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APPENDIX OVERVIEW

Presenter Notes. Learning Center Module. APPENDIX OVERVIEW

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APPENDIX OVERVIEW

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  1. Presenter Notes • Learning Center 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-C • 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 • Appendix C • 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 • Learning Center Module • APPENDIX A: • Module Handouts • Quick Write: Learning Centers What Are They? Slide 5 What is a Learning Center Definition?-Presenter Notes Slide 5 • What is a Learning Center Definition Slide 6 • WA FDK LegislationSlide 6 • Student Benefits to Learning Center Activity Strips Slide 10 • (cut apart and in a manilla envelope) • Scholastic Article, “Learning Centers, Part 1: Why They’re Important.” Slide 10 • (1 copy/trainer) • Teacher’s Role in Play(1 copy/trainer)Slide 23 • TPEP/Learning Standards ConnectionsSlide 23 • Bellingham Plan Do Review DescriptionSlide 30 • Exploring Centers Activity Materials: (10 in all-one for each center)Slide 31 • Center Activity Placards • Center Descriptions • Questions to Promote Children’s Thinking • Learning Through Eyes of a Child(place correct pages with appropriate center) • State Learning Standards • Teacher’s Role in Play • Learning Center Exploration Recording Sheet Slide 31 • Learning Center Scenarios Slide 34 • (1-3 copies of each center’s scenario depending on # of participants in each group) Learning Center Scenarios Recording Sheet Slide 34 • Learning Center Gallery Walk Take-AwaysSlide 35 • Strategies for Effective Centers Slide 37 • (break document into the 4 groups and make copies based off of # of participants) • Differentiating Learning Centers Slide 41 • Differentiation Strategies for Learning CentersSlide 41 • Learning Center Module Closing ReflectionSlide 43 • Tools for Administrators • Tools for Teachers • Tips for Teachers • Blueindicates Individual Participant Handouts • Red indicates Group or Facilitator Handouts

  3. Presenter Notes • Learning Center Module • APPENDIX B: • Module Differentiation Suggestions • Suggestions for Modifying the Module to a 3 ½ hour session: • Opening and Entry Task • Use Slides 1-5 • Slides 6-17 - Eliminate the Activities (slides 6 and 10-15) and focus on the what and why (information only) • Play • Use Slides 19-26 • Eliminate Slide 26 (video) • Plan, Do, Review • Use Slide 28-30 • Exploring Learning Centers • Shorten activity on Slide 31 to 40 minutes • Eliminate Slide 33 (video) • Eliminate Slides 34-35 Scenarios and Gallery Walk Activities • Strategies for Effective Use of Learning Centers / Differentiations • If time, do activity on Slide 37. If not, refer participants to Tools for Teachers document • Use 40 (information only) • Eliminate Slide 41 (Activity) • Eliminate Slide 42-43 • Closing and Reflection • Use Slides 44-45

  4. Presenter Notes • Learning Center Module • APPENDIX B: • Module Differentiation Suggestions (Cont.) • Suggestions for extending the module for possible PLC work or individual study by content focus area: • Intentional Teaching in Learning Centers • Book Study** See Appendix C • K Today; Teaching and Learning in the Kindergarten Year (2006) • Study Guide questions provided • New Jersey’s Literacy Learning in Centers: Kindergarten Workshop • To further explore the difference between learning centers and literacy centers (stations) p. 8 of 10 http://www.state.nj.us/education/ece/pd/lal/l7/handouts.pdf • Embedding Standards in Learning Centers • Using the NC center posters as a resource, teachers create their own learning center posters to align with their state and local standards. • http://prim.ncwiseowl.org/curriculum___instruction/k-2_centers • Executive Function • For more in-depth study of Executive Function and Self-Regulation • http://www.mindinthemaking.org/ • http://www.npr.org/templates/story/story.php?storyId=76838288 • http://developingchild.harvard.edu/resources/tools_and_guides/enhancing_and_practicing_executive_function_skills_with_children/ • http://www.naeyc.org/files/yc/file/201107/Self-Regulation_Florez_OnlineJuly2011.pdf • http://www.toolsofthemind.org/philosophy/self-regulation/ • http://www.naeyc.org/files/yc/file/200803/BTJ_Primary_Interest.pdf

  5. Presenter Notes • Learning Center Module • APPENDIX B: • Module Differentiation Suggestions (Cont.) • Suggestions for extending the module for possible PLC work or individual study by content focus area: • Video Resource: • BC ministry of education full day kindergarten program guide videos (4 Part Series) can be found at the following link:http://www2.gov.bc.ca/gov/topic.page?id=3D68D9A4D13949F7B0AA0A21F4FFB754 • Program Guide: http://www2.gov.bc.ca/gov/DownloadAsset?assetId=599B46C633314ED4B0F8D3FBF1BF0C8D&filename=exemplar_video_guide.pdf • Play • Article, Defining and Advocating for Play, from Young Children, May 2014 NAEYC Publicationhttp://www.naeyc.org/yc/files/yc/file/201407/Play_Memos_YC0514.pdf • Holding on to Play: Reflecting on Experiences as a Playful K-3 Teacher by Lisa Woodhttp://www.naeyc.org/yc/files/yc/file/201405/YC0514_Holding_on_to_Play_Wood_0.pdf • Video: The Importance of Play fromKaboom Play and The Gesell Institute of Human Developmenthttp://earlychildhoodnyc.org/newswatch/must-watch-a-new-video-about-the-importance-of-play/ • Kindergarten Matters: Intentional Play-Based Learning • http://www.curriculum.org/secretariat/kindergarten/

