EARLY LEARNING CENTRE LEARNING EXPERIENCE

Student Name: Sarah Honen Date: June 26, 2017 Age Group: JK/SK

Purpose: Purpose:

Reason for developing Discussion:

learning experience. This My site supervisor explained to me that they were focusing on
could be in response to an what the difference was between letters, words, and sentences.
observation, discussion with The class had made a chart together explaining the differences,
the site supervisor, Ontario but my site supervisor wanted to me to come up with something
Curriculum Objective, etc. more interactive for the children.
Observation
- Document what you saw
and heard
- Document non-verbal
communication (i.e., body
language, facial
expressions and voice tone)
- Document in detail: who,
what, where, and when
- Documentation should be
written in past tense,
objective, and in anecdotal
format
OR
Discussion
Document the discussion
between you and your site
supervisor that led to the
planning
OR
Curriculum Objective
Describe the curriculum
objective youre aiming to
meet/enhance through this
experience

Learning Experience
What are you planning in
response to your purpose?
- Label your experience
(e.g. Painting with cars).
- What are your 3 objectives
for this experience? (i.e.
What interests are you
extending? What strengths
and opportunities for
growth are you enhancing/
supporting?)
Please Note: You should
refer to appropriate
pedagogy to support your
discussion around strengths
and opportunities for
growth (e.g. ELECT, How
Does Learning Happen,
Ontario FDK Curriculum,
etc).
Describe the experience:
- Who will be involved in the 3. once the children have seen the board I will ask them if they
experience?
- Where will the experience
take place? (e.g. Indoors or 4. I will then explain the game to the children and pick up a game
outdoors? In the dramatic
centre, the creative table, 5. I will show the piece to the children and ask them which
etc).
- List the materials and
resources you will use
- Describe the
implementation of the
experience, with a step by Teaching Strategies:
step description
- List and describe 2
teaching strategies. How
will you use them? Why
have you chosen these
strategies?
I am going to lead a board game called Letter, words, or
sentence. The experience will take place during free play time
with one or two students.
Objectives:
1. The children will practice the skill of (3.11) letter recognition
by sounding out words as well as practicing the sound each
letter makes.
2. The children will enhance their ability to (4.9) reason logically,
by distinguishing the differences between a letter, word and
sentences. i.e a letter standing on its own, a word being
letters combined to make something bigger, and a sentence
having a capital letter, more than one word, as well as a
period.
3. The children will demonstrate their (4.10) classifying skills by
sorting the game pieces into the proper category as well as
comparing the game pieces before sorting.
Materials:
- bristol board game board
- 47 game pieces made out of bristol board
Implementation:
1. I will ask a child or two if they are interested in playing a game
with me
2. I will find a quiet spot with a reasonable amount of space to lay
out the board
now what the words are on the board, and what they think the
game is about
piece of my own
category they think the piece belongs under and why.
6. Together, we will distinguish whether or not the game piece
belongs under letter, word, or sentence, and identify what the
card says.
1. Performing Task Analysis - I will break the tasks into smaller
pieces, and introduce the game in steps in order for the children
to experience success all along.
2. Scaffolding - I will provide maximum support and gradually take
on a passive role as the children catch on to their game, helping
the children move from level of assisted performance to
independent functioning.
2
 What went well?
The children really enjoyed the fact that they could pick their
Reflection:
own pieces to put on the board rather than me picking a piece
- What went well? Provide
and figuring out the answer together. The children also liked that
examples for how you know
the pieces stuck with velcro so they were fun to pull off and stick
it went well.
on.
- What didnt go well?
What didn't go well?
Provide examples for how
Although the children liked working together, One child was more
you know it didnt go well.
advanced than the other child, and was not giving the other child
- What did you learn?
as much of a chance to think of the answer on their own.
- What might you do
What might you do differently next time/why?
differently next time you
When using this activity in the future, I will implement it on the
implement this same
board with a small group, and pick children out individually to
experience and why?
come up and have a turn, after the child has tried to solve it on
- Did you have to make any
their own, they can then ask their peers for assistance.
adaptations or
Did you have to make any adaptions or modifications?
modifications? If so, what
No, I did not.
were they?
- What type of experience
might you plan to extend
on this one?