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Community Circles is a strategy that seeks to foster a sense of belonging, open communication, and a supportive and inclusive community. It encourages respectful dialogue, collaboration, and problem-solving, and safe environments where everyone's voice is heard and valued.

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Community Circles focus on creating a safe, inclusive, and participatory space where individuals can connect, communicate, and support one another in a respectful and meaningful way.

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Context: Teaching Child Development to adult learners.

Form a circle with all participants seated together, creating a sense of community and equality.

Pose a thought provoking question or statement related to child development, such as "What factors do you think contribute to healthy socio-emotional development in children?"

Pass a talking piece or object around the circle, giving each participant an opportunity to share their thoughts, experiences, or insights on the topic.

Encourage active listening and respectful engagement as participants take turns speaking and responding to one another's contributions.

Facilitate a discussion where participants can ask questions, seek clarification, and explore different perspectives on child development topics.

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The jigsaw strategy involves dividing learners into small groups where each member becomes an expert on a specific topic. They then collaborate with members from other groups to share their knowledge and piece together the collective understanding of the entire topic. This fosters cooperation, teamwork, and the development of a comprehensive understanding through peer teaching and learning.

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Promotes cooperative Learning by dividing students into small groups who are responsible for mastering a specific piece of content.

Expert Groups are formed within the small groups, where each member becomes an expert on a particular topic or subtopic. Group members study and gather information individually on their assigned topic.

After becoming experts in their respective topics, students regroup to form Jigsaw groups. Each Jigsaw group consists of one expert from each expert group, representing different topics.

In Jigsaw groups, experts take turns sharing their knowledge and teaching their specific topic to the rest of the group. Each member contributes their expertise, and the group collaboratively constructs a comprehensive understanding of the overall topic.

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Context: Teaching Child Development to adult learners.

Present a case study involving a child with a developmental challenge, such as language delay or social interaction difficulties.

Ask participants to identify and define the problem, considering the child's specific needs, goals, and potential constraints.

Guide participants in gathering relevant information about the child's developmental stage, research findings, and available intervention strategies.

Facilitate a discussion where participants generate multiple alternative solutions or approaches to address the child's developmental challenge.

Encourage participants to evaluate the alternatives based on criteria such as effectiveness, feasibility, and alignment with the child's unique circumstances.

Engage participants in the decision-making process by selecting the most suitable intervention strategy and justifying their choice based on the evaluation.

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Decision Making skills are essential in order to make informed choices and effectively solve dilemmas. This strategy emphasizes teaching learners how to gather and evaluate options, consider consequences, and make thoughtful decisions in different contexts.

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Identify and define the problem or situation that requires a decision. This involves analyzing the current state, identifying goals or objectives, and recognizing any constraints or challenges.

Gather relevant information, data, and perspectives related to the problem at hand and, critically evaluate and analyze the information to gain a comprehensive understanding of the situation.

Generate multiple alternative solutions or courses of action and explore the options that may address the problem or situation effectively.

Evaluate and select based on criteria and preferences established during problem identification. The pros and cons of each option are considered, and a decision is made by selecting the most suitable alternative or combination of alternatives.

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Context: Teaching Child Development to adult learners.

Present a scenario where adults need to make a decision regarding an educational or parenting choice for a child, such as selecting an appropriate early childhood program.

Provide relevant information about different program options, their philosophies, curriculum, and approaches to child development.

Engage participants in a group discussion, encouraging them to consider the child's needs, goals, and their own values and preferences.

Guide participants through the decision-making process, discussing the pros and cons of each program option, and evaluating them based on factors like child-centeredness, social-emotional support, and educational approach.

Facilitate a consensus-building process to make a collective decision on the best program choice for the child, taking into account the various perspectives and considerations.

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It involves guiding learners to create mental images or visualizations in their minds to enhance understanding and retention of information.

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Visualization, imagination and creative thinking to enhance memory retention and recall of information.

Multi-sensory experience to create rich and immersive learning experience by enabling learners to mentally "experience" the content.

Active participation, descriptive language, creativity and personal interpretation to promote individualized learning.

