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Appendix Overview

Presenter Notes Child Development Module. Appendix Overview.

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Appendix Overview

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  1. Presenter Notes Child Development Module Appendix Overview The Appendices are intended as a guide for the presenter. It may be necessary to share some of the information with individuals, teacher teams, district officials, or other ESD personnel depending on who might be interested in modifying the content of the module and/or those interested in participating in a book study session. Included in the following section are appendices A-D • Appendix A • List of all handouts used in the module • Lists both those for individual participants and group activities • Listed in order of use • Appendix B • Suggested ways to modify the module • Ways to shorten to 3.5 hours • Ways to extend the module for PLC or individual study • Suggestions by domain for extending • Suggestions include two book studies included in Appendix C and D • Appendix C • Book study: Developmentally Appropriate Practice: Focus on Kindergarten • Study Guide Questions included • Only portion of book will be used for this module; will be utilized in other modules as well • Appendix D • Book Study: K Today Teaching and Learning in the Kindergarten Year • Study Guide Questions included • Only portion of book will be used for this module; will be utilized in other modules as well

  2. Presenter Notes Child Development Module Appendix A: Module Handouts Definition of Child Development Slide 5 Links for Brain Research Slide 8 Connections to TPEP and Learning Standards Slide 13 Developmental Sequencing Activity (each in an envelope) Slide 14 Cognitive Development Sequencing Strips Language Development Sequencing Strips Physical Development Sequencing Strips Social-Emotional Development Sequencing Strips Developmental Sequences Key Developmental Sequences Activity Recording Form Developmental Stages Recording Sheet Slide 16 Developmental Stages Guidelines (1 to 2 per table group) Slide 21 Child Scenarios Slide 22 Individual Child Reports and Development & Learning Reports Slide 22 Putting It All Together-Strengths and Needs Slide 22 Child Indicators Handout Slide 24 Child Indicators Next Steps Slide 24 Teaching to the Ways Children Learn Slide26 Save Last Word for Me protocol (1 copy for presenter only) Slide 26 Gallery Walk Poster and Activity Instructions (1 copy for presenter only) Slide29 Informed Teaching Practices Slide 29 Patterns of Growth-The Implications for Teaching Slide 29 Articles for Differentiation Information Gathering Slide 30 (Divide into 3 groups-1 article/group) Meeting Learning Challenges: Working With Children Who Have Developmental Delays Social-Emotional Characteristics of Young Gifted Children PreK-3rd: Challenging Common Myths About Dual Language Learners Child Development Reflection Slide 32 Tools for Administrators Tools for Teachers Tips for Teachers Blue indicates Individual Participant Handouts Red indicates Group or Facilitator Handouts

  3. Presenter Notes Child Development Module Appendix B: Module Differentiation Suggestions Suggestions for Modifying the Module to a 3 ½ hour session: • Opening and Entry Task • Slides 1-5 • 20 minutes • May need to modify Entry Task so that participants are completing it while waiting to begin session. Have slide 5 as first slide • Brain Research • Slides 6-9 • 15 minutes • Key Understandings • Slides 10-13 • 25 minutes • Eliminate Activity (Slide 14) • Break • Modify to 10 minutes • Slide 15 • Developmental Stages and Learning Activity (Putting It All Together) • Slides 16-24 (Lunch Slide #23 eliminated) • 100 minutes • Teach to the Way Children Learn • Eliminate (Slides 25-26 and Break Slide 27) • May want to give hand-out from this activity as a resource for teachers • Key Understandings-Implications for Teaching • Slides 28-29 • Modify to 30 minutes • Instead of a Gallery Walk may need to assign a group to each domain and then have them share out • Differentiation • Eliminate (Slide 30) • Make sure to emphasize the differentiation suggestion built into the ppt notes • Closing • Slides 31-32 • 10 minutes

