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Differentiated Instruction in the TK Classroom

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  1. Differentiated Instruction in the TK Classroom Whit Hayslip, Early Childhood Education Consultant Kris Damon, Transitional Kindergarten Coach, Long Beach Unified School District October 16, 2012

  2. Agenda • Welcome : Ernesto Saldaña, State Field Director, Preschool California • Transitional Kindergarten Presentation : “Differentiated Instruction in the TK Classroom” – Whit Hayslip, Early Childhood Education Consultant, and Kris Damon, Transitional Kindergarten Coach, Long Beach Unified School District • Q&A-Please email all questions to Araceli Sandoval-Gonzalez: asandoval@preschoolcalifornia.org • Next Call : November 20, 2012 @ 3:30 • Close

  3. In order to effectively differentiate instruction in the TK classroom you must hold on to two different ideas at the same time. Idea 1 Idea 2 Please email all questions to : asandoval@preschoolcalifornia.org

  4. Idea 1: Children are more alike than different Please email all questions to : asandoval@preschoolcalifornia.org

  5. Idea 2: All children have unique and individual needs. Please email all questions to : asandoval@preschoolcalifornia.org

  6. More alike than different Please email all questions to : asandoval@preschoolcalifornia.org

  7. Individual Needs Please email all questions to : asandoval@preschoolcalifornia.org

  8. More alike than different Individual Needs Please email all questions to : asandoval@preschoolcalifornia.org

  9. The EssentialQuestions • What is each child learning? Please email all questions to : asandoval@preschoolcalifornia.org

  10. The Essential Questions • What is each child learning? • What am I teaching? Please email all questions to : asandoval@preschoolcalifornia.org

  11. How do we know what to do to meet the needs of each child? Please email all questions to : asandoval@preschoolcalifornia.org

  12. The Early Childhood Teacher as Decision Maker Please email all questions to : asandoval@preschoolcalifornia.org

  13. You are the key!!! Please email all questions to : asandoval@preschoolcalifornia.org

  14. Teachers make a series of ongoing decisions throughout the program day Please email all questions to : asandoval@preschoolcalifornia.org

  15. Key Principles of Learning That Guide Us in Making the Decisions that Differentiate Instruction Adapted from : Bredekamp and Copple “Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8” National Association for the Education of Young Children Please email all questions to : asandoval@preschoolcalifornia.org

  16. Assessment and curriculum are linked Assessment Curriculum Please email all questions to : asandoval@preschoolcalifornia.org

  17. Curriculum and Assessment: The Ongoing Cycle Please email all questions to : asandoval@preschoolcalifornia.org

  18. Curriculum and Assessment: The Ongoing Cycle 1. Collecting and recording facts Please email all questions to : asandoval@preschoolcalifornia.org

  19. Curriculum and Assessment: The Ongoing Cycle 1. Collecting and recording facts 2. Analyzing and evaluating what you learned Please email all questions to : asandoval@preschoolcalifornia.org

  20. Curriculum and Assessment: The Ongoing Cycle 1. Collecting and recording facts 2. Analyzing and evaluating what you learned 3. Planning for each child and the group Please email all questions to : asandoval@preschoolcalifornia.org

  21. Curriculum and Assessment: The Ongoing Cycle 1. Collecting and recording facts 4. Reporting on children’s progress 2. Analyzing and evaluating what you learned 3. Planning for each child and the group Please email all questions to : asandoval@preschoolcalifornia.org

  22. Curriculum and Assessment: The Ongoing Cycle 1. Collecting and recording facts 4. Reporting on children’s progress 2. Analyzing and evaluating what you learned 3. Planning for each child and the group Please email all questions to : asandoval@preschoolcalifornia.org

  23. Planning for each child andthe group

  24. Planning for each child andthe group The Group Big Ideas Units of Study Themes/Projects Anchor Texts Intentional Messages Storytelling Singing Please email all questions to : asandoval@preschoolcalifornia.org

  25. Planning for each child andthe group The Group Big Ideas Units of Study Themes/Projects Anchor Texts Intentional Messages Storytelling Singing Each Child Responsive Interactions Flexible Grouping Center-Based Learning Please email all questions to : asandoval@preschoolcalifornia.org

  26. Development occurs in a relatively orderly sequence Later abilities, skills and knowledge build on those already acquired. Please email all questions to : asandoval@preschoolcalifornia.org

