Upload
carol
View
35
Download
0
Tags:
Embed Size (px)
DESCRIPTION
Differentiated Instruction in the TK Classroom. Whit Hayslip, Early Childhood Education Consultant Kris Damon, Transitional Kindergarten Coach, Long Beach Unified School District October 16, 2012. Agenda . Welcome : Ernesto Saldaña , State Field Director, Preschool California - PowerPoint PPT Presentation
Citation preview
Differentiated Instruction in the TK Classroom
Whit Hayslip, Early Childhood Education ConsultantKris Damon, Transitional Kindergarten Coach, Long Beach Unified School District
October 16, 2012
2
Agenda
Welcome : Ernesto Saldaña, State Field Director, Preschool California
Transitional Kindergarten Presentation : “Differentiated Instruction in the TK Classroom” – Whit Hayslip, Early Childhood Education Consultant, and Kris Damon, Transitional Kindergarten Coach, Long Beach Unified School District
Q&A- Please email all questions to Araceli Sandoval-Gonzalez: [email protected]
Next Call : November 20, 2012 @ 3:30
Close
3
In order to effectively differentiate instruction in the TK classroom you must hold on to two different ideas at the same
time.
Please email all questions to : [email protected]
5
All children have unique and individual needs.
Idea 2:
Please email all questions to : [email protected]
6Please email all questions to : [email protected]
7Please email all questions to : [email protected]
8Please email all questions to : [email protected]
9
The Essential Questions
What is each child learning?
Please email all questions to : [email protected]
10
The Essential Questions
What is each child learning?
What am I teaching?
Please email all questions to : [email protected]
11
How do we know what to do to meet the needs of each
child? Please email all questions to : [email protected]
14
Teachers make a series of ongoing decisions throughout the program
day
Please email all questions to : [email protected]
15
Key Principles of Learning That Guide Us in Making the Decisions that Differentiate
Instruction
Adapted from : Bredekamp and Copple “Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8” National Association for the Education of Young Children
Please email all questions to : [email protected]
16
Curriculum
Assessment and curriculum are linked
Please email all questions to : [email protected]
18
Curriculum and Assessment: The Ongoing Cycle
1. Collecting and recording facts
Please email all questions to : [email protected]
19
Curriculum and Assessment: The Ongoing Cycle
1. Collecting and recording facts
2. Analyzing and evaluating what you
learned
Please email all questions to : [email protected]
20
Curriculum and Assessment: The Ongoing Cycle
1. Collecting and recording facts
2. Analyzing and evaluating what you
learned
3. Planning for each child and the group
Please email all questions to : [email protected]
21
Curriculum and Assessment: The Ongoing Cycle
1. Collecting and recording facts
2. Analyzing and evaluating what you
learned
3. Planning for each child and the group
4. Reporting on children’s progress
Please email all questions to : [email protected]
22
Curriculum and Assessment: The Ongoing Cycle
1. Collecting and recording facts
2. Analyzing and evaluating what you
learned
3. Planning for each child and the group
4. Reporting on children’s progress
Please email all questions to : [email protected]
Planning for each child and
the group
24
The GroupBig IdeasUnits of StudyThemes/ProjectsAnchor TextsIntentional MessagesStorytellingSinging
Planning for each child and
the group
Please email all questions to : [email protected]
25
The GroupBig IdeasUnits of StudyThemes/ProjectsAnchor TextsIntentional MessagesStorytellingSinging
Each ChildResponsive InteractionsFlexible GroupingCenter-Based Learning
Planning for each child and
the group
Please email all questions to : [email protected]
26
Development occurs in a relatively orderly sequence
Later abilities, skills and knowledge build on those already acquired.
Please email all questions to : [email protected]
27
Development advances when children have opportunities to practice newly acquired skills as
well as when they experience a challenge just beyond the level of their present mastery.
Please email all questions to : [email protected]
28
Children can do things first in a supportive context and then later
independently in a variety of contexts.
Please email all questions to : [email protected]
29
Children can do things first in a supportive context and then later
independently in a variety of contexts.
Teachers provide the “scaffolding” that allows the child to take the next step.
Please email all questions to : [email protected]
30
Children can do things first in a supportive context and then later
independently in a variety of contexts.
Teachers provide the “scaffolding” that allows the child to take the next step.
Learning occurs through “guided participation”. It is a
collaborative process between the teacher and
child.Please email all questions to : [email protected]
31
Development proceeds at varying rates from child to child
and unevenly within different areas of each child’s functioning.
