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Observation Task 1

This document provides guidance for differentiating centers in an early childhood classroom to meet the needs of students at different ability levels (mastery, developing, emerging). It involves photographing and documenting center activities over the course of a day and identifying the learning outcomes. An example is provided showing how a sorting activity can be differentiated for students by adjusting the complexity of sorting criteria, numbers used, and level of support. Students are also given an example of how an animal puzzle center could be differentiated based on the level of independence and challenge. The objective is to encourage student teachers to consider how to scaffold centers for students of varying abilities.

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36 views2 pages

Observation Task 1

This document provides guidance for differentiating centers in an early childhood classroom to meet the needs of students at different ability levels (mastery, developing, emerging). It involves photographing and documenting center activities over the course of a day and identifying the learning outcomes. An example is provided showing how a sorting activity can be differentiated for students by adjusting the complexity of sorting criteria, numbers used, and level of support. Students are also given an example of how an animal puzzle center could be differentiated based on the level of independence and challenge. The objective is to encourage student teachers to consider how to scaffold centers for students of varying abilities.

Uploaded by

api-338388536
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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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
(include photo):

Description:

Resources:

The children
are sorting
colored
rubber
dinosaurs,
counting them
and writing
the numbers
down

Different
colored rubber
dinosaurs &
bears

International
Learning
Outcome:
(list only what
you consider to
be the primary
goals)
Recognizes,
counts, orders,
writes and uses
numbers up to
10.

Differentiated Ability
Levels:

Mastery
Sort, count and write
groups of dinosaurs
>10

White boards
White board
pens

Sorts or matches
objects and talks
about sorting

Sort different sized


dinosaurs and write
numbers and
adjectives (from
flashcards) 3 big,
small, red etc.
Sort according to
color and add
one/two more of
another color OR
make one/two less
etc. Write the
number sums you
create.
Developing

As per original plan


i.e. sort dinosaurs of
the same color and
count and write the
number <10.
Emerging
Use number lines to
sort dinosaurs of the
same color <10 and
match them one to
one with
corresponding
written numbers.
Copy the number on
the small
whiteboard.

Table 1: Differentiating Centers


Observed learning Centers
(include photo):

Description:

Children
get a
puzzles,
they have
to
organize
the
animals
puzzles.

Resources:

Puzzles

International
Learning
Outcome:
(list only what
you consider to
be the primary
goals)

Differentiated Ability
Levels:

Organize.

Mastery

Fix.

Recognize and fix.


Developing
Organize the animal
puzzle.
Emerging
Search for
correct paces of
the puzzle to fix
the animal

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