What Instructional Procedures Do You See
[Music]
Teacher 1: Cameron listen, you can count to 10 and then it's Sophia’s turn with the scissors, OK? Ready? One.
Cameron: Two, three, four, five, six.
Teacher 1: Six.
Cameron: Seven, eight, nine, ten.
Teacher 1: Good job. Now you ask her.
Cameron: Sophia?
Teacher 1: Good job, Sophia.
Toy: Celia, I want apple juice.
Teacher 2: That’s a lot of apple juice.
Teacher 3: Good job pouring juice.
Teacher 2: I hope Virginia is thirsty.
Teacher 3: Yes.
Teacher 2: Thank you.
Teacher 4: Glue.
Child 2: [Inaudible]
Teacher 4: What do you need? Do you need glue?
Child 2: [Inaudible]
Teacher 4: Glue open? It’s open. Squeeze squeeze.
’Teacher 5: One. Two. Three. Stop. What do you want?
Child 3: More.
Teacher 5: More. Good. One.
Teacher 6: [Inaudible] Draw the line down. Back to the top. Draw a line a cross. Down to the bottom. Good job.
Child 4: Yay.
Teacher 6: Woo-hoo. You did it. [Inaudible] T, t for train.
Child 4: [Inaudible]
Teacher 7: Zebra's treat is when he eats a tasty piece of Panda's pizza with lovely toppings on each slice. This pizza does look very nice. Should we count.
Child 5: Pineapple.
Teacher 7: Oh, that's pepperoni. Let's count together guys, ready?
Teacher 7 and Children: One. Two. Three. Four. Nice job. High five. You guys did a great job counting.
[Music]
CloseNotice how educators give learning opportunities to individual children during everyday activities and routines. As you watch, consider how this approach to instruction is helping children learn in their natural environment alongside their peers. Think about what activity is occurring and what the educator is doing that has been planned ahead of time.