Please email all questions to : [email protected]
32
Individual variation is not only to be expected but also valued
Decisions about adult’s interactions with children should be as individualized as possible.
Please email all questions to : [email protected]
33
Individualizing
We work with groups of children,
children have individual needs.and
Please email all questions to : [email protected]
34
IndividualizedGroup
Instruction
IndividualizedGroup
Instruction
Please email all questions to : [email protected]
35
IndividualizedGroup
Instruction
PersonalizedGroup
Instruction
Please email all questions to : [email protected]
36
Differentiated Instruction
It is the practical application of the philosophy that recognizes, values, and plans for differences in how children develop, the rate at which growth occurs, and the individual life experiences that children bring to the program.
-Diane Dodge
Please email all questions to : [email protected]
37
The better able programs are to meet the needs of the child with
the greatest challenges
Please email all questions to : [email protected]
38
The better able programs are to meet the needs of the child with
the greatest challenges
the better able they are to meet the needs of all children.
Please email all questions to : [email protected]
39
Planning for each child and
the group
The GroupBig IdeasUnits of StudyThemes/ProjectsAnchor TextsIntentional MessagesStorytellingSinging
Each ChildResponsive InteractionsFlexible GroupingCenter-Based Learning
40
Tools for
planning for each child and
the group
Big Idea: Relationships
Unit of Study: My WorldTheme: Off to School
Anchor Text: The Kissing Hand by Audrey Penn
Project Based Activity: Create a class book using connections from the story and personal experience.
Domain Goal/Foundation/Standard
Exploring
Building Applying
English Language Development
Social-Emotional Development
Language & LiteracyMathematicsSocial StudiesScienceArtPhysical Development
KEY VOCABULARYraccoon tickled thoughtfulnuzzled teased warmthkissing gently secretscampered strange
Big Idea: Relationships
Unit of Study: My WorldTheme: Off to School
Anchor Text: The Kissing Hand by Audrey Penn
Project Based Activity: Create a class book using connections from the story and personal experience.
KEY VOCABULARYraccoon tickled thoughtfulnuzzled teased warmthkissing gently secretscampered strange
Domain Goal/Foundation/Standard
Exploring
Building Applying
Language & Literacy
Writing Strategies:1.2 Writes letter or letter-like shapes to represent words or ideas.1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .)Emergent Writing: *DRDP-SRChild shows increasing ability to write using scribbles, symbols, letters, and words to represent meaning
Activity: Activity: Activity:
Big Idea: Relationships
Unit of Study: My WorldTheme: Off to School
Anchor Text: The Kissing Hand by Audrey Penn
Project Based Activity: Create a class book using connections from the story and personal experience.
KEY VOCABULARYraccoon tickled thoughtfulnuzzled teased warmthkissing gently secretscampered strange
Domain Goal/Foundation/Standard
Exploring
Building Applying
Language & Literacy
Writing Strategies:1.2 Writes letter or letter-like shapes to represent words or ideas.1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .)Emergent Writing: *DRDP-SRChild shows increasing ability to write using scribbles, symbols, letters, and words to represent meaning
Activity:• Text: Interactive dialogue
through the text about “Text Features”:
• Words make meaning• Pictures match words• (Write the work “kiss” on the
board. (“When we see the word k-i-s-s, what does that mean? What clues do we get from the story?”)
• Activity: Create your page for the class book:
• discuss/show the various ways that children record their thinking about their activity (i.e. drawing, scribbling, letters, words)
• have pens, pencils, markers, crayons out for students to write/draw about their favorite part/personal connection.
Activity: Activity:
Big Idea: Relationships
Unit of Study: My WorldTheme: Off to School
Anchor Text: The Kissing Hand by Audrey Penn
Project Based Activity: Create a class book using connections from the story and personal experience.
KEY VOCABULARYraccoon tickled thoughtfulnuzzled teased warmthkissing gently secretscampered strange
Domain Goal/Foundation/Standard
Exploring
Building Applying
Language & Literacy
Writing Strategies:1.2 Writes letter or letter-like shapes to represent words or ideas.1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .)Emergent Writing: *DRDP-SRChild shows increasing ability to write using scribbles, symbols, letters, and words to represent meaning
Text: Interactive dialogue through the text about “Text Features”:• words make meaning• pictures match wordsWrite the work “kiss” on the board. (“When we see the word k-i-s-s, what does that mean? What clues do we get from the story?”) Activity: Create your page for the class book:• discuss/show the various
ways that children record their thinking about their activity (i.e. drawing, scribbling, letters, words)
• have pens, pencils, markers, crayons out for students to write/draw about their favorite part/personal connection.
