I was very interested in the discussion of the “affective” domain discussed in chapter 6. It tied into some ideas brought up in chapter 7- particularly the idea of students keeping illustrated journals. Children’s work is so strong when they draw from their own life. Also I tend to forget how much children need to move. It was good to be reminded of this. At work today the students were learning about dinosaurs at the museum and the lesson plan has them put on a dinosaur play/dance at the end to synthesize what they had learned. I thought it was sort of a silly idea at first, that the kids would think it was stupid. but I was wrong. They loved it. The lesson plans that were created for the museum workshops with kids all seem to follow the cognitive/affective/psychomotor structure. I have been impressed by how well designed and effective they are.
I continue to find the children’s art in the book exciting. Particularly jumping frogs on pg 61,.and the snowy scene on page 71. Also the quilts. They make me want to take up quilting.
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It is nice to apply what we are learning to activities I remember or that I come across and to be able to realize how much planning it does take. Things may look good on paper but all factors have to be accounted for, factors like how important it is for kids to get up and move around. It can be a little intimidating, well honestly, more than a little.
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