Mia’s Everyday Learning Opportunities
[Music]
Teacher 1: [Inaudible]
Mia: [Inaudible]
Teacher 1: What is this?
Mia: [Inaudible]
Teacher 1: [Inaudible]
Teacher 1: In here, go and put the cup in the bucket. Good. Here is the bucket, Mia. Good job.
Teacher 2: What is it? Dog.
Mia: Dog.
Teacher 2: That's right, what is it?
Mia: Dog.
Teacher 2: Oh, you got it. Woof, woof, woof, that's what a dog says. All right, we are all done, you can put it on the shelf.
Teacher 3: Go Mia go!
Teacher 3: Stop. Good stopping.
Teacher 3: Go.
Teacher 3: Stop. Good job.
Teacher 4: Would you be in charge of the stamper, Alex? If somebody wants a stamper, they can ask Alex. Tap him on the shoulder, say, "Stamper."
Mia: Stamper.
Teacher 4: Oh, Mia is asking for a stamper. Oh, nice. You did it. Ooh, you made ...
Alex: A masterpiece.
Teacher 4: You did.
Teacher 5: There you go. We’re putting your coat on. [Inaudible]
Teacher 5: High five. Yes, you did it. [Inaudible]
CloseNotice what this child’s educators do to give her learning opportunities throughout the day. Think about Mia’s activity matrix and the planning that went into each of these teaching and learning interactions. Note that within each interaction, the educator moves through the steps of a planned instructional sequence.