Sequencing Content S20

Referring back to your Training Plan worksheet, look at the information in your KNOW and DO columns. Take a moment to decide what order you would teach the knowledge and skills. Number your items, starting with 1 being the first thing you will do.

Below is an example of how the content can be organized. Your ideas may or may not exactly match up, this is OK. Content delivery will be based partly on trainer preference.  For example, you may decide that it is more important for the participants to learn 1, 7, and 8 first and then to teach 2 and 9 concurrently.  The beauty of the sequencing is that it is your choice on the order in which you present the content.

What participants must DO:

2. Identify and locate materials listed on lesson plans
4. Sort materials according to learning centers/areas in the classroom or home environment
6. Assist in placing materials and corresponding labels on shelving in correct centers/areas
9. Describe how materials support specific behavioral characteristics of the preoperational child

What participants must KNOW:

7. The behavioral characteristics of the preoperational child
1. Amount and variety of materials that are appropriate for 3-5 year olds
8. How the behavioral characteristics connect to materials appropriate for 3-5 year olds
3. Which learning centers/areas the materials get placed in and why
5. Types of labels and rationale for using a variety of labels

Examples of Training Outcomes for your Level I training session on learning environments:

By the end of the training session, participants will:

  • Find 3 materials listed in a sample lesson plan from items in storage boxes located on a resource table
  • Make a label that meets the criteria presented during the training session for each selected material
  • Display the 3 materials and labels in the appropriate learning area set up by the trainer
  • Explain to the trainer how one of the materials supports the behavioral characteristics of a 3-5 year old child