  4. Presenter Notes Child Development Module Appendix B: Module Differentiation Suggestions (cont.) Suggestions for extending the module for possible PLC work or individual study by content focus area: • Stages of development by domain • Book Study** See Appendix C • Developmentally Appropriate Practice: Focus on Kindergartners • Carol Copple, Sue Bredekamp, Derry Koralek, and Kathy Charner, editors • NAEYC (2014) • Study Guide questions provided • WA Early Learning and Development Guidelines • Ages 4-5 pages 69-83 • Age 5 and Kindergarten pages 85-95 • 1st grade (Usually 6 years) pages 97-105 • NJ Kindergarten Implementation Guidelines • Understanding Child Development pages 7-8 • Teacher-Child Interactions pages 9-10 • Basics of Developmentally Appropriate Practice: An Introduction for Teachers of Kindergartners. Phillips & Scrinzi, NAEYC (2013) • A Changing Picture: Children at 5 and 6, pgs. 94-108 • Social-Emotional Development • Teaching Strategies Gold: Objectives for Development & Learning • Research, objectives, strategies • pages 3-21 • Zakrzewski, Vicki (2014). How to Integrate Social-Emotional Learning into Common Core. University of California, Berkeley: Greater Good Science of a Meaningful Life • http://greatergood.berkeley.edu/article/item/how_to_integrate_social_emotional_learning_into_common_core# • Sprung, B., Froschl, M, & Gropper, N. (2010). Supporting Boys’ Learning: Strategies for Teacher Practice, PreK-Grade 3. New York: Teachers College Press. • Bowman, B. & Moore, E.K., Eds. (2006). School Readiness and Social-Emotional Development: Perspectives on Cultural Diversity. National Black Child Development Institute, Inc. • Book Study** See Appendix D • K Today: Teaching and Learning in the Kindergarten Year. Gullo, 2006 • Chapter 5: Developing Social Emotional Competence

  5. Presenter Notes Child Development Module Appendix B: Module Differentiation Suggestions (cont) Suggestions for extending the Module by content focus area: • Physical Development • Teaching Strategies Gold: Objectives for Development & Learning • Research, objectives, strategies • pages 23-39 • Carlson, F.M. (2011). Big Body Play: Why Boisterous, Vigorous, and Very Physical Play is Essential to Children’s Development and Learning. Washington, DC: NAEYC. • Book Study** See Appendix D • K Today: Teaching and Learning in the Kindergarten Year. Gullo, 2006 • Chapter 12: Physical Education in Kindergarten • Cognitive Development • Teaching Strategies Gold: Objectives for Development & Learning • Research, objectives, strategies • pages 57-77 • Book Study** See Appendix D • K Today: Teaching and Learning in the Kindergarten Year. Gullo, 2006 • Chapter 4: Developing Key Cognitive Skills • Language Development • Teaching Strategies Gold: Objectives for Development & Learning • Research, objectives, strategies • pages 41-56 • Book Study** See Appendix D • K Today: Teaching and Learning in the Kindergarten Year. Gullo, 2006 • Chapter 7: Language and Literacy in Kindergarten • Current Brain Research • Center on the Developing Child @ Harvard • Brain architecture • The Science of Early Childhood Development: Closing the Gap Between What We Know and What We Do • Excessive Stress on the Architecture of the Brain • Executive Function • Southwest Educational Development Laboratory (SEDL) • How Can Research on the Brain Inform Teaching? • http://www.sedl.org/scimath/compass/v03n02/brain.html

  6. Presenter Notes Child Development Module Appendix B: Module Differentiation Suggestions (cont) Suggestions for extending the Module by content focus area: • Implications for Teaching Practice • Book Study** See Appendix D • K Today: Teaching and Learning in the Kindergarten Year. Gullo, 2006 • Chapter 6: Teaching in the Kindergarten Year • NJ Kindergarten Guidelines • Kindergarten Teaching Practices pages 16-20 • Strategies for Differentiation • NJ Kindergarten Implementation Guidelines • Pre-Intervention and Inclusion pages 21-23 • School Supports for English Language Learners pages 24-29 • Getting it RIGHT for Young Children from Diverse Backgrounds: Applying Research to Improve Practice, Linda M Espinosa. Washington, DC: NAEYC. 2010

