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Module 2:

Module 2:. Creating a Learning Environment for All Children. Welcome. Introductions Overview Learning Outcomes Group Norms. 2. Learning Outcomes. Understand the components of an effective kindergarten environment

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Module 2:

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  1. Module 2: Creating a Learning Environment for All Children

  2. Welcome • Introductions • Overview • Learning Outcomes • Group Norms 2

  3. Learning Outcomes • Understand the components of an effective kindergarten environment • Understand how the kindergarten environment can play a critical role in children’s learning • Consider how a rich, well-organized, intentionally designed classroom environment functions as a key part of the curriculum • Investigate strategies to differentiate learning through the classroom environment

  4. Agenda • Components of an Effective Kindergarten Learning Environment • Intentionality & the Environment • In-depth Exploration of Each Component • Meeting the Needs of All Children • Reflection & Next Steps

  5. BRAINSTORMINGWhat is included in a learning environment for kindergarteners? • Each person chooses one component from the manila envelope • Work in like component groups • Make a list based on your component of a kindergarten learning environment to answer to the question above

  6. High Quality Kindergarten Today:The Classroom Environment

  7. Video Reflection • What ideas were “new” for you? • What were some ideas you heard that “confirm what you believe”? • What “questions” did this raise in your mind?

  8. Environment = Powerful Teaching Tool • Intentionality: every decision you make must have a purpose • Based on what we know about how children learn, in general • Based on what we know about individual children • Based on learning goals Epstein, 2009 • Serves as an additional “teacher”

  9. Components of an Effective Learning Environment • Physical Space (design, furniture, equipment, materials) • Schedule and Routines • Relationships and Interactions

  10. Physical Environment Should reflect the needs of five year olds and best practices • Small Group Brainstorm: • What should be in the kindergarten physical environment? • Review the “Classroom Environmental Principles” handout • Discuss how your list compares? Any gaps? • Group Reflection

  11. Physical Environment Individually review the “Environment Checklist” and do a quick self-assessment of your own classroom environment • What are some strengths of your physical environment? • What are some areas for improvement? • Where are the gaps?

  12. Physical Environment Floor Plan Design Exploration • Small Group Discussion • Review and discuss set of floor plans • Compare to Principles and Checklist

  13. Break • 15 Minutes

  14. Physical Environment Learning Standards

  15. Math and Manipulatives Area Learning Standards

  16. Library/Reading & Listening Corner Learning Standards

  17. Block Center Learning Standards

  18. Block Materials Learning Standards

  19. Science Center Learning Standards

  20. Dramatic Play / Home Center Learning Standards

  21. Sand & Water Exploration Learning Standards

  22. The Safe Place Learning Standards

  23. Outdoor Block Building Learning Standards

  24. Physical Environment Learning Standards

  25. Physical Environment Learning Standards

  26. Design Your Classroom • Using information from video, sample floor plans, checklists, photos and your own reflections, think about the physical space of your classroom • Plan and design how you would like your classroom to look at the beginning of next school year. • Begin designing a floor plan sketch on the graph paper

  27. Classroom Design Reflection & Sharing • PART 1: Discuss with your table group • What was easy? • What was challenging? • What do you feel good about? • What frustrates you? • PART 2: How does your design reflect the needs of: • English Language Learners? • Children with special needs? • Highly capable children? • The child that is developmentally delayed? • Share chart with Whole Group • Key thoughts from each table

  28. Re-Design Your Classroom • Using information from the group share out • Re-design or make any changes to how your original design based off of what was shared. • Discuss your changes with a table partner.

  29. Lunch • 1 Hour

  30. Materials Consider your own classroom. Highlight the materials on the handout that children use on a regular basis. • What types of materials should be included in a kindergarten classroom? • Review Materials Checklist and brainstorm list • What do you notice about these lists in comparison to your own classrooms? What’s missing? • Are the materials inclusive of ALL students?

