SEIZE THE OPPORTUNITY - Region 9 Head Start Association€¦ · THE CHALLENGE: The Coronavirus has closed most Head Start centers in Region 9. Many of us feel anxious, uncertain,

SEIZE THE OPPORTUNITY:NOW IS THE TIME TO PROVIDE REMOTE

PROFESSIONAL DEVELOPMENT FOR YOUR TEACHERS

REGION 9 HEAD START ASSOCIATION

JOHN GUNNARSONConsultant, Early Care and Education

[email protected]

THE CHALLENGE:

The Coronavirus has closed most Head Start centers in Region 9.

Many of us feel anxious, uncertain, unable to control our future.

Teachers are working at home, receiving pay.

The quality of our programs varies.

Our CLASS® Concept Development scores could improve.

We never have enough time for professional development.

MEET THIS CHALLENGE!TURN YOUR LEMONS INTO LEMONADE.

This webinar will provide you with strategies to…

Provide sustained remote professional development that meets the needs of your specific program.

Use existing online platforms.

Format your remote professional development with an engaging, interactive structure.

CONSIDERATIONS

Assess your staff:

- Motivation

- Commitment

- Diversity of technology tools:

➢Access to computer and to internet

➢Access to smartphone

➢Access to landline

Expectations

Scheduling: one hour per day online;

Additional time reading, planning.

PLATFORMS FOR REMOTE PROFESSIONAL DEVELOPMENT

Zoom.us - meetings, video webinar, conference rooms

Whereby.com - video meeting, up to 50 in one call

GoToMeetings.com

Hangouts.google.com

Skype.com

[Continued.com]

UPGRADES BEYOND YOUR LAPTOP

Mic: Snowball Mic, $40-$50

Blue Yeti USB Mic, $130

Camera: Logitech SteamCam, $60-$200

Lighting: Bower Flexible 24-inch LED Ring Light, $30-$60

A STRUCTURE FOR REMOTE PROFESSIONAL DEVELOPMENT

Check-in → Build a caring community

Focus

Framework

Curated readings

Scenarios

Video Clips

Next steps

REMOTE PROFESSIONAL DEVELOPMENT

CHECK-IN → BUILD A CARING COMMUNITY

One word/one sentence check-in

One minute check-in

Open-ended check-in

Check-in with a prompting question on Coronavirus?

- What is one strategy you are using to stay positive?

- How is “shelter-in-place” affecting you and your family?

- What is one thing that you are missing because of “shelter-in-place?”


CHECK-IN → BUILD A CARING COMMUNITY

Check-in with a prompting question on the training topic:

- What is one roadblock or problem you’ve had with trying to help children develop their thinking?

- We have been using CLASS® for four years. What is one positive outcome that you have seen?

- Why is it hard for all of us to implement the CLASS® Analysis and Reasoning behavioral markers?



Focus

Framework

Curated readings

Scenarios

Video Clips

Next steps


FOCUS

Select one focus for in-depth professional development: “less is more.”

Behavior Management

CLASS® Concept Development: Analysis and Reasoning, Creating,

Integration, Connections to the Real World

Creative Curriculum Studies

Project Approach

Early Math: Number Sense, Algebra and Functions. Measurement,

Geometry, Mathematical Reasoning

Language and Literacy: Language Use and Conventions, Vocabulary,

Concepts About Print, Phonological Awareness, Alphabetics and Word/Print Recognition, Literacy Interest and Response, Writing Strategies


EXAMPLE: FOCUS ON CLASS®

Concept Development

March 30-April 3: Analysis and Reasoning

April 6-10: Creating

April 13-17: Integration

April 20-24: Connections to the Real World

Quality of Feedback

April 27-May 1: Scaffolding

May 4-8: Feedback Loops

May 11-15: Prompting Though Processes



Focus

Framework

Curated readings

Scenarios

Video Clips

Next steps


FRAMEWORK

Provide a framework to address the topic both for remote professional development and for classroom implementation.

Framework should be specific to your focus.

