2014-15 PDU Title Professional Development Unit

1. 2014-15PDU TitleProfessional Development Unit By: Dawn Mathews School/Dept.: College View Elementary

2. LEAP Framework LE 2: Fosters a motivational and respectful classroom environment.  LE 3: Implements high, clear expectations for student behavior and routines. I1: Clearly communicates the standards-based content language objective for the lesson, connecting to the larger rationale.

3. Reflection of the Work • Summary of Key Learning ECE students learn to develop character strengths through modeling , encouragement, and receiving positive feedback. Students then begin to recognize the character strengths in themselves and their peers as well as noticing the benefits associated with them. • Hypothesis If we develop our understanding of how children succeed by developing our knowledge about character strengths and growth mindset, then we will be able to intentionally plan for macrostructures and micro-moments in order to teach character. Our students will be able to learn and reflect on their own strengths and grow in these areas, in turn created more success in school and life.

4. What new instructional strategies did I implement in my classroom/practice during the course of the PDU? In order to teach character strengths in a way that that three-year-olds understand, I use a lot of modeling. Finding teachable moments in terms of character strengths is key with the three year olds. When they are in a situation where we can help them understand what they should do and why, that is the moment to teach a character strength. I also implemented lessons to help develop character strengths, like gratitude and social intelligence. Last, when I see a student demonstrating a character strength, I celebrate the moment so that the child recognizes that what they did was great. The other students then notice see this and try to imitate.

5. How did I apply the PDU strategies in my classroom? (examples) How did I collaborate with my team about implementing the PDU strategies? • When I saw a student demonstrating a character strength I would get very excited and explain why I loved what I saw. I would often say, “Let me take a picture!”, as this would make the students feel proud of what they’d done. I would be sure to use the character strength vocabulary to help the students begin associating their actions with words. We then made posters of the pictures to help demonstrate and explain the character strengths. • We also had lessons revolving around the character strengths. For example, we all drew pictures of someone we were thankful for, and then the teachers would dictate why the student was grateful for this person. We also had lessons where we acted out social situations and solved them using social intelligence. • We use lots of examples of what is and what is not a character strength to help the students understand the concepts of the character strengths. Students would tell us if what they were seeing was or was not a specific character strength • Once a few students began to understand the concepts (ie of social intelligence), they began to help their friends demonstrate these, as well. (Ie. “You could say…”

6. What three strategies did I implement from the study section of the PDU? What strategy worked best? Why? • (see previous slide) The strategy that worked best for me was modeling. When the three year olds begin school they have often not yet had any responsibilities or interactions with other children. Furthermore, many of our students come in with little or no language. Therefore, we must show the children how to appropriately interact with other students, how to do the right thing (and what the right thing is), how to be appreciative of others, etc. Many of these strengths are developmental in children and we need to foster the developing behaviors and relationships as they grow. Grit Curiosity

7. What did I learn to do differently as a result of the PDU and strategy implementation in my classroom? • One thing I learned to do differently as a result of the PDU is to be careful about what wording I use with the students. I strongly believe in positive discipline, and by using positive words and encouraging and celebrating when students demonstrate a character strength, the students learn to demonstrate these behaviors. Children love attention from their teachers, so I make sure I give them plenty of praise and attention to celebrate each time they demonstrate a character strength. Optimism Integrity

8. Why is this PDU action research process important to my students learning and to my growth as a professional? Every child deserves to learn to self—regulate and promote emotional resiliency through the support of modeling of the adults in their world. Children will learn to do this through the teaching of character strengths. It is my goal to help students learn to be good world citizens with the coping strategies they will need to successfully live their lives and fulfill their dreams. Self-control

9. PDU Data AnalysisReflecting on the data you have collected, how did this experience impact instruction, progress monitoring, student performance, and your own practice? • The students have developed these strengths throughout the year. Developing these strengths takes time – both time in the classroom with their teacher and peers, as well as time to develop the ability to perform these strengths, as many of them have just turned three when they enter the classroom. I have learned that patience and consistency are key. Social Intelligence

10. How will I apply my new learning in the future to further my practice? What are my next steps? • I will continue to pay close attention to the vocabulary I use and the way I am speaking to my students. As I have said, modeling is extremely important at this age group, and the children will learn to speak the way I do. I will help students learn to encourage each other to use their character strengths. Peers will begin to help each other to use social intelligence and self control, for example. They also begin to hold each other accountable for integrity and I want to teach them how to do this in a positive way.

