Effective Learning Environment: A Guide for Presenters

1. Presenter Notes • Learning Environment • This guide will walk you through presenting the module. These are suggestions, so please use the materials as you see fit but with integrity to the module as developed. This professional development module includes PowerPoint slides, presenter notes and supporting materials. BEFORE YOU BEGIN: • This is the 2nd in a series of Full-Day Kindergarten Professional Development Modules • The content is designed to be delivered in a 6.5 hour training. • Suggestions for other timeframes are available (either shorter or longer). MATERIALS NEEDED: • Presenter PowerPoint Slides • Handouts as indicated below: • Appendix A • Chart Paper/Markers • Chart for Group Norms • Chart for Module Outcomes • Graph paper and pencils • Scissors and sticky notes • SLIDE 1: • TITLE SLIDE 1

2. Presenter Notes • Learning Environment Module • SLIDE 2: • WELCOME • Introductions: • Begin by giving participants background information on yourself • Find an efficient method of introducing participants (Try to not spend a long time with this.) • Review norms (Add a slide or create a poster. Use you professional judgment on which norms to include.) • Introduce Topic: • Learning Goals (may want to make a chart that lists goals) SUGGESTED TIMEFRAME: Slides 1 – 5: 30 Minutes • SLIDE 3: OPTIONAL SLIDE • LEARNING OUTCOMES • SLIDE 4: • AGENDA • Review the day’s agenda • Brief overview 2

3. Presenter Notes • Learning Environment Module • SLIDE 5: • BRAINSTORMING ACTIVITY • Participants work in pairs with one component to brainstorm a list of what is included in a kindergarten from that aspect of the environment • Each pair will need to take one component card from the manila envelope • List needs to be kept for later use in each component • See ppt slide notes for further info • Brainstorming and Reflecting Handout • Environmental Component Cards • SLIDE 6: • HIGH QUALITY ENVIRONMENT • Participants will watch a video clip from New Jersey Dept. of Ed (Part 1) link below: • https://www.youtube.com/watch?v=XriN7Ks6j84 • Watch video from 1:56-9:44 mark. SUGGESTED TIMEFRAME: Slides 6 – 8 : 25 Minutes • Environment Video reflection handout 3

4. Presenter Notes • Learning Environment Module • SLIDE 7: • VIDEO REFLECTION • After viewing give participants time to reflect on the video • Environment Video reflection handout • SLIDE 8: • ENVIRONMENT = POWERFUL TOOL • Emphasize the importance of being intentional in all aspects of teaching including the classroom environment • EMPHASIZE: A well designed environment serves as a physical representation of the curriculum. Intentionality is the key! When teachers intentionally plan the learning environment it can become a powerful teaching tool. When a teacher makes decisions about the arrangement of the environment as well as the types of materials, interactions and experiences based on what they know about child development, about the individuals in his or her classroom and on the learning goals for children, then the environment becomes like another “teacher” that supports and facilitates the learning for children. It can be an important tool within a teacher’s toolbox. 4

5. Presenter Notes • Learning Environment Module • SLIDE 9: • KEY COMPONENTS OF EFFECTIVE LEARNING ENVIRONMENT • Emphasize that the environment is much more than just the physical makeup of the classroom • Explain that most of the day will be spent on an in-depth look at the 3 components listed on the slide • Introduce handout and explain that it is for note-taking during the session • Call attention to TPEP icon and introduce handout to use for TPEP and Learning Standards • Connections to TPEP and Learning Standards • SLIDE 10: • PHYSICAL ENVIRONMENT • Each table group will use the brainstormed list from the opening activity. • Each group should have a list for each component. Use the Physical Environment/Materials and Equipment one for this activity. • Review the handout, “Classroom Environmental Principles”. • Compare/contrast what was on the brainstormed list with the information on the handout. • Share out by table SUGGESTED TIMEFRAME: Slides 10 – 13 : 55 Minutes • Classroom Environmental Principles • Environment Checklist 5

6. Presenter Notes • Learning Environment Module • SLIDE 11: • SELF ASSESSMENT • Participants will review the “Environmental Checklist” and do a quick self assessment by responding to the questions on the slide • Complete the “Environment Checklist Reflection” handout. • Environmental Principles and Checklist • Environment Checklist Reflection • SLIDE 12: • EXPLORATION ACTIVITY • Participants will review classroom floor plans • 1 to 2 packets of 4 different floor plans per table • Pass the floors plans to each partnership • They will then compare them to the “Environmental Principles” and “Environmental Checklist” handouts • Table discussion on strengths, areas of improvement and potential issues with each plan • Floor Plan Packets • Environmental Principles and Checklist 6

7. Presenter Notes • Learning Environment Module • SLIDE 13: OPTIONAL SLIDE • BREAK • SLIDE 14: • ELEMENTS OF PHYSICAL ENVIRONMENT • Begins a series of slides that depict different parts of the physical environment and the elements and features included in each • Encourage participants to consider the connections to TPEP/Standards in each area and use their handout as you progress through the next few slides • EMPHASIZE: What elements/principles are seen. Use previous handouts SUGGESTED TIMEFRAME: Slides 14 – 25 : 45 Minutes 7