Framework should be concrete.

Framework should break the focus into understandable chunks.

Framework for CLASS® Analysis and Reasoning

Asking why and how questions.

Problem-solving

Classification and comparison

Prediction and experimentation

Evaluation


FRAMEWORK FOR CLASS®

Develop a full understanding of the behavior markers.

How can we intentionally plan how to implement each behavior marker during…

- storybook reading

- teacher-planned small group time activities

- meal times?

How can we develop “on-the-spot” strategies for using each behavioral marker?


FRAMEWORK FOR CLASS® ANALYSIS AND REASONING

Develop a full understanding of the Problem Solving.

How can we intentionally plan how to use Problem Solving during…

- a storybook reading of Brown Bear, Brown Bear?

- teacher-planned small group time activities?

- meal times?

How can we develop “on-the-spot” strategies for using Problem Solving?

Questions?



Focus

Framework

Curated readings

Scenarios

Video Clips


CURATED READINGS

Provide participants with a paragraph, a page, or an article to read and discuss, either…

- on their own, in advance of the online session, or

- online, embedded in the online session.

Assess the reading skills of your teachers:

- comprehension and vocabulary

- reading skills in English versus reading skills in home language.

Develop discussion questions based on the curated reading.


CURATED READINGS: ANALYSIS AND REASONING

“During a book reading, the teacher focuses on facts in a traditional recall format, asking students questions such as ‘What animal was in this story?’ ‘What is the lion’s name?’ or ‘What letter does lion begin with?’ The teacher does not solicit ideas focused on analysis and reasoning from the students, such as asking why something may have happened in the story or what might happen next. Instead, the teacher is solely focused on the students’ ability to recall facts from the story.

During circle time, the teacher may ask the students whether it is raining but does not elaborate about what happens when it rains or what you might need to wear if it is raining---he is merely asking for a yes or no response. He may ask students how many more boys than girls are in the class or what day comes after Monday, but he does not ask these questions in the context of a discussion in which he expects the answers to be anything more than rote.” CLASS Pre-K Manual, 2008, p 63

What are your reflections on this classroom and teacher?

What are the children learning?

Why is this problematic?

Is rote learning good or bad? Why?

What could you do differently?


CURATED READINGS: ANALYSIS AND REASONING

“…the teacher may ask students to make a picture using three different colors of paint and to see how many different colors they can make from the three paints provided. The teacher does not simply give this task to the students and walk away but instead stays with them and encourages them to talk and think about the process by asking questions or pushing them to experiment in different ways…

… a teacher working at the corn table with students using cups of different shapes and sizes might say, ‘I wonder how many of the green cups would fit in the red cup?’ or ‘Hmm, how can you tell which one of these is bigger? The students may then work independently, but they have a framework for using the corn table as a learning opportunity rather than just for pouring corn back and forth between two cups.” CLASS Pre-K Manual, 2008, p 67

What are your reflections on this classroom and teacher?


When you facilitate the painting activity, what questions and statements might you make?

How should we choose what we put in to our sand and water table?

How can we facilitate children’s thinking when they are at our sand and water table?



Focus

Framework

Curated readings

Scenarios

Video Clips

Next steps


SCENARIOS FOR CLASS® ANALYSIS AND REASONING

Scenarios are concrete examples that apply directly to the curriculum or everyday activities in a Head Start or EHS classroom.

Appropriate scenarios include…- Case studies- Classroom photos as provocations- Storybooks- Curriculum ideas- Documentation

Scenarios always include questions that encourage reflection and problem solving.



The teacher puts on a short puppet show with two puppets who fight over a truck; then they decide to take turns. “Was this a good solution? This is how we should solve our problems with our friends instead of fighting.”

What are your reflections about how this adult is teaching problem-solving skills to her children?





The teacher puts on a short puppet show with two puppets who fight over a truck. “How could the puppets solve their problem? [A child suggests that the two puppets share.] How do you think that solution would work? Why might it work? Why might it not work? What’s another possible solution?”

