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Welcome…
Teacher Leaders to
Year 4, Day 2
Early Learning Leadership Network (ELLN)
Housekeeping
Lunch at 11:30. Session will end at or before 3:30.
Please put cell phones on silent or vibrate.
Please be sure your study topic is on your name tag.
ELLN Day 3: January 30, 2015
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3
Year 4
Integrated
Studies
Day 2 (11-14-14) Plan integrated study
PGES Domains 2 & 3
Day 3 (1-30-15) Reflect, revise study
PGES Domain 4
Day 4 (3-27-15) Showcase
Day 1 (9-26-14) Integrated Studies (intro)
PGES, Domain 1
The Journey Ahead…
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Year 4
Integrated
Studies
Reasons for the Journey….
More children
arriving at
school ready
to learn
More ECE
program
collaboration
Nurturing
teacher
leaders
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Rules of the Road (Expectations)
CITTS
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TPGES
Action Plans
Integrated Study
Connecting TPGES to the Integrated Study
Wrapping Up
Framework for Teaching: the Domains
TPGES Breakout Groups
Introduction to Domains 2 and 3
Evaluating Student Growth Goals
Connecting Effective Teaching to CLASS and ECERS
Generate examples for the Developing Performance Level on the Kentucky Preschool Guidance Document
TPGES Breakout Groups
Chose Two Groups
Introduction to Domains 2 & 3
Evaluating Students Growth Goals
Connecting Effective Teaching To CLASS & ECERS
Generating Examples for Developing Performance Levels
Facilitator Shannon Sally Mary Jessie
Room Sip Bayes Argand Front Alka Argand Back
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Rotation Times: Rotation One: 9:00-9:50 Rotation Two: 10:00-10:50
Please return to the Argand room by 11:00. Thank you!
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TPGES
Action Plans
Integrated Study
Connecting TPGES to the Integrated Study
Wrapping Up
Action Plan 1. Team Reflection: As a team, review current action
plan. Discuss:
– How is implementation going?
– Are any changes/revisions needed? If yes, make necessary revisions.
2. Has the implementation of the ELLN Action Plan changed teaching practices within your district?
– Why/Why not
3. Has the implementation of the ELLN Action Plan changed student outcomes in your district?
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Action Plan
Begin thinking about how you will introduce your colleagues to the use of integrated studies and the connection to TPGES. Document your ideas on your action plan.
– How will you build interest in the use of integrated studies?
– What information will you begin sharing about integrated studies and TPGES?
– What strategies will you use to introduce Phase 1 of an integrated study?
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TPGES
Action Plans
Integrated Study
Connecting TPGES to the Integrated Study
Wrapping Up
Topic Sharing
Walk around the room and find someone with a similar topic.
Have a discussion of topic selection and potential ideas.
Using the Phase I Rubric discuss
- Met/Not Met and Comments
- Compare Anticipatory Webs
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After Lunch pick up your web and take it to your table
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Lunch 11:30-12:30
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TPGES
Action Plans
Integrated Study
Connecting TPGES to the Integrated Study
Wrapping Up
Fitting the Integrated Study
Into the Day Preschool
Standards/benchmarks
Daily Routine – Large/Small Group
– Centers
– Outdoor/Gross Motor Time
– Planned Transitions
Materials/Equipment/Technology
Individualizations – Extensions
Assessment
Reflections - Questions
Kindergarten
SPG, pg. 13
Standards Daily Routine
– ELA Block/Centers – Math Block/Centers – Science/Social Studies – Recess – Specials/Itinerants – RtI/KSI – Planned Transitions
Materials/Equipment/Technology Individualizations
– Extensions
Assessment Reflections - Questions
Making This Work …….
Write a specific concern that you have about implementing the Integrated studies with children with disabilities.
Read the Young Children article, The Potential of the Project Approach to Support Diverse Young Learners.
Did this article address your concern? Write how you will address your concern.
Questions and/or share out.
