21 st Century Skills FDK Model Planning Team Everett Public Schools - - PowerPoint PPT Presentation

21st Century Skills FDK Model Planning Team

Everett Public Schools February 1, 2016

1

Welcome and Entry Task

2

• Enjoy a snack
• Join a table group
• Share feedback from your colleagues

regarding the WA State FDK Guide

• Record and post “big ideas”

Learning Agreements

• Respond to quiet signal
• Take care of personal needs
• Be an active participants open to

learning

• Honor time
• Enjoy the journey

3

TPEP Connections

Early Learning Team Goal:

Understand the Danielson Framework at a deeper level and focus on specific criterion, domains and components in our Professional Development

Criterion 4: Providing clear and intentional focus on subject matter content and curriculum. Domain 1: Planning and preparation Components : 1a: Demonstrate knowledge of content and pedagogy 1c: Setting Instructional outcomes 1d: Demonstrating knowledge of resources 1e: Designing coherent instruction Criterion 8: Exhibiting collaborative and collegial practices focused on improving instructional practice and student learning. Domain 4: Professional responsibilities Components : 4d: Participating in a professional community 4e: Growing and developing professionally

TPEP Goals

Agenda

• Purpose, Roles, Shared

Leadership

• Learning Environment
• Elements of the Day
• Next Steps

6

Purpose

• EPS Strategic Plan
• Purpose
• Roles/Resp.
• Decision Making
• Consensus

Our product will be a working document

7

Shared Leadership

8

Consensus

Proposal /idea presented Clarifying questions; active listening Participants contribute to discussion; ideas valued Consensus voting;

• strong agreement
• can live with it
• struggling with it

Decisions documented; communication to stakeholders

9

Student centered, hands-on learning experiences promoting 21st century skills Deep knowledge

• f child

development Rich learning environments Balanced and aligned curriculum Assessment of and for learning Engaging Interactions and Integrated Content

Washington Learning Standards for Kindergarten

High Quality Instruction Planning and preparation

Family Connections Early Learning Collaboration Whole Child Assessment

Literacy Social Skills Emotional Skills Approaches to Learning Math Science Large Motor Skills Small Motor Skills World Language Physical Education Health Social Studies Communication Skills Arts Social Skills Approaches to Learning Physical Education

Kindergarten is a Transition Year

September-October Looks and feels more like preschool Transition through kindergarten May-June Looks and feels more like 1st grade

Maximize the Benefits

• Beyond adding time to the day/week
• Sustaining gains beyond kindergarten
• Capitalize on the opportunity
• Planning Team
• Clear focus
• Driven by research

Outcomes of High Quality Kindergarten

Increase

• in student time to develop skills and concepts at their own rate
• competence in social, emotional, cognitive, language, literacy and

math skills

• coordination in physical skills
• integration of new ideas, experiences, and concepts
• in student engagement
• in positive self-concept for students

Decrease

• in remediation of foundational skills
• in behavior that disrupts learning
• teacher air time

Think and Jot

Thinking about the outcomes of high quality kindergarten –

• Jot down 5 characteristics you would expect to

find in a FDK classroom

• Share your ideas with your table group

14

Characteristics of High-Quality Programs

• Understanding child development and learning
• Teacher-child-family relationships
• Developmentally appropriate learning environment
• Effective instructional practices
• Supports for students at risk
• Comprehensive standards-based curriculum
• Assessment
• Professional Development

16

Developmentally Appropriate Practice in Action

What It Is

 Create  Move  Attempt to solve his/her own problems  Speak  Make choices  Make their own lines  Write their own books  Learn through experience  Appreciate the process  Ask Questions  Then-figure out the answers  Schedule based on child need

What It Isn’t

 Duplicate  Wait  The teacher solving them  Listening passively  Being told  Coloring inside the teacher’s  Fill in workbooks  Do preplanned crafts  Passively submit  Learn by rote  Than focus on the end product  Being the told the facts  Then told what the answer is  The needs of the adults Based on the philosophy that children are competent and trustworthy, and can make powerful decisions if given the opportunity and practice!

It’s August, Now What?

Time to think about the physical environment…

• The classroom is the 2nd teacher
• Room arrangement is critical
• What are the areas within the room?
• Need unique and dynamic learning spaces for every child to

learn

• Equipment needs to be easily accessible, in a definite location

and clearly labeled

Being Intentional, Starting Day ONE!

“If you have 24 students, you only own 1/25th

• f the wall space.”
• Margaret Mooney

Environment is not just about desk arrangement. It’s about the layout, the spaces, the walls and the feeling

• ne gets when they walk into your environment.

The classroom is

• rganized to provide

settings for large groups, small groups and individuals. The room is arranged so children can self-select materials, plan activities and work independently.

Classroom as the “Second Teacher”

Using the environmental principles and checklist note:

• The strengths of your classroom

environment

• Areas that could be enhanced
• General strengths and gaps within your

school

21

Elements of the Day

The interactive learning style of kindergarten students must be reflected in the structure of the daily schedule. Key elements include:

• A balance of whole‐group, small‐group, and independent activities
• Sedentary components of the day are separated by the more active

elements

• Whole group times limited to 20-30 minutes at a time (at the

beginning of the year much shorter)

• A balance of teacher directed and student initiated activities
• An extended uninterrupted student directed time (plan-do-reflect)
• As the year progresses, kindergarten transitions from looking more

like preschool to looking more like first grade

Elements of the Day Proposal

Question: Should the elements of the day as presented be recommended for inclusion in Everett’s Kindergarten Guide?

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Proposal /idea presented Clarifying questions; active listening Participants contribute to discussion; ideas valued Consensus voting;

• strong agreement
• can live with it
• struggling with it

Decisions documented; communication to stakeholders

consensus

Daily Schedule

Review the daily schedule on page 32

• Identify the differences between the beginning

and end of year

• Discuss the rationale for the changes
• Draft a sample schedule for the beginning and end
• f the year with your table group – include your

rationale

24

Wrap Up

• Reflection forms
• Next meeting – March 1, 2016
• Focus – Continue the components of the

environment

• Share this evening’s information with your team
• Have each kindergarten teacher complete the

classroom environmental principles checklist to be collected at the next meeting Thank you for your time, leadership and thoughtful participation!