  31. Challenges to CreatingAppropriate Learning Environments • Whole Group Brainstorm: • What challenges are faced by kindergarten teachers for creating an appropriate physical learning environment? • Share • Small Group Brainstorm: • Consider possible modifications or solutions to address these challenges • Write ideas on sticky notes • Place sticky notes on chart next to challenges • Try to group common ideas as you go • Whole Group Sharing

  32. Design & Equip Your Classroom Next Steps: • Set a goal for designing your learning environment’s physical space • What materials do you need? • Make a plan for yourself: • What are the first steps you can take to reach your goal. • Does your plan include considerations for meeting the needs of every child?

  33. Schedule & Routines

  34. Schedule & Routines HIGHLIGHT POWER WORDS & PHRASES READ ABOUT IT Discuss the big “take away” messages of the video clip and the article NC Guide, 2009

  35. Schedules & Routines • Discuss your own daily schedule and routines with a partner • Compare & contrast your schedules with the video, article and sample schedules

  36. Questions to Ask Yourself • Quick Write • What do you have control over in your schedule? • How can you integrate learning experiences throughout the day? • How can you make the experiences throughout the day as developmentally and individually appropriate as possible? • What adjustments can you make? • Share with your table colleagues

  37. Break • 15 Minutes

  38. Relationships & Interactions • Research repeatedly shows that the quality of interactions between children and teachershas long lasting impacts on child development and learning. (Pianta, 2009; Ritchie, 2013)

  39. Relationships & Interactions Brain Write What are the characteristics of teacher/child relationships?

  40. Relationships & Interactions – Adult / Child

  41. Relationships & Interactions – Child / Child Opportunities for • Relationship building • Language development— • Play-based experiences • Teamwork • Friendships • Shared goals • Shared successes • Conversations • Learning from & with each other

  42. Creating & Caring Community of Learners • Children help to create the community • Children feel part of something special— • Children genuinely care about and support each other • Children are accountable to each other to behave in a way that is conducive to the well-being of all • Children grow into responsible members of a democratic society Turn to a partner to discuss your ideas and the ideas from the “Building a Community of Learners” handout

  43. Relationships & Interactions – Teachers / Families A reciprocal “relationship between equals” where families are welcomed and valued partners within the school. (Keyser, 2006)

  44. Relationships & Interactions – Teachers / Families “One of the best places to learn more about the children in our classrooms is from their families. Trying to develop a relationship with a child without getting to know the family is like seeing only half the picture!” (NC Guide for the Early Years, 2009, p.23) • Get to know the families’ hopes and dreams for their children • Take time to get to know and build trust and rapport with families through meaningful ways: home visits, conferences, authentic conversations and community outings • Keep the channels of communication open - phone calls, emails, websites, newsletters • Encourage two-way communication - not just when things aren’t going well • Frame concerns positively • Reflect and value the diversity of the families and the community through materials, toys, displays, interactions and experiences • Design flexible schedules to meet the variety of needs of your families • Help families find available community resources NC Guide, 2009

  45. Think, Pair, Share Think about and answer this question: • In what ways do you work to build positive relationships with and among your children and their families? • Share your ideas with a partner • Share one idea with the whole group

  46. What’s YOUR Take Away?What are the important components of an effective learning environment for kindergartners? Choose a component card • Walk around the room and find a friend who has the SAME component as you do • Share your AHAs and Take Away Messages related to that component • Thank your partner • Walk around to find another friend who has a DIFFERENT component • Share your AHA’s and Take Away Messages related to the components • Thank your partner • Continue until you have shared all 3 components

  47. Meeting the Needs of ALL Children From each child’s perspective • If a child comes to your room on the first day of kindergarten, • what will they think? • how will they feel? • will the space be inviting? • what does the space say to the child? • Use the handout “From a Child’s Perspective” to reflect upon your own classroom.

  48. Meeting the Needs of ALL Children • Consider how the perspectives might be different for children who • are Dual Language Learners (ELL) • are highly capable • have special needs • have delayed development • Discuss possible strategies for meeting their needs • Use handout to record your thoughts

  49. Closing Reflection & Next Steps Individual Reflection • Reflect on your overall understanding of the importance of the kindergarten learning environment • What are your strengths and areas of improvement? Individual Planning for Next Steps • Develop and record next steps for each component of an effective learning environment • What parts, if any, of your environment and materials change over the course of the year as children begin to transition to first grade? Whole Group Sharing

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