SPG, pg. 12
Integrated Study
Phase I: Getting Started Phase II: Developing the Topic
Phase III: Concluding the Integrated Study
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Topic Review (Hotel)
Look at topic/web you selected in our last session
Remember your anticipatory web? These are directions the study might go…
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Integrated Study
Phase I: Getting Started
Phase II: Developing the Topic Phase III: Concluding the Integrated Study
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Webbing, T-Lists, KWL Charts Determine what children know and want to know
“Shoe” Project
Topic web, 2nd grade
Simple concept map
to get children used
to mapping
“Birds and Nests”
Project
Concept map based on
questions
Hypothesizing/Prediction
“Cracks and Holes” Project
Hypothesizing what created the
cracks in the ground
Young Investigators (Helm & Katz)
“I wonder…” Encouraging children to ask questions
“Shoe” Project
Generating questions children can
answer with artifacts in
classroom
“Fish” Project
Generating questions
to investigate
Let’s Practice Questions for Investigation
As a group:
– Create a KWL chart
– Include a list of 6 questions – what you really want to know about this topic (do this from your adult point of view, not a child’s)
Know Want to Know Learned
Investigating… the sky is the limit!
o Site Visits o Artifacts o Expert Visitors o Nonfiction resources o Experiments o Observational Sketching o Time 1/Time 2 Drawings o Photos/Videos
o Dictation/Journals/Songs
o Web revision
o Construction
o Sculpture
o Interviews
o Tally
o Word wall
Planning the Site Visit
Must have an easily accessible site visit where children can investigate through hands-on, concrete experiences
Some children may need to practice investigation skills prior to visit (tallying, sketching, asking questions to adults, etc.)
Site Visit (and photos and videos from site)
“Birds and Nest”
Project
Site visit to
playground and data
collected during visits
“Farm” Project
Learning about a
combine and semi
“Hairy Heads” Project
Children sketch, use
equipment, and ask
questions during the
site visit to a salon
Expert Visitors
Guest musicians
perform their own
music, and music the
children have written
Including Families
Consideration: Are family members likely to want to get involved with the project?
– Serve as expert visitors
– Provide artifacts for classroom
– Attend site visit
– Attend culminating event
– Encourage child learning outside of school
– Participate in documentation in home or community
Family Involvement
“Community” Project
Families fill in
information and
photo related to their
own jobs “Birds and Nest” Project
Families brought in feathers they found in their
neighborhood and children graphed the results
When you implement your study in your own classroom…
Brainstorm and list on Study Planning Guide:
Site Visits
Experts/Visitors
Family Engagement
SPG, pg. 12
Photos/Video
“Hairy Head”
Project
Photos taken
during the site
visit can be used
by the children at
a later time to
answer questions
Photos taken
during the site
visit or during
expert visits can
assist children
during later
investigation or
help teachers
“answer” child
questions.
Artifacts An object or item collected by the participants that is related to the project topic (e.g., a
sling or stethoscope in a hospital project).
“Music” Project
Sign up sheet to use
instruments
“Hairy Heads”
Project
Mannequins were
borrowed for children
to practice
Nonfiction Resources
Experiments
“Fish” Project
Experimenting to
answer the question
“do fish climb
ladders”
“Cracks and Holes”
Project
Experimenting to
see what happens to
wet and dry sponges
“Birds and Nest”
Project
Experimenting with
the weight of bones
Observational Sketching
“Shoe” Project
Sketching in the field
“Farm” Project
Sketching of combine
and semi
Time 1/Time 2 Drawing
“Shoe” Project
Sketching from
memory vs.
observation
“Birds and Nest” Project
Sketching multiple times
adds detail base on
observation and knowledge
Dictate Experiences/Journal/Songs
“Birds and Nest” Project
“Hairy Head” Project
Children illustrate a book about
the types of scissors used in a
salon
Revise Webs and Lists
Compare what the
children reported
knowing on the
webs BEFORE and
AFTER
investigating.
Webs and lists can
organize the
direction of the
investigation to
answer questions
that the children
have about the
topic.