Gunnarson, John (2018) Analysis and Reasoning

What are your reflections about how this adult is teaching problem-solving skills to her children?




SCENARIOS USING STORYBOOKS: ANALYSIS AND REASONING

After reading The Three Little Pigs, what problem-solving questions could you present to your children?

Instead of blowing down their houses, what could the wolf have done to get the pigs?

Is the wolf “bad” for wanting to eat the pigs? What could he have done instead?


SCENARIOS USING STORYBOOKS: ANALYSIS AND REASONING

After reading The Hungry Catterpilla, what problem-solving questions could you present to your children?


SCENARIOS USING FINGERPLAYS: ANALYSIS AND REASONING

After singing Twinkle, Twinkle Little Star:

If I wanted to visit a star, how could I get there?[Children will probably answer, “In a rocketship.”]

If I have to invent something new that’s different from a rocketship, what could I invent to get to a star?


SCENARIOS USING FINGERPLAYS: ANALYSIS AND REASONING

After singing The Wheels on the Bus, what problem-solving questions could you ask your children?

ANALYSIS AND REASONING: PROBLEM SOLVING SCENARIO

What problem-solving question could I ask?

ANALYSIS AND REASONING: PROBLEM SOLVINGN SCENARIO

What problem-solving question could I ask?

ANALYSIS AND REASONING: PROBLEM SOLVING SCENARIO

WHAT’S WRONG WITH THIS CONVERSATION?

Teacher: What color are the leaves?

Child: Green! ..and red. I see yellow, too!

Teacher: Are the leaves big or small?

Child: Small. Some are medium.

Teacher: Are any of the leaves big?

Child: No. Nope, none of them are big.

Teacher: Where do the leaves come from?

Child: The tree! A flower. The store.

Teacher: What letter does “leaf” start with?

Child: I dunno. It starts with a little itty-bitty bud on the branch.

Teacher: “Leaf” starts with an L. Can everyone say “L”?

All children: “L”

Child: Can I go outside now?

Questions?



Focus

Framework

Curated readings

Scenarios

Video Clips

Next steps


VIDEO CLIPS

Head Start ECLKC video clips: https://eclkc.ohs.acf.hhs.gov/professional-

development/article/15-minute-service-suites

CLASS® video library: https://teachstone.com/support/using-myteachstone/

High Scope video clips: https://vimeo.com/highscope

- “Presenting the New Ms. Spears”

Teaching Channel videos: https://learn.teachingchannel.com/videos

- “Hypothesizing About Bugs”

Videatives Video Clips for Early Education and Child Development: https://videatives.com/

https://eclkc.ohs.acf.hhs.gov/professional-development/article/15-minute-service-suites

https://teachstone.com/support/using-myteachstone/

https://vimeo.com/highscope

https://learn.teachingchannel.com/videos

https://videatives.com/


CONTRASTING VIDEO CLIPS ON BUGS

(1)“Exploring Roly Rolys” - https://eclkc.ohs.acf.hhs.gov/video/exploring-roly-polys

(2) “Hypothesizing About Bugs:” - https://vimeo.com/123250403 or

https://www.bing.com/videos/search?q=hypothesizingt+about+bugs&&view=detail&mid=9CB5141245EB801291B39CB5141245EB801291B3&&FORM=VRDGAR&ru=%2Fvideos%2Fsearch%3Fq%3Dhypothesizingt%2Babout%2Bbugs%26FORM%3DHDRSC3

What are the children learning in this video clip?

What teaching strategies are being used by the teacher?

How could this activity be strengthened further?

Which of these skills can you develop into your teaching repertoire? How?

https://eclkc.ohs.acf.hhs.gov/video/exploring-roly-polys

https://vimeo.com/123250403

https://www.bing.com/videos/search?q=hypothesizingt+about+bugs&&view=detail&mid=9CB5141245EB801291B39CB5141245EB801291B3&&FORM=VRDGAR&ru=%2Fvideos%2Fsearch%3Fq%3Dhypothesizingt%2Babout%2Bbugs%26FORM%3DHDRSC3


VIDEO CLIPS

Before showing a video clip, give each participant a role and a lens.

