LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Foundational Ideas Module How Can the Principles of Learning Help Preschoolers

LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh

Foundational Ideas Module

How Can the Principles of Learning Help Preschoolers Get Smarter?

LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh 2

Intended Learning

• To introduce the Principles of Learning as a way to support rigorous implementation of high quality early childhood programs.

• To study examples of how the Principles of Learning support young children to develop good habits of speaking and listening.


Principles of Learning

• Organizing for Effort• Clear Expectations• Fair and Credible Evaluation• Recognition of Accomplishment • Academic Rigor in a Thinking Curriculum• Accountable Talk® Practices• Socializing Intelligence• Self-Management of Learning• Learning as Apprenticeship

Accountable Talk® is a registered trademark of the University of Pittsburgh


Today’s Focus

• Accountable Talk® Practices

• Clear Expectations

• Academic Rigor in a Thinking Curriculum

• Socializing Intelligence


Accountable Talk® Practices


Accountable Talk Features and Indicators

Accountability to the Learning Community• Actively participate in classroom talk.• Listen attentively.• Build on each others’ ideas.• Clarify ideas.

Accountability to Knowledge• Back up ideas by providing examples from books and real life.• Use specific and accurate language.• Work hard to “get it right.”

Accountability to Rigorous Thinking• Question and wonder.• Explain the thinking behind ideas.• Ask others to explain the thinking behind their ideas.


Studying Accountable Talk Practices

Title: Water Talk

Teachers: Claire Dougherty, TeacherYvonne Girela-Derrick, AssistantSiham Tadros, Assistant

Grade: Preschool

School: PS 295

Principal: Tina Volpe

District: New York City

Date: 5/00


Norms for Discussing a Video Clip

Goal of all professional conversations: to advance our own learning, not “fix” the practice of others

•Facilitator chooses lens for study.•Agree to read/watch through the designated lens.•Cite specific examples from text or video.•Build on others’ ideas.•Use language that is respectful of those in video and in group.



Task: Discussion Questions

1. In what ways are these children supported to be accountable to the learning community?

2. How is the children’s learning supported by Accountable Talk practices?

Take notes so you can refer to specific language the teacher and children use.


Summary Points: Studying Accountable Talk Practices

In what ways are these children supported to be accountable to the learning community?

The teacher works to include all children. • “Any other ideas?”• “Christopher, did you use water at all today?” • Bilingual teachers assist Spanish-speaker to share ideas.• “[Let’s hear] from someone who I don’t think that had a

chance.”

The teacher prompts children to elaborate and build on each others’ ideas

• “What other uses do you have for that water that comes out of the hose?”

• “Any other ideas why a dog might need water?”



Title: Crickets

Teacher: Melissa Ramirez

Grade: Preschool

School: Ysleta Pre-K Center

Principal: Celia Salazar

District: Ysleta Independent School District, El Paso, Texas

Date: 5/00



In what ways are these children being supported to be accountable to knowledge?

• The teacher helps Christina use specific and accurate knowledge by providing the correct term for a body part: “abdomen.”

• Both children referred to knowledge from a prior discussion and retrieved the storybook to demonstrate the cricket sound.



How is the children’s learning supported by Accountable Talk discourse?

•Their thinking is made explicit by putting it into words.•Their thinking is made sharper by elaborating and clarifying their words.•Their learning is advanced by hearing and reflecting on the other children’s ideas.


Clear Expectations


Clear Expectations

1. Expectations for participation in learning activities and classroom routines are made clear to children.

2. Children can name these guidelines and can describe the steps for participating in classroom routines.

3. Children can say whether they are following the guidelines and routines.

4. Families are informed about the goal for children to become increasingly independent during the preschool year.


Studying Clear Expectations

Title: Alex’s Spill

Teacher: Kathy Keller

Grade: Preschool

School: Shady Lane SchoolPittsburgh, PA

Director: Ann Loney

Date: 5/00


Studying Clear Expectations

Questions:

What evidence do you see that children know the expectations for snack time?