11. PDU Artifact #1

12. PDU Artifact #2

13. PDU Artifact #3

14. Artifact #3 continued… • Next Arlette will: • Be able to look at a situation differently or delay gratification • Begin to apply rules in new but similar situations • Begin to take responsibility for own well-being • Begin to feed self with increasing independence and adherence to social conventions • Begin to assume responsibility for personal health needs • Perform complex dressing tasks • Follow familiar safety rules • Begin to engage with trusted adults as resources and to share mutual interests • Identify basic emotional reactions of others and their causes accurately • Begin to initiate, join in, and sustain positive interactions with a small group of two to three children • Establish a special friendship with one other child, but the friendship might only last a short while • Begin to initiate the sharing of materials in the classroom and outdoors • Begin to suggest solutions to social problems

15. Exit Ticket • Please write • How can we support your professional growth in future PDUs? - Continue having school-wide PDU’s where we can collaborate with our colleagues while doing our individual PDU work. • 2 things that you took away from the PDU this year - Creating “if-then” visuals is a great aid for helping some students understand consequences (including positive) • The best ages for teaching self control is ages 3-5 - Patience and consistency are key for teaching many character strengths at age 3. • 1 piece of constructive criticism - n/a

16. Name of colleague: Annalisa Villalon-Kyvik Home School: College View Elementary Position/Role: SW at CLA PDU Course Title/Course# Social Skills 9538 Date of Final Review: 5/8/15 Notes: Questions and Insights: (List 3 or more of your clarifying questions, and any “ah-hhs” below.) . What was it like to teach the character traits to 3 year olds? Dawn explained the different teaching techniques she used and how it was challenging to explain the concepts to children so young. What tools did you use to teach the character traits? I love the way Dawn took photographs of the children when they were displaying the character traits and used these images to teach social skills. Dawn also explained how her class was impacted by new students who joined the classroom throughout the year.

17. Your comments about the artifacts presented: • I love your use of photographs to depict the character traits 2. How could another interested professional reproduce this PDU study using the work that the participant presented? The explanation of how the character traits were taught and the attached artifacts would make it fairly easy to duplicate the work that Dawn did. 3. Additional Comments: (Requirements Met/Not Met) Met standards……good job!! Name of Reviewer/Respondent: Annalisa Villalon-Kyvik

18. Name of colleague: Home School: College View Elementary Position/Role: PDU Course Title/Course# Social Skills 9538 Date of Final Review: Notes: Questions and Insights: (List 3 or more of your clarifying questions, and any “ah-hhs” below.) • . • .The pictures that you have in your classroom with the students modeling the character strengths is something that I am definitely going to do next year with my kindergarten class. • Loved that you turned over the control to the students who had modeled a character strength and had them teach it to their peers. • Her patience is incredible and you stating that modeling those behaviors had the biggest impact on teaching them is incredible, because if students see you and your para modeling these behaviors they are more likely to follow. Great Job.

19. Your comments about the artifacts presented: • Great artifacts helped me understand how these character stengths were applied in ECE. • 2. How could another interested professional reproduce this PDU study using the work that the participant presented? • 3. Additional Comments: (Requirements Met/Not Met) • Met/ information was valuable to me as a kindergarten teacher, knowing that students I will receive have already had exposure to the character strengths and the vocabulary that is beneficial for them to succeed and grow in another environment. • Name of Reviewer/Respondent: Tina Serna