- Observe and pay attention to the teacher, what she does and what she says.

- Observe and pay attention to the children, how they respond to the teacher and

to the activity.

- Observe and pay attention to the materials, how they support or limit the

children’s play?

Each participant shares what she observed.

View the video again to observe specific interaction strategies.

Discuss how each of us can develop and use a specific interaction strategy.



Focus

Framework

Curated readings

Scenarios

Video Clips

Next steps


NEXT STEPS

Close with participants sharing what was meaningful from today’s session or what content they can apply to their teaching once they return to the classroom.

To avoid the “train-and-forget” syndrome, provide one or more “next steps” to continue the professional development. Some options:

Read an article online and be prepared to respond to specific discussion questions during our online professional development tomorrow.

Talk on the phone or online with your co-teacher. Develop a lesson plan that includes the strategies presented today.

Take a children’s book that you have at home. Develop strategies to expand on this book using the strategies discussed today.


CREATIVE CURRICULUM STUDIES: FRAMEWORK

Beginning the Study:Step 1: Select an appropriate topic. Choose a topic for a study that you believe will hold the children’s interest and has meaningful content worth knowing.

Step 2: Create a web of important ideas.

Step 3: Determine how content knowledge and process skills can be learned through this study.

Step 4: Discuss the topic with children. Find out what understandings children already have. Ask children what they want to know about the topic and make a list of their questions.

Step 5: Inform families of the proposed study topic.

Investigating the Topic:Step 6: Use a planning form to organize materials and plan activities.

Step 7: Assemble relevant materials and resources.

Step 8: Facilitate investigations. Divide children into small groups to investigate particular research questions. Bring the groups back together to share findings and give each other ideas. Strategies for investigating the Study topic include:

•Field studies•Visiting Experts•Classroom investigations

Step 9: Document findings.

Concluding the Study:Step 10: Plan a special event to end the study

Adapted from: Dodge, Diane Trister, Colker, Laura J., and Heroman, Cate, (2002) The Creative Curriculum for Preschool, fourth edition, Washington, D.C.: Teaching Strategies, Inc.


CREATIVE CURRICULUM STUDIES: CURATED READINGS

Creative Curriculum for Preschool Teaching Guide: Clothes Study Investigation 1: What are the features of clothes?

Investigation 2: How do we take care of our clothes?

Investigation 3: How do people make clothes?

Investigation 4: How is cloth made?

Investigation 5: Where do we get our clothes?

Investigation 6: What special clothes do people wear for work?

Investigation 7: What other special clothes do people wear?

- How can we facilitate our children to investigation each question in-depth?

- What resources do we have in our immediate environment that will help our children to answer this question?

- How will our Clothes Study be different from a theme unit on clothes?


CREATIVE CURRICULUM STUDIES: SCENARIOS

Case studies of Studies and projects:

Project Approach website: Dog Project, Chair Project, A Study of Bones, Project Katrina, Bugs Project, School Bus Project, Lunch Project http://projectapproach.org/project-examples/pre-k-

kindergarten/

Kohl Children’s Museum Projects of Chicagoland: Aquarium, Bakery, Babies, Beauty Salon, Clothing, Tools, How to Make Tortillas, Worms https://www.kohlchildrensmuseum.org/wp-

content/uploads/2019/07/Projects-of-Chicagoland.pdf

Case Studies from books on Studies and the Project Approach:

Engaging Children’s Minds: The Project Approach – Lilian Katz

The Hundred Languages of Children – Carolyn Edwards, Lella Gandini, George Foreman

The Project Approach: Making Curriculum Come Alive – Sylvia Chard

Young Investigators: The Project Approach in the Early Years – Judy Harris Helm and Lilian Katz

http://projectapproach.org/project-examples/pre-k-kindergarten/

https://www.kohlchildrensmuseum.org/wp-content/uploads/2019/07/Projects-of-Chicagoland.pdf


POSITIVE BEHAVIOR MANAGEMENT: FRAMEWORK

Options for Responding to Behavior Problems:

Ignore: Pay no attention to what the child is doing.