Connection and comprehension to better understand abstract or complex concepts.

Adaptable to various subjects and disciplines where visualization can aid comprehension and engagement.

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Context: Teaching Child Development to adult learners.

Introduce the importance of understanding child development and how it impacts various aspects of a child's life.

Use descriptive storytelling to engage learners' imaginations and create mental images. For example, describe a scenario where a toddler is learning to walk for the first time. Paint a vivid picture of the child's wobbly steps, their facial expressions, and the excitement in the room.

Employ guided visualization. Example: invite learners to close their eyes, take deep breaths, and imagine themselves observing a preschool classroom. Encourage them to visualize the children's interactions, behaviors, and developmental milestones they might witness.

Reflective discussion: After the visualization exercise, facilitate discussions where leaner share their observations and insights. Prompt them to describe what they visualized, discuss the developmental milestones they observed, and reflect on the implications for supporting children's growth and learning.

Case study visualization or scenario involving a child facing a developmental challenge. Provide details about the child's background and specific developmental issues. Ask participants to visualize the child's experiences, emotions, and possible strategies for intervention.

Applying visualization to create teaching strategies. For example, ask them to imagine a child struggling with reading comprehension and visualize strategies they could implement to support the child's learning, such as using visual aids or providing guided imagery during reading activities.

Summarize and reflect about key concepts discussed and invite participants to think about how the Mind's Eye strategy enhanced their understanding of child development. Encourage them to consider how they can incorporate visualization techniques into their own teaching or caregiving practices.

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"Pattern Maker (a.k.a. Extrapolation) is a strategy designed to help students “see” the patterns and structures behind texts and ideas. (Silver, 2007). It helps learners develop a deeper understanding of the sequential and predictable nature of an area of study allowing them to make informed decisions.

“Looking for patterns trains the mind to search out and discover the similarities that bind seemingly unrelated information together in a whole… A child who expects things to make sense looks for the sense in things and from this sense develops understanding.  A child who does not see patterns often does not expect things to make sense and sees all events as discrete, separate, and unrelated.” -Mary Baratta-Lorton, Educator.

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Silver, H.F., Strong, R.W., Perini, M.J.. (2007). The strategic teacher: Selecting the right research-based strategy for every lesson. Association for Supervision & Curriculum Development.

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It involves learners actively constructing knowledge and understanding by making observations, gathering evidence, and drawing conclusions on their own. It emphasizes hands-on experiences, discovery, and verifying their understanding through a lesson or a learning unit.

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Collect observations and any additional data to identify patterns, similarities, or relationships among terms, concepts, or examples.

Grouping and Labeling related terms or examples based on shared characteristics or commonalities.

Use the grouped and labeled terms to make predictions or generalizations about the broader concept or topic being studied.

Verify and refine predictions by comparing them with relevant readings, lessons, or units. Gather additional information to support or revise initial predictions

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Context: Teaching Child Development to adult learners.

Provide a set real-life examples describing different children at various stages of development.

Ask participants to group the case studies based on similarities or common characteristics they observe.

After grouping, instruct participants to label each group with a descriptive category or theme that captures the shared traits.

Encourage participants to make predictions or generalizations about child development based on the patterns they identified in the grouped cases.

Engage participants in a discussion where they share their predictions and reasoning, exploring how the grouped cases provide insights into broader concepts or principles of child development.

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Learners are presented with a set of examples that either demonstrate or do not demonstrate a specific concept. The goal is for the learners to examine the examples and identify the common attributes or characteristics that define the concept being taught.
Concept Attainment lessons include three principles: conceptual clarity, multiple examples, and conceptual competence.

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The concept attainment strategy typically involves the following steps:

Present clear examples, some of which represent the target concept and others that do not. These examples can be in the form of text, images, or any other relevant format.

Learners analyze examples carefully and try to identify the patterns, attributes, or characteristics that distinguish the examples that belong to the concept from those that do not.

Developing hypotheses or rules that describe the common attributes shared by the examples representing the concept.

Test the hypotheses by examining additional examples presented by the teacher. Refine their rules or hypotheses based on the feedback received.