Text: Interactive dialogue through the text around “Text Features”:• pre-selected
vocabulary • co-construct chart
around words in text• Labeling and
describingActivity: Create your page fro the class book:• encourage and
supportstudents to label the elements of their scene (use charts, picture/word cards, word wall)• support the writingprocess by highlighting places in the room or in the book they might find a word
Activity:
Big Idea: Relationships
Unit of Study: My WorldTheme: Off to School
Anchor Text: The Kissing Hand by Audrey Penn
Project Based Activity: Create a class book using connections from the story and personal experience.
KEY VOCABULARYraccoon tickled thoughtfulnuzzled teased warmthkissing gently secretscampered strange
Domain Goal/Foundation/Standard
Exploring
Building Applying
Language & Literacy
Writing Strategies:1.2 Writes letter or letter-like shapes to represent words or ideas.1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .)Emergent Writing: *DRDP-SRChild shows increasing ability to write using scribbles, symbols, letters, and words to represent meaning
Text: Interactive dialogue through the text about “Text Features”:• words make meaning• pictures match wordsWrite the work “kiss” on the board. (“When we see the word k-i-s-s, what does that mean? What clues do we get from the story?”) Activity: Create your page for the class book:• discuss/show the
various ways that children record their thinking about their activity (i.e. drawing, scribbling, letters, words)
• have pens, pencils, markers, crayons out for students to write/draw about their favorite part/personal connection.
Text: Interactive dialogue through the text around “Text Features”:• pre-selected
vocabulary • co-construct chart
around words in text
• Labeling and describing
Activity: Create your page for the class book:• encourage and
supportstudents to label the elements of their scene (use charts, picture/word cards, word wall)
Text: Interactive modeling through the text around “Text Features”: • sentence building• sentence structure• sense of story Activity: Create your page for the class book:• encourage students towrite and expand on words to create simple sentences about their connections• have students tell
whatthey want to say and provide scaffold support as they write• teacher charts words,
labels, and sentences that describe their connections
Planning for Experiential OpportunitiesMonday Tuesday Wednesday Thursday Friday
Anchor TextKey Vocabulary:GesturesSignalsSongsChantsVisual CuesTransitions:MovementMusicSongsChantsPatternsCenter-based Learning:Dramatic PlayArtConstructionDiscoveryPuzzles/GamesManipulativesHome/School Connection:
47
Tips to Consider in Planning
48
Tips to Consider in Planning
Bring out the guides!
Please email all questions to : [email protected]
49
Bring out the guides! Organize and integrate curricula
around Big Ideas, Units of Study, and Themes
Tips to Consider in Planning
Please email all questions to : [email protected]
50
Bring out the guides! Organize and integrate curricula
around Big Ideas, Units of Study, and Themes
Select anchor texts and key vocabulary to support the Big Ideas
Tips to Consider in Planning
Please email all questions to : [email protected]
51
Bring out the guides! Organize and integrate curricula around
Big Ideas, Units of Study, and Themes Select anchor texts and key vocabulary to
support the Big Ideas Find opportunities to engage all learners
through direct instruction, project-based, and center-based activities
Tips to Consider in Planning
Please email all questions to : [email protected]
52
Bring out the guides! Organize and integrate curricula around Big Ideas,
Units of Study, and Themes Select anchor texts and key vocabulary to support
the Big Ideas Find opportunities to engage all learners through
direct instruction, project-based, and center-based activities
Develop an integrated plan that includes development of physical, social, and cognitive domains and also includes multiple standards
Tips to Consider in Planning
Please email all questions to : [email protected]
Bring out the guides! Organize and integrate curricula around Big Ideas,
Units of Study, and Themes Select anchor texts and key vocabulary to support
the Big Ideas Find opportunities to engage all learners through
direct instruction, project-based, and center-based activities
Develop an integrated plan that includes development of physical, social, and cognitive domains and also includes multiple standards
Design a comprehensive instructional plan that leads to a rich lesson plan for a wide range of children.
Tips to Consider in Planning
54
We must support one another in improving our ability to meet
diverse needs of all of our children.
Meet, reflect, plan and work together.
No one can do it alone!
Please email all questions to : [email protected]
55
Support One Another
56
Planning for each child and
the group
The GroupBig IdeasUnits of StudyThemes/ProjectsAnchor TextsIntentional MessagesStorytellingSinging
Each ChildResponsive InteractionsFlexible GroupingCenter-Based Learning
Questions and Answers