How is the children’s learning supported by Clear Expectations?


Summary Points: Evidence of Clear Expectations

1. What evidence do you see that children know the expectations for snack time?

• The children know what kind of language to use at the snack table - “Please pass the water.”

• The children collectively explain what steps to follow in response to the snack accident - “Get a paper towel.” “And clean it up.”

• Alex knows exactly what steps to take and is able to carry these out independently - “I spilled and I have to clean it up.”

• The teacher’s role is minimal - “What do we do when we spill the juice?”


2. How is the children’s learning supported by Clear Expectations?

• Sense of independence and self-efficacy• Increased ability to cooperate with peers• Enables educators to focus on other goals

Summary Points: Evidence of Clear Expectations


Academic Rigor in a Thinking Curriculum


Academic Rigor in a Thinking Curriculum

Commitment to a knowledge core• Curriculum builds skills and concepts over time

• Teaching and assessment focus on mastery of core skills and concepts

High thinking demand• Raise questions and solve problems

• Learning opportunities in every area of the curriculum require children to “think hard”

• Extended projects

• Explain and back up ideas

• Children reflect on their own learning

Active use of knowledge• Make hypotheses and test them

• Apply prior knowledge

• Answer “why” and “how” questions while reading, during special learning activities, and during day-to-day experiences


Studying Academic Rigor

Titles: Philip Talks about the OrchestraPhilip Wonders about Sheet Music

Visitor: Jerlean Daniel

Grade: Preschool

District: Shady Lane SchoolPittsburgh, PA

Year: 5/00


Studying Academic Rigor

Questions:

1. In what ways is this child engaging with rigorous content?

2. In what ways is this child actively engaged in learning?

3. How is children’s learning supported by Academic Rigor?


Summary Points: Academic Rigor

1. In what ways is Philip engaging with rigorous content?• The field trip and subsequent learning

opportunities are organized around content that is challenging and unfamiliar to most preschoolers.

• Philip’s vocabulary is specific and accurate.

• He demonstrates that he has learned many new words and how these words relate to each other.



2. In what ways is Philip actively engaged in learning?

• Philip explains how the orchestra is organized and how it functions.

• He uses many symbolic systems– language, a picture, and gestures– to express his understanding.

• He raises a question about how the orchestra functions, and solves his problem by seeking information from a knowledgeable adult.



How is children’s learning supported by Academic Rigor?

• A rich store of content knowledge is built.

• The more you know, the more you are able to learn.


Socializing Intelligence


Socializing Intelligence

1. Each child believes that he/she has a right and obligation to understand and make sense of the world.

2. Children expect to actively to analyze problems, ask questions, get information.

3. Children know how and when to get help.


Applying Socializing Intelligence

Question:In what ways is this the principle of Socializing Intelligence

evident in the conversation between Philip and the visiting teacher?


Evidence of Socializing Intelligence:Philip Talks about the Orchestra

• Philip expects to understand how the orchestra is organized and how it functions.

• He knew when there was an aspect of the performance that was confusing to him, and he knew that he had theintelligence to understand it and the right to ask for help.

• The teacher asks questions that convey her confidence that Philip is capable of understanding how the orchestra works.

• The teacher responds to Philip’s question by directing him to information that might help him resolve it on his own, rather than “giving away” the answer.


Principles of Learning

• Organizing for Effort

• Clear Expectations

• Fair and Credible Evaluation

• Recognition of Accomplishment

• Academic Rigor in a Thinking Curriculum

• Accountable Talk® Practices

• Socializing Intelligence

• Self-Management of Learning

• Learning as Apprenticeship


In Closing

The Principles of Learning support the implementation of rigorous and joyful preschool programs.

Documents

LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Foundational Ideas Module How Can the Principles of Learning Help Preschoolers