Learners confirm their understanding by applying the concept to new examples or solving related problems.

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The Compare and Contrast Understanding Strategy enables adult learners to analyze and critically evaluate different perspectives, ideas, or concepts in order to gain a deeper understanding of their similarities, differences, strengths, and weaknesses. This strategy promotes higher-order thinking skills and encourages adults to engage in thoughtful analysis and reflection, ultimately enhancing their ability to make informed decisions and draw meaningful conclusions.
"Teaching students how to identify similarities and differences is the single most effective way to raise achievement." Silver, 2007, p. 71.

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It involves:

Describing each item separately

Identifying similarities and differences using a comparison organizer

Forming and discussing conclusions

Synthesizing learning by completing a task

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Context: Teaching Child Development to adult learners.
Model highlighting similarities and differences between different theories or approaches within the field.
For instance, two prominent theories of child development, are Jean Piaget's theory of cognitive development and Lev Vygotsky's sociocultural theory. Providing an overview of each theory, explaining their key concepts, and discussing their main proponents. Use a visual organizer (ex: table or graphic) and outline major similarities and differences between the two theories.
In the "Similarities" column, some shared aspects include emphasis on the role of social interactions in learning or the recognition of developmental stages. In the "Differences" column, highlight distinctions such as the focus on individual construction of knowledge in Piaget's theory versus the emphasis on social interaction and cultural context in Vygotsky's theory.
During the lesson, encourage active participation by asking questions and initiating discussions. Prompt the learners to contribute their insights by comparing and contrasting the two theories. For example, you can ask them to identify how Piaget's stages of cognitive development differ from Vygotsky's concept of the zone of proximal development and scaffolding.
Sharing real-life examples or case studies that illustrate the application of each theory can deepen understanding. Encourage discussion about how these theories can inform our practices and interventions when supporting children's development.
To conclude the lesson, engage the learners in a reflective activity where they can independently compare and contrast the theories and reflect on the implications for their own understanding of child development. This can be done through a short writing exercise and/or small group discussions.
This approach fosters a deeper understanding of these theories by highlighting both shared elements and distinctive features, promoting critical thinking and synthesis of information.

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Direct instruction is an instructional strategy that involves the explicit and systematic delivery of information or content to learners. In this approach, the teacher or instructor takes an active role in guiding the learning process. They provide clear explanations, demonstrate skills or concepts, and provide structured practice opportunities.

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New American Lecture, “is a strategy that makes lecturing interactive, memorable, and brain-compatible”. Developing and implementing a New American Lecture includes:

Making prior knowledge relevant and create new connections.

Helping learner collect and organize information that supports their learning.

Fostering learner involvement by providing memorable content.

Facilitating how learners internalize, process, and assimilate information

Supporting implementation and self assessment of learning

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Direct instruction is commonly used in educational settings, particularly when introducing new concepts or skills that require a clear and structured approach. It is effective for building foundational knowledge, developing specific skills, and providing a structured learning environment for learners.
Key features include:

Teacher-Centered Approach

Clear Learning Objectives

Explicit Instruction

Structured Lessons

Active Engagement

Continuous Assessment

Mastery Learning

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Planning a New American Lecture involves five basic steps:

Identify your topic

Design the visual organizer

Develop review questions

Design the hook

Develop a synthesis task

The strategy seeks to move away from passive listening and towards active participation, fostering deeper understanding, critical thinking, and meaningful learning experiences for students.

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Students arrive at this big- picture understanding through the process of extrapolation; that is, students

Closely examine known or easily understood sources.

Extract the key structural elements from these sources.

Put their newfound structural comprehension to work by using it to  better understand a new source, create a product of their own, or make improvements to an everyday object.

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Reciprocal Learning emphasizes mutual learning and collaboration among learners. Through active engagement, they share perspectives and ideas fostering the development of communication skills, empathy, and valuing diverse viewpoints.

