The Uniqueness Of The Kodaly Method

What I particularly like about this method is that pupils will play an active word in the lesson in that it comes from

The heart-wrenching fact about our education system is students learn that there is only one way to write, one way to learn, and one way to achieve success. This process starts early on to ensure children learn to accept the “…framework, in which they will follow orders, except existing frameworks, and not challenge and so on.” (Chomsky). Until recently I hadn’t realized how early children begin the molding process, but looking back on my childhood I remember how early I learned the

The teacher’s goal when implementing this learning format would be to maximize “interest, engagement and ability” to learn from instruction and activities. (Vessel, 4) This instruction format encourages higher learning levels than the concept developmental interaction scenarios. When a teacher utilizes the higher learning format the experience should increase child involvement and increase a child’s senses (visual, movement and sound) with high levels of engagement. A scenario involving high instructional learning would be, a teacher shows two children, two varying pieces of wood and ask each child how many holes are in the wood? Next how many candles does each child need to put in the holes? Final question which child has greater or less than? Milestones which can be observed using this form of instruction would include corresponder and counter. The other format would be low instructional learning this is where a teacher would focus on reciter skills. A scenario a child asks for an eight the teacher responds with which one is an eight. The teacher places various numerals on the floor the child picks up all the eights. Teacher comment is “Good job!” The child is demonstrating a milestone which would resemble skills related to reciting. The teacher would expand the demonstration to include additional scenarios which would assist the child to

5. “Teachers of young children are moving from more traditional strategies of assessing for knowledge and facts assessing the students’ ability to reason and solve problems.”

The musical ability will be measured using the standardized musical skills test (Jungbluth, Hafen & Bastian, 1997). The technique will assess the children’s ability to differentiate the pitch, tone lengths, and rhythmical and melodic patterns. The study will focus on the receptive skills and the productive skills will not be assessed. Out of the five subtests, two of them will assess the melodic skills while three will assess the rhythmic skills. For the sake of this study, tonal patterns and pitch will be assessed to determine the melodic abilities. On the other hand, the tone length and rhythmic patterns will define the rhythmic abilities.

Integral to Vygotsky’s theory is what he described as the zone of proximal development (ZPD). Vygotsky defined the ZPD as ‘‘the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers’’ (Ankrum, Genest, and Belcastro, 2013) We use this in our understanding of how the power of verbal scaffolding can really help children. In this study, we see how a teacher can really help her kindergarten students using strong guidance in their verbal lessons. In this class, students have already learned a lot of information that has guided them threw their days. Now the teacher will help guide her students by using open-ended question in- order to

Critically discuss the role of the core curriculum subjects in developing children’s learning in Key Stage One. As part of this discussion critically consider the relationship between learning approaches within the core subjects and individual learning needs in these subjects for children.

Once a child is born, there are different developmental stages that it undergoes. According to Piaget, these phases are sensorimotor, formal operational, concrete operational and preoperational stages (Huitt & Hummel, 2003). The sensorimotor stage links children movements and the exceptional experiences attached to it. Knowledge acquisition characterizes preoperational stage. The concrete operational stage involves imagining events, which do happen outside their lives. Lastly, the formal operational stage is exhibited by the ability to reason in a casual manner by deducing relationship between different aspects surrounding them (Huitt & Hummel, 2003). After these phases, the child is said to have entered the adult age. As a child,

The children in the ages of seven and eight achieved the ability to perform concrete mental operations and the children are able to mentally classify objects according to the quantitative measurements (Piaget 's theory, Potter et al.,p.314). As Erikson 's theory stated, the children in the age group of seven to eight years old develop a sense of competence in learning new skills and successfully achieving tasks can lead to a more positive attitude toward work in the adulthood stages of life (Potter et al.,p.318). Therefore, the teaching strategies for grade three students mainly focuses on simple logical explanation, opportunity for listening, reading, writing and visually seeing (Neil, 2012) so that the children can say, write and learn incorporating VAK learning styles to help them understand the topic.

Many theorists throughout the century have developed concepts that have analysed and explained how a child learns during their schooling years. Educational theorist Lev Vygotsky produced the social development theory of learning. He believed social interaction is the primary cause of cognitive development. He named this the zone of proximal development. There are many approaches to learning in the zone of proximal development such as scaffolding, reciprocal

The one approach I use with one child might not be the same I can use with another. All children’s level of intelligence and desire to learn is different. As a teacher I will need to present all material in a creative and effective way not only to ensure that each child learns, but that they learn at their own effective pace.

Although scaffolding is not a concept of Vygotsky’s, it works in conjunction with the zone of proximal development in providing the framework for students learning what they are incapable of learning independently. Scaffolding can be described as “a finely tuned adult support and indirect mediation of children’s learning and understanding” (Verenikina, 2013, pp. 110). Simply put, scaffolding is a metaphor that describes and explains the role that experts have in guiding students to learn and develop within their zone of proximal development. The concept of scaffolding requires teachers to use a “range of conceptual, material and linguistic tools and technologies to lead students towards understanding” (Scarino & Liddicoat, 2009, pp. 54).

Children are active, curious, extremely social, literal, and more intelligent than they are given credit for. They can easily pick up the atmosphere of any environment they are in, if something is off they may not understand it, but they will know. Children want to learn, explore, and be involved. Teaching styles that work best for children are hands-on approaches, present new information in small, clear steps, ask many questions and discuss answers deeply. Provide scaffolding, and provide diagrams, maps, models, and handouts. These teaching styles work best because students are doing and seeing something. Students can hold a piece of paper and listen to what is on it by the teacher. They can see the diagrams and

Additionally, Kolb states that it is possible for a human being to enter into this four learning stage cycle at any stage of it, as long as it is continuously followed by the other stages. However, to achieve this theory's aim, it is important that all of these stages are achieved as effective as possible as no stage is effective on its own of this learning procedure. Kolb provides educational implications for the teachers to critically be able to evaluate the learning arrangments which need to be done to accommodate all students present in the class and provide differentiation in the learning opportunities. Moreover, the activities planned throughout the lessons should promote engagement and motivation to the learners by providing them in different ways to give the students the opportunity to choose the method which suits them best. Throughout oracy lessons, students should be given their moment to express their feelings orally with regards an experience they encountered, and they feel comfortable to share it with their

Lev Vygotsky’s Cultural-Historical Theory is the idea that a child’s social environment was a major contributor to how each child developed. In my own experiences in the classroom I see how each child is an individual and how their development is a product of their environment. Vygotsky’s Zone of Proximal Development (ZPD) is the concept that having assistance and guidance from others, children can learn tasks that is too difficult for them to do on their own. Scaffolding is an important part of ZPD; it is the support and guidance while learning a new task.