  7. Presenter Notes Child Development Module Appendix C: Suggested Book Study Created to accompany FDK Module Series Developmentally Appropriate Practice: Focus on Kindergartners Carol Copple, Sue Bredekamp, Derry Koralek, and Kathy Charner, Eds. National Association for the Education of Young Children This 2014 resource has been chosen for use with multiple FDK modules. For Child Development Module # 1, Chapter 3 is the suggested reading for this book study. Other chapters will be included within other FDK Modules.

  8. Presenter Notes Child Development Module Appendix C: Suggested Book Study Questions Chapter 3: An Overview of Development in the Kindergarten Year by Heather Biggar Tomlinson 1. How would you describe the changes in kindergarten over the last decade in your community? What are some positive changes? What are some changes that concern you? Why do they concern you? 2. What is important about the “5 to 7” shift in cognition? In what ways have you seen this shift occur in your kindergarten students? 3. Describe the developmental domain of Approaches to Learning and discuss its importance to the instructional practices implemented during the kindergarten year. 4. Describe the important aspects of a kindergartner’s physical development. What are some effective strategies for promoting gross motor and fine motor development in kindergarten? What is the teacher’s role in promoting a child’s physical development? 5. Describe the aspects of social development that a kindergarten teacher should be aware of and intentionally support. What are the benefits for children who exhibit positive social skills and sociability? 6. Describe the aspects of emotional development during the kindergarten year. Discuss the importance of self-regulation and social competence in young children.

  9. Presenter Notes Child Development Module Appendix C: Suggested Book Study Questions (Cont.) 7. In what ways can a teacher promote a child’s social and emotional development during the kindergarten year? 8. How and why is play a crucial vehicle for supporting a child’s social and emotional development? In what ways do you use play to support children’s development and learning in kindergarten? 9. What are some of the main ideas about young children’s cognitive development that you feel are important aspects for a teacher to understand and apply to his/her planned experiences and the environment for the children in his/her kindergarten class? 10. Discuss the implications for instructional practice for kindergarten age children based on the information in this chapter on reasoning, representational thinking,attention and memory. 11. In what ways can a teacher appropriately promote a child’s cognitive development during the kindergarten year? 12. Based on the information in this chapter related to language and literacy development, in what ways are you already appropriately supporting and promoting children’s growth in this area and in what ways do you think you can improve? What are the challenges to providing appropriately challenging and effective literacy experiences for your kindergarten children?

  10. Presenter Notes Child Development Module Appendix C: Suggested Book Study Questions (Cont.) 13. If you work with children who are considered dual language learners, what ideas ring true to you from this chapter and why? 14. What are the important notions about transitions for children into kindergarten? What strategies do you already implement? 15. What are the important notions about supporting smooth transitions for children out of kindergarten? What strategies do you already implement? 16. What is one AhHa you have had from reading this chapter? 17. What is one question that you have after reading this chapter? 18. In what ways did this chapter challenge your thinking about kindergarten age children?

  11. Presenter Notes Child Development Module Appendix D: Suggested Book Study Created to accompany FDK Module Series K Today Teaching & Learning in the Kindergarten Year Book Study Gullo, D. Ed. (2006). K Today: Teaching and Learning in the Kindergarten Year. Washington DC: NAEYC. NC Department of Public Instruction Primary Team 2008 This resource has been chosen for use with multiple FDK modules. For Child Development Module # 1, Chapters 4, 5, 6, 7, and 12 are the suggested readings for this book study. Other chapters will be included within other FDK Modules.