Construction
“Birds and
Nest” Project
Weaving a
model nest
“Fish”
Project
Creating a
model of the
fish bladder
and veins
“Birds and Nest”
Project
Creating 3-D
models of birds
Interviews
“Hairy Heads” Project
Preparing questions to ask
during the site visit to a salon
Interview
questions answered
during a site visit.
One question is
answered with
writing, another by
drawing.
Tally/Graphs
“Birds and Nest”
Project
Tallying and graphing
materials found in the
nest
Word Wall
Vocabulary
can be added
to word walls
throughout
the
investigation
as new terms
are learned.
When you implement your study in your
own classroom…
List ways to individualize your chosen study. Include potential:
– Adaptations
– Modifications
– Extensions
SPG, pg. 12
Now GO! Feel free to ask questions about the process as you work.
Investigate! Brainstorm ways to collect and record your learning.
Try some of the following:
– Go for a site visit
– Tally/graph
– Interview
– Sketch
– Rubbing or map
– Personal experience (you created these already)
– Dictate experience
– Photo or video (use cell phone)
Know Want to Know (and how
you will find out) Learned
Page 14 & 15 of SPG packet
When you return, revise your KWL chart.
Think about additional experiences you could have used for this “hotel” topic.
Collect all your evidence of learning and put in a manila envelop. Be sure to label with team name and member names. We will use your investigation documentation next session for the Culminating Event.
Know Want to Know (and how you will find out)
Learned
Wrapping Up Phase II: Reflecting On Children’s Learning
SPG, pg. 14
Knowing When to End the Study
Follow children’s lead
When children have exhausted questions they want to answer
Children appear “tired” of the investigation
When further investigation require skills children do not have (not developmentally appropriate)
Sometimes you will have a theme and a study going on at the same time if your district requires you cover certain “topics” at given times of the year
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TPGES
Action Plans
Integrated Study
Connecting TPGES to the Integrated Study
Wrapping Up
Connecting TPGES and the Integrated Study
Discuss at your tables:
– What connections do you see between implementing the Integrated Study and TPGES?
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TPGES
Action Plans
Integrated Study
Connecting TPGES to the Integrated Study
Wrapping Up
For Day 3 – January 30th
Develop and implement Phase II of the integrated study for at least 2 weeks in your classroom, using the topic that you selected through Phase I.
Be prepared to share “the good, the bad, and the ugly”
Day 4 we will celebrate our learning with a Showcase.
Great news from Morehead
State!
The IECE MAT program was just awarded federal funding for the next five years to pay full tuition and stipends for graduate students to earn their IECE certification.
Funding will begin January, 2015. Scholarship application materials are ready for distribution.
“Regional
Ready Kids
Conference”
June 18th
-19th, 2015
Morehead State University
Convention Center
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Survey
Please complete the on-line Survey Monkey
https://www.surveymonkey.com/s/NZ3BQQT
To better help us plan, please write down a brief response to the questions on the handout and leave them on the Registration Table
Elizabeth McLaren, EdD
Associate Professor, Morehead State University
606-783-2537 (phone)
606-783-5044 (fax)
301B Ginger Hall
Morehead KY 40351
Sally Shepherd
Kentucky Department of Education
Office of Next Generation Learners
Division of Program Standards,
500 Mero Street, 17th Floor
Frankfort, KY 40601
(502)564-7056
Jessie W. Singleton
Early Childhood Specialist
Ashland Early Childhood Regional Training Center
1820 Hickman Street
Ashland, Kentucky 41101
Work: 606-327-2706 ext. 2731
Mobile: 606-232-0191
Shannon Hankins
Early Childhood Specialist
Ashland Early Childhood Regional Training Center
1820 Hickman Street
Ashland, Kentucky 41101
Work: 606-327-2706
Mary M. West
Early Childhood Specialist
Ashland Early Childhood Regional Training Center
1820 Hickman Street
Ashland, Kentucky 41101
Work: 606-327-2706 ext. 2731
Mobile: 606-232-4711
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