in importance

19
What you can do
  • Teacher can begin with short assignments, then
    move on to longer ones.
  • Monitor student progress by setting up progress
    checkpoints
  • Teach students to set reasonable goals, tolerate
    honest mistakes, use individual charts and
    contracts that show student progress, keep
    student portfolios, using class jobs, a job board
  • Group Work!

20
Emotional
21
What we saw
  • Giggling (lots of it)
  • Making funny faces (and laughing some more!)
  • Singing
  • Love to smile!
  • A lot of the emotions observed were in social
    situations.

22
GolemanEmotional
  • the ability to monitor ones own and others
    emotions, to discriminate among them, and to use
    the information to guide ones thinking and
    actions.
  • emotional competence is "a learned capability
    based on emotional intelligence that results in
    outstanding performance at work"

23
What you can do
  • Dramatic play, artistic self-expression, conflict
    resolution coaching, learning about self and
    feelings, and empathy building exercises. (Lions
    Quest)
  • Teachers can use their own emotional intelligence
    to understand and to do a more effective job
    teaching (eg. empathy, share what you love,
    intuition, affectionate)
  • Students learn skills through others so let them
    interact!

24
Moral
25
Moral Development
  • Observations
  • teacher models appropriate behaviour (role play)
  • cooperation during group work (students have
    roles - recorder, speaker, )
  • students had responsibilities within the
    classroom (teachers assistant)
  • students aware of expectations (laws/rules) i.e.
    Get in line you guys!
  • observed some teasing (You suck!)
  • rules and routines for getting ready for recess,
    lunch time, going outside for phys. ed.

26
KohlbergMoral Development
  • conventional level, make choices from a
    "member-of-society" perspective
  • Stage 3- good boy/nice girl- shift from pleasing
    themselves to pleasing important others (parents,
    teachers, friends)
  • involves a move towards gaining approval or
    avoiding disapproval as the basis of morality
  • justify their behaviour (everyone else is doing
    it)
  • desire to please or help others

27
What we can do to promote growth...
  • make students responsible for their own behaviour
    (take ownership)
  • allow them to help develop rules/expectations for
    appropriate and inappropriate classroom behaviour
    and post them in the classroom (helps develop
    decision making skills, teaches respect)
  • assign students responsibilities within the
    classroom (prepare them for the future)
  • allow them to make connections between what is
    wrong and what is right (for every choice they
    make there is a consequence)-rewards/recognition
    for making the right choices
  • drama/role playing-helps develop communication
    skills to express themselves and to make
    appropriate decisions
  • promote respect, acceptance, multiculturalism-cele
    brate diversity (drama, songs, discussions,
    books, mini-lessons, subject integration, etc.)

28
Musical
29
Observations
  • repetition clapping as a management strategy
  • students humming (head bopping)
  • student singing a tune from a commercial
  • chanting and singing while playing soccer
    baseball (we want a pitcher not a belly- itcher,
    take me out to the ball game, )

30
GardnerMultiple Intelligences (Musical)
  • sensitive to non-verbal sounds in the environment
    such as rhythms, pitch and tonal patterns
  • students with strong musical intelligence are
    likely to hum, turn sounds into rhythms, and
    easily remember melodies
  • learn best when music is incorporated into the
    teaching/learning process

31
What can we do to promote growth
  • vowel song
  • clapping songs
  • repetition clapping for management strategies
  • play soft music in the background during
    independent reading
  • reading rhythmic books (chanting, repetition)
  • rhythmic patterns in math (2 times 1 is 2)
  • art (paint to music)

32
  • You are now 9 years old(again)

33
Activity
  • Teachers Role
  • Distribute 1 Time Word Problem to each student
  • Distribute materials (1 student will get nothing,
    2 students will get the Picture Clock Sheet, 2
    students will get a Clock Manipulative)
  • Have students complete the assigned problem
  • Help those students who need help
  • Students Role
  • Pretend you are an early 9 year old still
    struggling with telling time
  • With only the tools the teacher distributes to
    you, complete the assigned Word Problem.
  • Ask the Teacher for assistance when needed

34
References
  • Norris, D. and Boucher, J. (1980). Observing
    Children through their formative years The
  • Board of Education for the City of Toronto.
  • http//www.funderstanding.com/vygotsky.cfmhttp//
    www.funderstanding.com
  • http//www.ship.edu/cgboeree/erikson.html
  • http//www.eiconsortium.org/research/ei_theory_per
    formance.htm
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