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New American Lecture

Direct Instruction

Graduated Difficulty

Teams-Games

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Context: Teaching Child Development to adult learners.
Present examples: Provide a series of real-life scenarios or vignettes that describe different behaviors or milestones exhibited by children at various ages. These examples could cover areas such as physical, cognitive, social, and emotional development.
Example: "In the first example, a 6-month-old baby tries to crawl for the first time but falls forward onto their belly. In the second example, a 2-year-old child is able to stack blocks in a tower of three. In the third example, a 4-year-old child engages in pretend play and creates an imaginary tea party with stuffed animals."

Analyzing examples: Ask the adults to carefully examine the examples and identify any common attributes or characteristics that distinguish the examples representing typical child development from those that may indicate a delay or deviation.
Example analysis: The adults may notice that the examples representing typical child development involve age-appropriate milestones, such as motor skill progression, language development, and imaginative play. They may also identify that the examples indicate gradual improvement and progression over time.

Developing hypotheses: Encourage the adults to develop hypotheses or rules that describe the common attributes or characteristics of typical child development based on their analysis of the examples.
Example hypotheses: The adults may develop hypotheses such as "Typical child development involves a progression of motor skills, language acquisition, and imaginative play," or "Children's abilities and behaviors become more complex and advanced as they grow older."

Testing hypotheses: Provide additional examples or case studies for the adults to examine and test their hypotheses. These examples could represent both typical and atypical child development scenarios.
Example testing: The adults can analyze new examples, such as a 1-year-old child babbling and making attempts to walk, or a 6-year-old child struggling with basic speech sounds. They refine their hypotheses based on whether these examples align with the patterns they initially identified.

Confirming understanding: Once the adults have successfully identified the defining characteristics of typical child development, they can apply this knowledge to new situations or problem-solving tasks. For example, they can discuss strategies to support a child's development or identify potential concerns that may indicate a need for further assessment or intervention.
Throughout the process, it's important to facilitate discussions, provide feedback, and encourage critical thinking among the adults.

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Weekly Circles: Building Community to Foster Academic Achievement

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How to Teach an Inductive Learning Lesson

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Compare and Contrast | English For Kids | Mind Blooming

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Context: Teaching Child Development to adult learners.
Show a visual timeline depicting Piaget's stages of cognitive development, explaining each stage in detail and highlighting the corresponding cognitive abilities and milestones.
Demonstrate application by engaging participants in activities or discussions that allow them to apply their knowledge of child development concepts. Provide case studies or scenarios where participants can analyze and discuss how developmental theories can inform teaching strategies or approaches.

Example: Present a case study about a 4-year-old child's language development and ask participants to discuss how their understanding of language acquisition milestones can inform instructional strategies in a classroom setting.

Provide opportunities to practice applying knowledge and skills. Provide exercises, group activities, or role-plays that allow them to practice identifying developmental milestones or designing appropriate learning activities for different age groups.

Example: Divide participants into small groups and provide them with a set of scenarios representing different stages of socio-emotional development. Ask each group to identify the relevant stage and discuss appropriate strategies to support children's socio-emotional development at that stage.

Provide feedback and clarification on participants' responses and provide clarifications as needed. Address any misconceptions and ensure that participants have a clear understanding of the concepts and their practical applications.
Summarize and reinforce key points covered in the session and emphasize their relevance to participants' roles as educators or caregivers. Provide resources or references for further exploration and encourage participants to continue learning about child development.

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Context: Teaching Child Development to adult learners.
Throughout the lecture, incorporate multimedia elements such as videos, images, and real-life examples to illustrate concepts and engage the adult learners visually. For instance, display short video clips illustrating different developmental milestones or challenging situations. This connects theory with real-world experiences and reinforces their understanding.
To promote interaction and active engagement, pause at key points during the lecture and ask thought-provoking questions or encourage discussion among learners. For example, "Can you think of a personal experiences that align with this stage of child development?" or "What challenges might adults face during this developmental phase?" This promotes critical thinking and encourages learners to share perspectives and insights.
Incorporate brief activities or group discussions where learners work together to analyze scenarios or case studies related to child development. This allows adults to apply their knowledge and problem-solving skills to practical scenarios, deepening their understanding of the concepts being taught.
Conclude with a summary of the key points covered and offer resources for further exploration, such as recommended books or online articles. This inspires and encourages learners to continue their learning.

