Anticipatory Thinking ECD

Learner Model

teaching experience (x)

knowledge (disciplinary, pedagogical)

social perspective taking

mindset

reasoning skills (connecting kids' behavior with their learning process)

categorization

Task Model

self-report-before class (annotation on the lesson plan)

debrief-after class

comparison (anticipation & reality) - reflective journal

attempt to verify the assumption: collecting feedback from students

Evidence Model

lesson plan

attempts during class to verify the assumption

adaptive instructions (moves different from the lesson plan)

What teachers should anticipate?

time

learning challenges

domain-related-key knowledge points

domain-unrelated-visual, audio, language & culture

behavior

attention

disruptive behavior

engagement/emotion

When should teacher anticipate? -- context

micro-cycle -- in the moment

macro--over time

what you anticipate; how to use that

how teachers know their needs; how much teachers should get help;

reflect on: 1. bad things; 2. good things 3. routine practice; 4. body feelings; the motivation to reflect - intrinsic? extrinsic?; filtering, jadedness/openness

two things to think about after today's class: 1. different level of reflection cycle (in-the-moment, mid, period of time); 2. reflection triggers