8. Presenter Notes • Learning Environment Module • SLIDE 15 and 16: • ELEMENTS OF PHYSICAL ENVIRONMENT • Math and Manipulative area • Library/Reading & Listening corner • Slide 15 Suggested elements: clearly defined space for math manipulatives, easily accessible and organized materials, child created displays, low shelves, free flowing traffic patterns, tables and chairs are integrated into the centers and spaced appropriately around • Slide 16 Suggested Elements: inviting displays and center, cozy spaces, books organized and labeled, materials easily accessible, resource rich, clearly defined space, use of electrical outlet, science center near window • SLIDE 17 and 18: • ELEMENTS OF PHYSICAL ENVIRONMENT • Elements of Physical Environment: • Block Center • Block Materials • Slide 17 Suggested Elements: clearly defined space, organized, spacious, largest work area in room, protected from free-flowing traffic, inviting and sturdy materials • Slide 18 Suggested Elements: clearly labeled and organized, sturdy materials, materials at eye level, 8

9. Presenter Notes • Learning Environment Module • SLIDE 19–21: • ELEMENTS OF PHYSICAL ENVIRONMENT • Science Center • Dramatic Play/Home Center • Sand & Water Exploration • Slide 19 Suggested Elements: organized and labeled, easily accessible to children, materials at eye level, inviting materials, learning center clearly defined • Slide 20 Suggested Elements: warm, inviting, and sufficient materials, shelves or cupboards at low levels, possible location near block center to encourage cross-over play, easily recognizable household items, ability to change out materials (collect and store theme-related materials in prop boxes, inclusion of reading/writing/math materials (paper, pencil, recipes, scales, calculator, etc) • Slide 21 Suggested Elements: sand/water center near the back door for easy clean-up, center is clearly defined, dividers are used to help contain center, water sources and plugs are considered in the arrangement of the environment 9

10. Presenter Notes • Learning Environment Module • SLIDE 22 and 23: • ELEMENTS OF PHYSICAL ENVIRONMENT • Safe Place • Outdoor Block Building • Slide 22 Suggested Elements: cozy area, individual quiet space, inviting, defined space • Slide 23 Suggested Elements: expanding the indoor classroom outdoors...with space to build large structures, this is a covered patio immediately outside of classroom where the hollow block are stored in a small storage unit, filled with an array of resource-rich activity centers for groups of children, clearly defined by patio area • NOTE: Using outdoors is dependent upon the available space and access to outdoors. Children should experience nature as much as possible. Think outside of box for other ways to extend the classroom • SLIDE 24: • ELEMENTS OF PHYSICAL ENVIRONMENT • Overall classroom environment • Participants will look to identify elements of a complete classroom after viewing individual areas • “What elements/principles do you see?” • Suggested Elements: tables integrated into learning areas, inviting book display, well-organized, low shelves, displays at eye level of children, areas clearly defined, child-centered 10

11. Presenter Notes • Learning Environment Module • SLIDE 25: • ELEMENTS OF PHYSICAL ENVIRONMENT • Continue Overall classroom environment • Participants will look to identify elements of a complete classroom • Ask for sharing of connections that were made to CCSS standards • Suggested Elements: tables integrated into learning areas, well-organized (wealth of materials but not cluttered), labeled and organized shelves that students can use independently, low shelves, displays at eye level of children • SLIDE 26: • DESIGN YOUR CLASSROOM • Participants will use information provided to this point to begin to design their own classroom as to how they would like it to look from the beginning of the year • Will need graph paper, pencils, scissors, and sticky notes • Emphasize: visualizing current layout of classrooms. Sketch permanent items first. Think about furniture that can be arranged to reflect the learning environment principles discussed that would help you to meet the needs of all of your students. Use sticky notes to represent the furniture pieces then place them on the graph paper, moving them around trying out different floor plan options. SUGGESTED TIMEFRAME: Slides 26 – 28 : 45 Minutes • NOTE: There are various apps or websites • that allow you to design online. • https://www.kaplanco.com/resources/floorplanner.asp MATERIALS NEEDED: • Graph paper and pencils • Scissors and sticky notes 11

12. Presenter Notes • Learning Environment Module • SLIDE 27: • DESIGN YOUR OWN CLASSROOM REFLECTION • Participants will reflect first with their table group • Participants will need to be prepared to share out key thoughts from table group with all • Teams need a Recorder and Reporter. • Teams respond to questions in Part 1 and Part 2 • NOTE: Use your judgment as to • whether the labels listed reflect the needs of your group-modify if needed MATERIALS NEEDED: • Chart paper split into Part 1/Part 2 • Markers • SLIDE 28: • RE-DESIGN YOUR OWN CLASSROOM • Use information from share outs to make any changes to classroom design • Discussion with table partner 12

