[MOSAIC] /Marie Carbo

[CNJPALMER at aol.com]

Bev
This makes sense developmentally for sure...as an early childhood teacher I  
do use a lot of movement and hands on learning. I wonder why phonics 
instruction  as a method of teaching reading works for many kids at that age when it is 
 a very analytic way of teaching reading...phonics is not usually thought of 
as  a global or constructivist method. 
My own experiences at this age is that I need to teach globally and  
analytically to really get all the kids to learn a concept or a skill. I wonder  how 
this all fits in...
Jennifer
 
 In a message dated 9/28/2007 4:15:02 A.M. Eastern Daylight Time,  
beverleepaul at hotmail.com writes:

Well, I  probably shouldn't have mentioned it since I don't even remember 
where I read  it.  It's probably been 8 or so years ago, and I think it was 
possibly in  a Kappan article, although I'm very fuzzy.  I think she was including 
the  work of Kenneth and Rita Dunn as well as her own when she wrote it.   
(But, gosh, I should have known that several years later, I'd need to know  what 
it was and where it went!)  I'm not going to have much time to track  it down, 
but here's what I remember her writing, basically:  Even though  children at 
about 8 years and older exhibit learning styles varied between  
friends(requiring their teachers to match instruction to those styles in order  to minimize 
damage which can cause a child to look learning disabled even when  he/she 
isn't) that isn't the same issue in K-2 classrooms.  As I remember  it, she said 
that she recommended her proposed practices in the K-2 classrooms  because 
virtually all students at that age, were tactile/kinesthetic and  global 
learners.  All children at those grade levels would profit from  active learning, 
experiential programs, and a constructivist approach.   Techniques helpful for all 
students at that age would be hands-on, involve  active learning, and have 
movement and choice in their programs.  


 



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