  6. Presenter Notes • Learning Center Module • APPENDIX C: • Suggested Book Study • Created to accompany FDK Module Series • K Today: Teaching & Learning in the Kindergarten Year • Dominic F. Gullo, D. Ed. (2006) • Washington DC: National Association for the Education of Young Children • North Carolina Department of Public Instruction • Primary Team 2008 • This resource has been chosen for use with multiple FDK modules. • For Learning Environment Module # 3, Chapter 7, 8, 9, 10, and 11 are the suggested reading for this book study for their focus on active learning in content areas. • A portion of Chapter 6 is included with this module as well. . • Other chapters will be included within other FDK Modules.

  7. Presenter Notes • Learning Center Module • Appendix C: Suggested Book Study Questions • Chapter 6:Teaching in the Kindergarten Year by Cate Heroman & Carol Copple • In the first scenario (page 59), how does the kindergarten teacher support children’s success? • What are general elements of an effective physical environment for kindergarten children? • What are some ideas related to setting up learning centers? • How do children use skills and concepts in play within those learning centers? • Why is the organization of the school day so important for kindergarten children? • Describe what it means to “scaffold” a child’s learning. How does that happen within the context of a learning center? • Describe some instructional strategies that a teacher should have in his/her “tool belt” and that are effective when used in the context of a learning center. • Describe and compare the benefits and purposes of the following learning contexts… • Whole group • Small group • Learning centers • Daily routines • How are the ideas in this chapter important to my professional life? How can I use what I read? • Reflections:

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

  9. Presenter Notes • Learning Center Module • Appendix C: Suggested Book Study Questions • (Cont.) • Chapter 8:Mathematics in Kindergarten by Julie Sarama & Douglas H. Clements • Discuss the three general suggestions for practice included in this chapter. • Describe several ways in which you support each of the five areas of math using a center-based approach. • Number and Operations • Geometry • Measurement • Patterning & Algebraic Thinking • Data Analysis • How can mathematical experiences be addressed and developed within learning centers? • How are the ideas in this chapter important to my professional life? How can I use what I read? • Reflections:

  10. Presenter Notes • Learning Center Module • Appendix C: Suggested Book Study Questions • (Cont.) • Chapter 9:Science in Kindergarten by Ingrid Chalufour & Karen Worth • Identify the key components of Inquiry. • What important skills and abilities are developed through inquiry? • What are the unifying concepts or big ideas in science? • What attitudes and dispositions are supported in a science-rich kindergarten? • What are the four parts of a framework for teaching science? • What are the criteria used in developing science curriculum materials? • How can scientific inquiry-based experiences be addressed and developed within a learning center? • Explain the importance of the roles teachers play when engaging a class in science inquiry. • How are the ideas in this chapter important to my professional life? How can I use what I read? • Reflections:

  11. Presenter Notes • Learning Center Module • Appendix C: Suggested Book Study Questions • (Cont.) • Chapter 10:Social Studies in Kindergarten by Gayle Mindes • What is the primary purpose of social studies? • What is the “school self” and how is it developed? • Why is community building an essential part of social studies for young children? • How do you develop good citizenship in your classroom? • What are the tools for learning that children can acquire through an integrated theme-based approach? • What are the steps involved in planning and developing an integrated, theme-based approach to teaching social studies? • How have you utilized the strategies mentioned on pages 112-113 in your kindergarten classroom? • How can social studies experiences be addressed and developed within a learning center? • How are the ideas in this chapter important to my professional life? How can I use what I read? • Reflections:

  12. Presenter Notes • Learning Center Module • Appendix C: Suggested Book Study Questions • (Cont.) • Chapter 11:Creative Expression and Thought in Kindergarten by Mary Renck-Jalongo & Joan Packer Isenberg • How is creative thought and expression manifested? • Discuss the three misunderstandings about young children’s creativity? What are your views? • What life habits can children develop through creative expression? How do you offer opportunities for children to develop these habits in your classroom? • What makes a learning experience creative and why? What sorts of experiences provide the most potential for creative expression? The least potential for creative expression? • Describe several classroom features that promote creativity in children. • List the five questions that can help teachers promote creative thought in kindergarten children. • What do children need in order to develop creatively? • How can teachers foster creativity while meeting national and state standards? • What changes can you make in your kindergarten program that will more effectively support the development of creative expression? • How can creative expression be addressed and developed within learning centers? • How are the ideas in this chapter important to my professional life? How can I use what I read? • Reflections:

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