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Context: Teaching Child Development to adult learners.
Introduce the concept of child development and its importance in understanding how children grow, learn, and develop. Highlight the idea that child development follows certain patterns or sequences.
Identify patterns: Present a series of examples that represent different stages or milestones in child development across various domains (e.g., physical, cognitive, social, emotional). Ask participants to analyze the examples and identify patterns or trends that they observe.

Example: Show pictures or videos depicting different stages of motor skill development in infants, from grasping objects to crawling and walking. Ask participants to identify the common patterns or progression they notice.

Analyze patterns: Engage participants in a discussion about the patterns they identified. Encourage them to describe the commonalities, sequences, or developmental trajectories they observed in the examples.

Example: Participants may note that infants typically develop gross motor skills such as rolling over, crawling, and walking in a sequential pattern, with each milestone building upon the previous one.

Generalize patterns: Guide participants to generalize the patterns they identified to broader concepts or principles of child development. Help them connect the observed patterns to theories or frameworks that explain child development.

Example: Participants may connect the observed motor skill development pattern to the concept of hierarchical development proposed by theorists like Jean Piaget. They may recognize that children progress through stages in a consistent sequence, with each stage building upon earlier ones.

Apply patterns: Provide scenarios or case studies where participants can apply the patterns they identified to make predictions or analyze children's development in real-life situations. Encourage participants to use the patterns to inform their understanding of children's needs and design appropriate learning activities.

Example: Present a case study of a 2-year-old child and ask participants to predict the child's cognitive, social, and emotional development based on the observed patterns and their understanding of child development principles.

Reflect and discuss: Facilitate a reflective discussion where participants share their insights, experiences, and questions related to the observed patterns and their application in understanding child development.
Summarize and reinforce key patterns: Summarize the key patterns and concepts identified throughout the session. Emphasize the relevance of recognizing and understanding patterns in child development for effective teaching, caregiving, and supporting children's growth and learning.

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Collaboration and interaction through structured and purposeful interactions where learners work together to construct meaning, share perspectives, and support each other's learning.

Shared responsibility for learning among participants.

Questioning and discussion to encourage ideas, provide feedback, and engage in critical thinking to deepen understanding.

Scaffolded support to move from current level of understanding to higher levels of comprehension and skill development.

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How to Teach a Concept Attainment Lesson

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Compare and Contrast

Reading for Meaning

Concept Attainment

Mystery

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How to do Direct Instruction - TeachLikeThis

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Inductive Learning

Metaphorical Expression

Pattern Maker

Mind’s Eye

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Discover Number Patterns With Skip Counting

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Context: Teaching Child Development to adult learners.

Create small groups and provide each group with a specific topic related to child development, such as language development or social-emotional milestones.

Instruct each group to collectively research and become experts on their assigned topic, using available resources and materials.

Give each group an opportunity to present their findings and teach the rest of the participants about their assigned topic, using interactive methods like presentations, discussions, or demonstrations.

Encourage active participation from all participants by asking questions, promoting discussions, and allowing for peer feedback and clarification.

Rotate the roles within the groups, so each participant gets a chance to both teach and learn from their peers about different aspects of child development.

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Reciprocal Learning

Decision Making

Jigsaw

Community Circle

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Window Notes

Circle of Knowledge

Do You Hear What I Hear?

Task Rotation

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Ideas on how to integrate UDL principles while using these strategies:

Use varied formats: Present information through visuals, audio, and text to accommodate different learning styles.

Encourage active engagement: Foster discussions and group activities to involve learners and enhance their participation.

Offer diverse expression options: Allow learners to demonstrate understanding through discussions, presentations, visuals, or creating their own examples.

Provide scaffolding: Offer tools like graphic organizers or checklists to support learners in analyzing examples and developing hypotheses.

Ensure inclusivity and accessibility: Consider participants' accessibility needs, providing materials in accessible formats and creating an inclusive learning environment.