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SHIFT HAPPENS: TOOLS, PRACTICES, AND RESOURCES FOR SUPPORTING EXCELLENCE IN THE CURRENT EARLY CHILDHOOD CONTEXT
CAMILLE CATLETT & DANIELLE SAVORY SEGGERSON
INDIANA HIGHER EDUCATION FORUM
JUNE 24, 2020
Today’s Presenters
Camille Catlett
Danielle Savory Seggerson
Logistics
Questions?Comments?
USE THE CHAT BOX
Remember to mute your audio
In 6 words or less, what has been the biggest shift in your professional life in 2020?
Shift Happens
InteractionsField
experiences
Content and
assignments
Shifts We’ll Be Talking About
Shifts in Interactions
Online courses require deliberate attention to all three 3 potential relationships in the course:
Tipsfor Building Connections and Staying Connected
1.Be Predictable and Clear
2.Be Authentic and Plan with Connection in Mind
3.Keep it “Simple and Sustainable*”
*Karen Costa’s phrase, not mine!
If you number your modules, be sure to include the start and end date.
Be consistent with what’s due each week. Be sure these match what is on your syllabus/course calendar.
Be consistent about when modules open and close• ex. each module will open on a
Monday and close on a Sunday
Use the same template to give information each week.
Assignment Directions
Adopt a template to use for consistency and clarity
Be clear with alignment to course outcomes or NAEYC Standards
Include Rubrics or Scoring Schemes that align with assignment directions
Example of Assignment Direction Template
Be Responsive: Timely Communication and Feedback Highly responsive to emails,
phone calls, etc. in first few weeks
Provide feedback that is timely, specific, and helpful
Helpful Resources (also on the
handout)
Make Your Own Videos
Basics:
5-10 minutes in length
Show your humanity ☺
Don’t expect perfection
Be authentic
Use props or tell a story
Accessibility (close captioning, etc.)
Behind the
Scenes
Ideas for Using
Videos
Welcome VideoOrientation Video of Course OrganizationBeginning of each week to introduce assignments, expectations, and contentGive individual or general feedbackExplain a concept/teach content Voiceover to a PowerPoint/other presentation
Helpful Resources (also on the
handout)
Michael WeschYoutube Channel: Teaching Without
Walls
Tip from Carrie Nepstad, Associate Professor, Harold Washington College
Sprinkle the course with occasional personal messages (in announcements, emails, or in a synchronous web call)• grading process,• conferences/meetings,• family life or habits, • personal photos from walks,
etc.• recommendations of
college resources
“Look, mom! I found your favorite book!”
Module Wrap-ups
Can use email or video
Parts of a Wrap-up:
Connect
Quickly summarize module topic
Report out on surveys (if module included one)
Use student’s reflections (their own words) to highlight main points
Module Wrap-up
Student Reflections:Private Journals
Tip from Kara WiedmanInstructional Design and Applications Specialist LCC eLearning Department-
Two-way Discussion Between Instructor and Student:
Set up 1:1 Discussion Boards in your LMS
•Assign monthly, weekly, etc.
Student Reflection Example 1
Throughout the course, you will be asked to write a reflection journal entry during Weeks 2, 4, 6, and 8. These entries will be posted to a private group discussion board. This discussion board is visible only to you and me.
Reflection provides the opportunity for self-development, critical review, helps to process information and enhances communication skills. This assignment asks you to record your thoughts, observations, feelings and questions.
This assignment is designed to be intentionally free-form and open-ended. If desired, you may use the following prompts to get started:
I was challenged by…
I found _______ to be extremely helpful…because
I was frustrated because….
I was excited to learn….
I learned….
I reinforced the importance of….
I think that…
I’d like assistance/help with….
I’d like to learn more about….
There isn’t a requirement length. Journals will be graded on a complete/not complete basis.
Student Reflection Example 2
Using Discussion Boards to Create Community
Plan small Group and Whole Group opportunities
Set parameters for interaction ex. 3 C&Q Framework by Jennifer Stewart-Mitchell
Consider your promptsOpen-endedGive Choices
Example Discussion Board Prompt
Choose from one of the following discussion questions and respond. Be sure to indicate what choice you chose in the subject of your post.
Choice 1: If Mr. Roger’s was alive today and was asked to talk to children about the current pandemic, what do you think he would say or do?
Choice 2: What story from the film stood out to you most? Why?
Choice 3: Even though “Mister Rogers’ Neighborhood” was unlike any other TV show, it worked. Why?