  27. Development advances when children have opportunities to practice newly acquired skills as well as when they experience a challenge just beyond the level of their present mastery. Please email all questions to : asandoval@preschoolcalifornia.org

  28. Children can do things first in a supportive context and then later independently in a variety of contexts. Please email all questions to : asandoval@preschoolcalifornia.org

  29. Children can do things first in a supportive context and then later independently in a variety of contexts. Teachers provide the “scaffolding” that allows the child to take the next step. Please email all questions to : asandoval@preschoolcalifornia.org

  30. Children can do things first in a supportive context and then later independently in a variety of contexts. Teachers provide the “scaffolding”that allows the child to take the next step. Learning occurs through “guided participation”. It is a collaborative process between the teacher and child. Please email all questions to : asandoval@preschoolcalifornia.org

  31. Development proceeds at varying rates from child to child and unevenly within different areas of each child’s functioning. Please email all questions to : asandoval@preschoolcalifornia.org

  32. Individual variation is not only to be expected but also valued Decisions about adult’s interactions with children should be as individualized as possible. Please email all questions to : asandoval@preschoolcalifornia.org

  33. Individualizing We work with groups of children, and children have individualneeds. Please email all questions to : asandoval@preschoolcalifornia.org

  34. Individualized Group Instruction Individualized Group Instruction Please email all questions to : asandoval@preschoolcalifornia.org

  35. Individualized Group Instruction Personalized Group Instruction Please email all questions to : asandoval@preschoolcalifornia.org

  36. Differentiated Instruction It is the practical application of the philosophy that recognizes, values, and plans for differences in how children develop, the rate at which growth occurs, and the individual life experiences that children bring to the program. -Diane Dodge Please email all questions to : asandoval@preschoolcalifornia.org

  37. The better able programs are to meet the needs of the child with the greatest challenges Please email all questions to : asandoval@preschoolcalifornia.org

  38. The better able programs are to meet the needs of the child with the greatest challenges the better able they are to meet the needs of all children. Please email all questions to : asandoval@preschoolcalifornia.org

  39. Planning for each child andthe group The Group Big Ideas Units of Study Themes/Projects Anchor Texts Intentional Messages Storytelling Singing Each Child Responsive Interactions Flexible Grouping Center-Based Learning

  40. Tools forplanning for each child andthe group

  41. Big Idea: Relationships Unit of Study: My World Theme: Off to School Anchor Text: The Kissing Hand by Audrey Penn Project Based Activity: Create a class book using connections from the story and personal experience. KEY VOCABULARY raccoon tickled thoughtful nuzzled teased warmth kissing gently secret scampered strange

  42. Big Idea: Relationships Unit of Study: My World Theme: Off to School Anchor Text: The Kissing Hand by Audrey Penn Project Based Activity: Create a class book using connections from the story and personal experience. KEY VOCABULARY raccoon tickled thoughtful nuzzled teased warmth kissing gently secret scampered strange

  43. Big Idea: Relationships Unit of Study: My World Theme: Off to School Anchor Text: The Kissing Hand by Audrey Penn Project Based Activity: Create a class book using connections from the story and personal experience. KEY VOCABULARY raccoon tickled thoughtful nuzzled teased warmth kissing gently secret scampered strange

  44. Big Idea: Relationships Unit of Study: My World Theme: Off to School Anchor Text: The Kissing Hand by Audrey Penn Project Based Activity: Create a class book using connections from the story and personal experience. KEY VOCABULARY raccoon tickled thoughtful nuzzled teased warmth kissing gently secret scampered strange

  45. Big Idea: Relationships Unit of Study: My World Theme: Off to School Anchor Text: The Kissing Hand by Audrey Penn Project Based Activity: Create a class book using connections from the story and personal experience. KEY VOCABULARY raccoon tickled thoughtful nuzzled teased warmth kissing gently secret scampered strange

  46. Planning for ExperientialOpportunities

  47. Tips to Consider in Planning

  48. Tips to Consider in Planning • Bring out the guides! Please email all questions to : asandoval@preschoolcalifornia.org

  49. Tips to Consider in Planning • Bring out the guides! • Organize and integrate curricula around Big Ideas, Units of Study, and Themes Please email all questions to : asandoval@preschoolcalifornia.org

  50. Tips to Consider in Planning • Bring out the guides! • Organize and integrate curricula around Big Ideas, Units of Study, and Themes • Select anchor texts and key vocabulary to support the Big Ideas Please email all questions to : asandoval@preschoolcalifornia.org