high quality preschool and kindergarten (3) creating a curriculum and then adapting it to ......
TRANSCRIPT
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HIGH QUALITY PRESCHOOL AND KINDERGARTEN TEACHING AND LEARNING ENVIRONMENTS
Mandy Stanley, EI/ECSE Specialist, ODE
Kara Williams, PreK-3rd Grade Coordinator, ODE
Outcomes
After this session, participants will be able to:
• Identify the elements of high quality learning environments for preschool and kindergarten
• Describe how Oregon’s Early Learning and Kindergarten Guidelines can be used to inform curriculum, instruction, assessment, and family engagement efforts
• Employ strategies that support approaches to learning and social-emotional development
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Learning Environments
• Classroom and outdoor environment
• Structure of the day
• Interactions
• Teachers as facilitators
A New Perspective on the Full-Day Kindergarten Schedule
Purposeful play
Building community
Making friends
Predictable routines
Increasing stamina
September June
Academic skills
Explicitfocus
requiring classroom
time
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Play in the Kindergarten Classroom
Miller & Almon, 2009, p. 12
“In a healthy kindergarten, play does not mean ‘anything goes’. It does not deteriorate into chaos.”
Universal Design
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UDL Is Based On Three Principles7
• Principle 1: Provide multiple means of representation –giving children multiple ways of acquiring information and knowledge. (The “what” of learning)
• Principle 2: Provide multiple means of action and expression – providing children with alternatives for demonstrating what they know. (The “how” of learning)
• Principle 3: Provide multiple means of engagement –tappping into children’s interests, offer appropriate challenges, and increase motivation. (The “why” of learning)
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National Center on Universal Design for Learning http://www.udlcenter.org
Universal design learning “suggests that insteadof creating a curriculum and then adapting it tomeet the needs of individual children in theprogram, it is better to start off with aninstructional design which provides learners witha variety of ways to access and processinformation and demonstrate what they havelearned.” (Blagojevic, Twomey, & Labas, 2002)
Shifting Our Gears Around Instruction
From one approach to learning to looking at a variety of approaches to learning
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Leaving comfort zone
Changing staff’s philosophies and practices
Lack of experience with multiple strategies
Lack of resources
Adjustment to Changes for
children, families, & staff
Challenges of UDL
Activity
• In groups please discuss challenges you have come across or foresee with UDL?
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Critical Thinking & Choice
Communication & Collaboration
Creativity, Confidence & Community
UDL REQUIRES, FOSTERS and RESULTS IN:
Development in All Domains
More Supportive Learning Experience
Equitable for All Children
UDL, FOSTERS and RESULTS IN:
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Curriculum, Instruction, Assessment
Curriculum
AssessmentInstruction
Learning Standards
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Curriculum
Quality curriculum is:
• Aligned with learning standards
• Designed to help children acquire key concepts
• Comprehensive
• Cohesive
• Skillfully applied
InstructionQuality instruction includes:
• Developmentally, culturally, and linguistically appropriate practices
• Varied learning experiences and contexts
• Instructional strategies that meet learning goals and include a variety of teacher-guided and child-directed experiences
• Rich communication and language experiences (teacher to student, student to student, student to teacher)
• Positive guidance and approaches to learning
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Assessment
Quality Assessment is:
• Aligned with learning standards
• Purposeful
• Valid and reliable
• Systematic
• Embedded with teaching and curriculum
Formative Assessment
• The goal of formative assessment is to monitor student learning.
• It helps us identify a student’s/child’s strengths and areas where skill building needs to occur.
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Activity
In groups please complete the following
1. List formative assessments your classrooms your teachers are using?
2. Discuss and write down how teachers are using formative assessments?
3. List formative assessments your educational partners are using?
4. Discuss and write down how your partners use formative assessments to collaborate with classroom staff?
Family Engagement
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Foundational Recommended Practices
Child
Key Principles1. Inviting families to participate
2. Two-Way communication• Multiple means-language preference-timely and continuous
3. Reciprocal• Seeking information (child, family & community)-Shared resources
4. Learning beyond the classroom• Home-community
5. Active participation• Decision making/goalsetting
6. Implementation of a program-level system for family engagement• Program institutionalizes family engagement through policies.
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Approaches to Learning and Social-Emotional Development
Every Opportunity
Atlanta Speech School.org
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Approaches to Learning
•Emotional and Behavioral Regulation
•Cognitive Self-Regulation
• Initiative and Curiosity
•Creativity
Social-Emotional Development
•Senses of Identify and Belonging
•Emotional Functioning
•Relationships with a Trusted Adult
•Relationships with Other Children
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Strategies to Support Social-Emotional Development
1. Why ? 2. When?
3. What? 4. How?
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Positive Behavior Intervention and Supports (PBIS)
Reflection
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Resources• Center for applied science technology (CAST)
– http://www.cast.org/our-work/about-udl.html#.VfSGlfluMgu
• Council for Exceptional Children– http://cec.sped.org
• Frank Porter Graham Institute– http://npdci.fpg.unc.edu/universal-design-ud-universal-design-learning-udl
• Resources for Early Childhood: Online resource for Ohio educators.
– http://rec.ohiorc.org/orc_documents/orc/recv2/briefs/pdf/0018.pdf
• The Center on the Social and Emotional Foundations for Early Learning-Vanderbilt University
– http://vanderbilt.edu/csfel
Blagojevic, B., D. Twomey, & L. Labas. 2002. Universal design for learning: From the start. Orono, ME: University of Maine.
Online: www.ccids.umaine.edu/facts/facts6/udl.htm
Story, M.F., J.L. Mueller, & R.L. Mace. 1998. Introduction in the universal design file: Designing for people of all ages and abilities.
Online: www. ncsu.edu/www/ncsu/design/sod5/cud/pubs_pdocs/udffile/intro.pdf
Conn-Powers M., Frazeur Cross A., Krider Traub E. & Hutter-Pishgahi L. 2006. The Universal design of early education moving forward for all children.
Online: http://www.naeyc.org/files/yc/file/200609/ConnPowersBTJ.pdf
National Center on Universal Design for Learning Online: http://www.udlcenter.org/
Dinnebeil L., Boat M., & Bae Y. (2013) Integrating principles of universal design into the early childhood curriculum. Dimensions of early childhood, Vol. 41, No.1
References
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Contacts
Mandy Stanley
EI/ECSE Specialist, ODE
Kara Williams
PreK-3rd Grade Coordinator