Academic Language

Academic Language in Early Childhood Education consists primarily of vocabulary used to establish and build content understanding. Academic language allows for students to engage in content areas in the most meaningful ways and gain conceptual understanding of various disciplines. As children progress, the will build on the language demands of vocabulary to include language functions, syntax and discourse. Academic vocabulary used across disciplines  is modeled by Bloom's Taxonomy, and can help teachers scaffold lessons to build further conceptual understanding and procedural fluency. I have included a graphic representing Bloom's Taxonomy and associated verbs of learning engagement below, as well as a link to the source at the bottom of this entry.



My primary questions regarding academic language are based around building by own use of academic vocabulary and incorporating more use of Bloom's Taxonomy in intentional teaching. To build my understanding and ability, I can use resources such as the ERIC database, which holds extensive information regarding the use, function, and benefit of academic language in Early Childhood classrooms and environments.

https://www.teachthought.com/learning/what-is-blooms-taxonomy-a-definition-for-teachers/

In addition to the link to an article discussing Bloom's Taxonomy, here is a link to the ERIC database as mentioned above, as well as additional resources on academic language and vocabulary.

https://eric.ed.gov/?id=EJ1105406

https://www.researchconnections.org/childcare/resources/32999

https://www.theedadvocate.org/academic-language-connection-school-success/

Ensuring Effective Teaching and Learning

Effective teaching and learning go hand-in-hand, as demonstrated by the process of edTPA, which is designed to optimize learning through intentional strategies and engagement opportunities for all learners. By planning, teaching, and assessing in an intentional manner, instructing becomes a learning process, providing educators with both experience and evidence in effective practice. In other words, this cycle helps teachers know what works.
Planning lessons with the needs of the student in mind can allow for more effective instruction, as the lesson is more tailored to the individual needs of the learner. Assessment is used to prove that the plan for instruction, as well as the instruction itself, is effective for the learner. As this process is implemented by educators, learning is taking place. Educators are learning more creative ways to connect with students, learning ways to apply research-based strategies, and learning more about creating a positive and enriching classroom atmosphere. The effective teaching and learning cycle truly creates an unending opportunity for educators to improve their practices, and grow in the field of education.
Looking back on my action plan, I set the goal for myself of rereading both the edTPA Handbook and the URLP Document before January 31. I have completed my reread of the URLP document, but have not yet begun my second reading of the edTPA Handbook. I will begin that as soon as possible, to maintain my personal goals.