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Presentation/PPT
27/08/2022
· Unit 4: Cognitive Processes
· Module 12: Transfer of Skills and Knowledge
Action Items
1. Download the
Case Study Response document
Download Case Study Response document
to record your answers.
2. Select a case study related to a grade/age level of interest from the beginning of the assigned unit.
3. Read all the modules in the assigned unit. As you are reading, make connections between the case study you read and the module content. Record 5 connections in the Case Study Response document.
4. Respond to the “Reflect and Evaluate” questions at the end of the module listed in the Purpose section above. Use the
Responses to Case Studies Reference Table
Download Responses to Case Studies Reference Table
to ensure you answer the right questions.
5. Submit the completed first draft of your assignment. Your work will automatically be checked by Turnitin.
6. Access your Turnitin report by reviewing your Submission Details for this assignment. Revise your work as needed based on the feedback.
7. By the due date indicated, re-submit the final version of your work.
CASE STUDIES EARLY CHILDHOOD: 100TH DAY
Ms. Prendergast is a kindergarten teacher at one of many suburban elementary schools. She has an excited bunch of eager learners this year and has been looking forward to today—the annual 100th day celebration. From the beginning of the school year, children have been counting the days of school as a way to learn about number concepts, sequencing, and grouping. Each year on the 100th day of the school year, students are asked to bring 100 of something. Projects in the past have included 100 safety pins on a shirt, 100 buttons glued on a shirt in the shape of “100,” or 100 pennies in a bag. Much of the day is spent counting the children’s projects to be sure there are 100. Ms. Prendergast loves to see how creative the children can be with their projects.
“Good morning, boys and girls,” says Ms. Prendergast. She claps three times and the children clap back in unison to indicate they have heard her and are paying attention. “Please have a seat on the carpet. I have a special book to read today.”
Jose asks, “Ms. P, when are we goin’ get to show our projects?”
Ms. Prendergast replies, “We are going to take turns throughout the day. But first, I want to read you this special book.” She lifts the book high in the air and reads the title, 100 Days of School by Trudy Harris. Many of the children seem excited but quickly sit down in their designated spots on the carpet. Ms. Prendergast begins by asking with a smile, “What do you think this book is about?”
Sophia waves her hand enthusiastically to indicate she knows the answer. Once called upon, she says, “My mom has this book, so I know it tells how to count lots of things to 100—even legs on icky bugs!”
Ms. Prendergast says, “Well, let’s get started.” She reads the book to the children, stopping periodically to ask what they think will happen next or to ask one of the children to summarize the previous few pages.
Sophia seems to forget that the rest of the class hasn’t read the book. When Liam guesses what might happen next, Sophia says in an irritated tone, “That’s not right. You know the next thing they count is dots on the clown!” Ms. Prendergast gently reminds Sophia that Liam wouldn’t know that because he hasn’t read the story before.
One example in the book includes 10 children taking off their shoes. Ms. Prendergast asks, “How many toes would there be?”
Liam shouts out, “100!”
She then asks, “What if I have 10 children raise one hand in the air? How many fingers would there be?”
Liam quickly shouts out again, “100!”
Ms. Prendergast smiles and says, “Well, there would only be 10 hands with five fingers. So who else thinks they might know how many fingers would be in the air?”
After a few seconds of silence, Aubrey, a very shy but bright girl, slowly raises her hand. When called on, she says, “50 because that’s half of 100, and there are half as many fingers as toes.”
“That’s correct. What a good strategy to figure out the answer!” says Ms. Prendergast. She then continues reading. When they have finished reading the book, Ms. Prendergast randomly selects five names from her “hat” to decide who will show their 100th day projects first.
Lily is the first name drawn. She brings to the front of the carpet area a rather large box. She pulls out five stacks of red plastic cups and carefully counts 20 cups in each stack. Next is Jaxson. He brings four small bags of bubble gum and counts 25 pieces in each bag. Ms. Prendergast is impressed and notes to the other children that these students separated the items into smaller piles. The third name drawn is James. Ms. Prendergast is immediately concerned because James seems to have little support from his parents with out-of-school work and projects. Last week when Ms. Prendergast asked each of the children to privately come up to her desk and whisper what they were planning for their 100th day project, James didn’t have any ideas. As James walks to the front of the room without a box or bag, she really starts to wonder what he is going to do.
James starts pointing to some of the children asking them to join him: “Oliver, come stand up here with me.” When he has invited nine students, he asks them to put both their hands straight out in front of them. He begins to count their fingers until he hits 90 and then uses his own fingers for the last 10. Most of the students seem annoyed that he didn’t bring something to class, but Ms. Prendergast begins to clap for James and says, “How very creative, James!”
Ms. Prendergast announces that as a treat for today, she has 100 stickers to give them. “Boys and girls, there are 20 of you. How many stickers do I give each of you so that everyone gets the same number? How many stickers do each of you get?” The children look bewildered. This seems like a totally different problem than grouping objects to make 100. “Does anyone have a way to solve it?” Ms. Prendergast asks the class.
Monish suggests, “Why don’t we pass out one sticker to each of us and keep going until there are no more left?
“I like your thinking, Monish,” Ms. Prendergast replies. “Before we do that, does anyone see how one of the 100th day projects presented today could be used to help solve our problem?” The children still don’t seem to catch on. “OK, I’ll give you a hint—red cups,” she says.
“Oh!” many of the children exclaim.
Lily shouts, “Five stickers! Just like my plastic cups!”
“Great thinking, Lily,” Ms. Prendergast compliments. “Because you and Monish had such wonderful ideas, you can both pass out the stickers.” The classroom fills with chatter as the pair distributes stickers.
The writer is very fast, professional and responded to the review request fast also. Thank you.
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