  12. Presenter Notes Child Development Module Appendix D: Suggested Book Study Questions Chapter 4:Developing Key Cognitive Skills by Susan Golbeck 1. How do cognitive skills and academic skills differ? 2. How are preschool thinking and kindergarten thinking different? 3. What are the components of the cognitive system? 4. What are ways you can promote children’s cognitive skills? 5. What is metacognition? 6. What are some questions that you might ask a child that promote his or her cognitive skills? 7. How are the ideas in this chapter important to my professional life? How can I use what I read? Reflections:

  13. Presenter Notes Child Development Module Appendix D: Suggested Book Study Questions (Cont.) Chapter 5: Developing Social and Emotional Competence by Martha B. Bronson 1. Define social and emotional competence. Describe what it looks like. 2. What kinds of shifts of emphasis have you experienced in your career? 3. How has diversity played a role in developing social and emotional competence? 4. Give a brief overview of each of the following theories: a. Psychoanalytic b. Behavioral c. Social Learning d. Cognitive Development 5. Why is it important for teachers to be familiar with each of these theories? 6. What can the kindergarten teacher do to support the development of each of these areas? a. Social interaction skills b. Emotional and behavioral control c. Prosocial behavior and attitudes 7. Discuss the lasting importance of social and emotional competence. 8. How are the ideas in this chapter important to my professional life? How can I use what I read? Reflections:

  14. Presenter Notes Child Development Module Appendix D: Suggested Book Study Questions (Cont.) Chapter 6:Teaching in the Kindergarten Year by Cate Heroman & Carol Copple 1. In the first scenario (page 59), how does the kindergarten teacher support children’s success? 2. What 3 domains are at the core of a kindergarten teacher’s decision making? 3. What are the 6 dimensions of teaching an effective kindergarten program? 4. What does it mean to know a child developmentally, individually and culturally? 5. What are some strategies for promoting a sense of community? 6. What are the three areas in which teachers must be knowledgeable in order to guide children’s learning effectively? 7. Describe what it means to “scaffold” a child’s learning. 8. Describe some instructional strategies that a teacher should have in his/her “tool belt”. 9. Describe the following learning contexts… Whole group Small group Learning centers Daily routines 10. Describe some ways to individualize learning for all learners. 11. What serves as the foundation for all learning to take place? 12. What is the difference between a unit/theme approach and a project-based approach? What would you need to be able to lead children in a project ? 13. How are the ideas in this chapter important to my professional life? How can I use what I read? Reflections: **NOTE: Sections of this chapter on learning environment, learning centers, and play will be covered in other module book study questions.

  15. Presenter Notes Child Development Module Appendix D: Suggested Book Study Questions (Cont.) Chapter 7: Language and Literacy in Kindergarten by Dorothy Strickland 1. What are key ideas concerning language and literacy development? 2. How are the standards for language and literacy addressed in an effective Kindergarten classroom? 3. What salient points are found in the curriculum components and instructional strategies chart? 4. Why is it important to scaffold literacy experiences? 5. What other opportunities could be used for language and literacy learning? 6. What is the purpose of literacy assessment? 7. What are some of the critical issues in literacy requiring examination at the policy level? What are your views on these issues? 8. How are the ideas in this chapter important to my professional life? How can I use what I read? Reflections:

  16. Presenter Notes Child Development Module Appendix D: Suggested Book Study Questions (Cont.) Chapter 12: Physical Education in Kindergarten by Stephen W. Sanders 1. How does regular physical activity support the development of a kindergarten student and why has it taken on a new significance today? 2. Describe the NASPE principles that support the practice of developmentally appropriate physical education and learning. 3. Which of the NASPE’s recommendations for a quality program are found in your kindergarten and school? 4. Describe how the three skill themes are enhanced in your outdoor area and/or playground. 5. What are the three movement concepts and how can you support them in your classroom? 6. How could you use the benchmarks listed on page 132 during a parent conference? 7. What role does the classroom teacher play in supporting physical development? 8. Think about the strategies for fostering the growth of your kindergartners’ physical education skills. What are your strengths? What can you improve upon? 9. How are the ideas in this chapter important to my professional life? How can I use what I read? Reflections:

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