Choice 4: Based on what you’ve learned in this class so far, how do Mr. Roger’s values, strategies, etc. relate to what we’ve learned about supporting children’s development?
Consider Using Tech Tools to Help Students Connect
Example: Padlet (used in a synchronous class session)
(use synchronously through break-out rooms or asynchronously)
Another Padlet Example
Helpful Resources (also on the
handout)
*Karen Costa’s phrase, not mine!
What are my student’s needs?
What can my current LMS do?
What strategies are authentic to my teaching?
What one thing might I try out, explore, and commit to?
Reflect:
Set an intention in the chat: What one thing will you try
out or explore with the goal of building community in your
online teaching this fall?
Shifts in Field Experiences:So much to think
about…
Individual College
Guidelines
State Licensing
Guidelines and
Regulations
National Accreditation
Guidelines
State Certification Guidelines
(requirement for hours, etc.)
Student Needs
(Access and Equity)
Field Placement
Sites
Shifting Blackboards webinar
https://scriptnc.fpg.unc.edu/shifting-blackboards
Video Sources
Case study: Dracofrom CO Dept of Education Results Matter Library
Case study: Luke from CONNECT Module 1
I want my students to
• Understand the assets for children of being bilingual
• Understand the phases of second language acquisition for children who are dual language learners
• Understand how to support children who are dual language learners in inclusive early childhood classrooms
SCRIPT-NCSupporting Change and Reform in Preservice Teaching in North Carolina
I give up! It can’t be done online!!
Independent study more useful than contact hours, study finds
Shifts in Content &
Assignments
Content Sources
Content AreaSource for Free, Evidence-Based
Resources (evidence, print, audiovisual, online)
https://fpg.unc.edu/presentations/toolkit
Engaging Diverse Families Family Engagement Resources
Children with Disabilities, Inclusion
Resources to Support Inclusive Practices
Culture-Diversity- Equity Culture-Diversity-Equity Resources
Supporting Children who are Dual Language Learners and their Families
Resources for Supporting Children who are Dual Language Learners and their Families
Supporting Children who have Experienced Trauma or Adversity
Resources for Building Resilience
Talking with Adults and Young Children About Race and Racism
Race-Racism Resources
Tools and Resources that Promote Knowledge Acquisition and Knowledge Application
Disability and Inclusion
Culturally Responsive Practices
Equity
Race and Racism
Personas: Individualizing to Support Each and Every Child
Early Childhood Inclusion
Source: NAEYC-DEC Joint Position on Inclusion
The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential.
Practice Improvement Tools for the DEC Recommended Practices
Culturally Responsive Teaching
“asset-based approaches as alternatives to popular deficit-oriented teaching methods, which position the languages, cultures, and identities of students as barriers to learning” (page 10)
NAEYCEquity Landing Pad
Addressing Race and Racism
Use a PersonaTrey is 30 months old. He lives with his mother who has some intellectual challenges. She takes very good care of Trey but she doesn’t know much about how to support the development of a toddler. By report, Trey has never used crayons, held or read books, or spent time with other children. Trey’s mom recently found a job, so Trey is now in a family childcare program each day. Based on concerns from Trey’s grandparents, he was recently evaluated and has an IFSP to support his language, fine motor, and social-emotional development. Trey’s therapy services are being delivered at the childcare.
Trey’s teacher says he plays with are cars, trains, trucks –anything with wheels. He avoids doing fine motor activities. When he is asked to do fine motor activities like completing simple puzzles, he appears to get frustrated, but doesn’t seem to be able to explain how he feels or why he’s unhappy.
Ask students to identify what might be expected in fine motor, social emotional, and language development from a toddler, using your state early learning guidelines or standards. Consider how that compares to Trey’s development.
Consider the routines that go on each day in Trey’s childcare program. Which daily activities might provide naturally occurring opportunities to support Trey’s language, fine motor, and social-emotional development?
Using the DEC Recommended Family
Practices as the basis for your ideas, what
strategies might you use for collaborating with
Trey’s family to support his development?
Opportunities
Use a Preschool Persona
ORIGINAL
Develop three activities for teaching new,
age appropriate science concepts that
incorporate the interests of the children
and will capture/hold their attention.
MAKEOVER
Monty is one of the children in the 3rd
grade class. Develop three activities for
teaching new, age appropriate science
concepts that incorporate the interests of
the children and require collaborative
decision-making.
SCRIPT-NC Free Webinars