Restructure the environment: Make changes to the environment or to the routine to eliminate the problem.

Direct the behavior: Tell the child what to do.

Offer choices: Provide two choices for the child to choose from.

Problem-solve


POSITIVE BEHAVIOR MANAGEMENT: CURATED READINGS

Problem Solving with Three-to-Five Year OldsAdults can call a child’s attention to different ways children get what they want. Children grab, wait, ask, trade, and occasionally problem solve. Sometimes one way is successful, sometimes it is not. When discussing consequences, adults need to point out for children both “good” actions and “bad” actions.

Andre and his teacher are sitting in the Block Area, watching other children who are using the blocks. The teacher comments to Andre, “Ama is watching Jose play with an ambulance. She looks like she wants to play with it. She just offered Jose a dump truck. She is trading. Now he can use the ambulance.”

Most three and four year olds can learn to negotiate. To teach these children, adults need to determine what prerequisite skills and what experiences in making decisions the child has, then introduce the problem solving concept and provide the opportunity to practice.

Introducing the Problem Solving Process: When children have the needed skills and some experience making decisions, they are ready to begin solving problems themselves. The process can be introduced by modeling appropriate behavior and by reading books that illustrate looking for alternatives before acting.

Modeling problem solving: This is usually the most effective way to introduce the process. Modeling involves both using the process to solve problems and explaining what you are doing. The modeling can be with another adult, an older child, or the child himself.

Reading books: Stories of all kinds can be used to introduce the concepts of problem solving. Some books present a specific problem that needs to be solved. Other books can be adapted by the adult to provide a problem for the child to identify, alternatives to solve the problem, and the consequences of those ideas. For example:

When reading Brown Bear, Brown Bear, What Do You See? - Stop on any page and say that Brown Bear sees that a baby bird has fallen out of red bird’s nest. What should Brown Bear do? He could keep on walking and ignore the baby bird. He could start talking with blue horse. He could pick up the baby bird and give it to purple cat. He could find red bird and tell her that her baby bird has fallen out of the tree. What might happen to the baby bird with each of these actions?


POSITIVE BEHAVIOR MANAGEMENT: SCENARIOS

Jose and Jamal are both verbal four year olds. Out on the playground, they are arguing over who gets to ride the scooter next. They each are holding and pulling on the scooter, and they are screaming at each other:

“Stop, Jose!. It’s my turn to ride. I’ve been waiting a long time.”

“No it’s not your turn! You are always riding the scooter, and I never get a turn!!”

How will you intervene? Which option will you use? Why?


POSITIVE BEHAVIOR MANAGEMENT: VIDEO CLIPS

Peaches Tantrum: https://www.youtube.com/watch?v=ZBHp5eOo6UU

Difficulty at Naptime: https://www.youtube.com/watch?v=yZLRjlzOyzw

Nobody Likes Hitting: https://www.youtube.com/watch?v=Fbawu6taGj4

It’s My Baby’s Blanket: https://www.youtube.com/watch?v=Fbawu6taGj4

https://www.youtube.com/watch?v=ZBHp5eOo6UU

https://www.youtube.com/watch?v=yZLRjlzOyzw

https://www.youtube.com/watch?v=Fbawu6taGj4

https://www.youtube.com/watch?v=Fbawu6taGj4

Questions? Discussion?

Questions? Follow-up needed? Contact…

John Gunnarson: [email protected]

Fernando Alvarenga, R9HSA: [email protected]

mailto:[email protected]

mailto:[email protected]

Documents

SEIZE THE OPPORTUNITY - Region 9 Head Start Association€¦ · THE CHALLENGE: The Coronavirus has closed most Head Start centers in Region 9. Many of us feel anxious, uncertain,