13. Presenter Notes • Learning Environment Module SLIDE 29: OPTIONAL SLIDE LUNCH • SLIDE 30: • CLASSROOM MATERIALS • Ask, “You’ve got this great room layout, now what do you put in it? What materials do you and your students use on a regular basis? Do you have materials that will meet the needs of ALL children?” • Participants will highlight the materials that they currently have for their classroom on either handout suggested lists • Revisit Brainstorm Component List from morning activity • Participants will do a comparison SUGGESTED TIMEFRAME: Slides 30 : 20Minutes • NC Guide List of Materials and Equipment • Bellingham Guide Appendix C pg 1 & 2 13

14. Presenter Notes • Learning Environment Module • SLIDE 31: • CHALLENGES • Participants will brainstorm as a whole group the challenges to creating an effective and engaging learning environment • In small groups, participants will suggest modifications and solutions to these challenges • Need chart paper/markers/sticky notes • Facilitator can write challenges on chart paper as group shares and can add to the chart after solutions to the challenges SUGGESTED TIMEFRAME: Slides 31–32 : 40 Minutes • SLIDE 32: • DESIGN AND EQUIP YOUR CLASSROOM • Participants will set a goal and make a plan for themselves concerning the physical set-up of their kindergarten classroom • Participants will use handout for these two components at this time and will use handout again at end of day for the two other components • NOTE: save this document for use again in Closing Reflection time. • Learning Environment Planning for Next Steps 14

15. Presenter Notes • Learning Environment Module • SLIDE 33: • SCHEDULES AND ROUTINES • Participants will watch a video clip on schedules and routines from New Jersey Dept of Ed (Part 3) link below: • https://www.youtube.com/watch?v=hTaNRZhRPgk • Video is 15 min long SUGGESTED TIMEFRAME: Slides 33 – 34 : 45 Minutes • Schedule Video Reflection • SLIDE 34: • SCHEDULES AND ROUTINES • Participants will skim Chapter 4 from NC Guide and focus on key words or phrases • WHOLE GROUP:-Share and Discuss: the component brainstorm list from the morning activity; the video, and article highlights • Chapter 4 NC Guide-Making the Most of Each Day 15

16. Presenter Notes • Learning Environment Module • SLIDE 35: • SCHEDULES AND ROUTINES • Participants will consider their own classroom schedule and routines • Share with a partner and contrast to the video, the sample schedules and your own schedules • Sample Kindergarten Schedules • SLIDE 36: • SCHEDULES AND ROUTINES • Quick Write • Participants consider questions on slide as they pertain to their own classroom schedules • Use handout to reflect upon their thinking • Suggestions for Integrated Daily Schedule 16

17. Presenter Notes • Learning Environment Module SLIDE 37: OPTIONAL SLIDE BREAK • SLIDE 38: • RELATIONSHIPS AND INTERACTIONS • Informational • Connect back to the connection to this being one part of the classroom environment • Transition slide to introduce the last component SUGGESTED TIMEFRAME: Slides 38 – 45 : 30 Minutes 17

18. Presenter Notes • Learning Environment Module • SLIDE 39: • RELATIONSHIPS AND INTERACTIONS • Brain Writing: Have each person write one characteristic on a piece of paper, then pass on to next person at table. Keep passing with each person writing same characteristic on each page until papers are back to original person. If someone else has listed their choice, then add a different one. • Allow about 10 minutes • SLIDE 40: • RELATIONSHIPS AND INTERACTIONS – ADULT / CHILD • Use characteristics from the slide to have participants compare the ideas created at their table from Brain Write • Revisit component brainstorm list from morning activity • Allow 5 mins 18

19. Presenter Notes • Learning Environment Module • SLIDE 41: • RELATIONSHIPS & INTERACTIONS – CHILD / CHILD • Informational • EMPHASIZE: these types of opportunities are critical to helping children develop cognitively and socially • SLIDE 42: • CREATING A CARING COMMUNITY OF LEARNERS • Informational • Use the handout as a guide for discussion as partner activity • EMPHASIZE: A caring community of learners must be intentionally developed by the teacher • Building a Community of Learners 19

20. Presenter Notes • Learning Environment Module • SLIDE 43: • RELATIONSHIPS AND INTERACTIONS • Informational • EMPHASIZE: This is another critical aspect that must be intentionally planned for and facilitated. • WA only: share the family connection portion of WaKIDS • SLIDE 44: • RELATIONSHIPS AND INTERACTIONS – TEACHERS / FAMILIES • Informational • Share some of tips-not intended to read all to group • SLIDE 45: • THINK, PAIR, SHARE ACTIVITY • Participants will think about ways they use to create and build positive relationships in their own classrooms • Participants will then turn to a partner to share their ideas and also the ideas from the handout. • One idea will be shared with whole group • Allow about 10 mins 20

21. Presenter Notes • Learning Environment Module • SLIDE 46: • WHAT’S YOUR TAKE AWAY ACTIVITY • Participants will be sharing their AHAs and take-awaysfrom the 3 components of the learning environment as a way to provide personal reflection time for the day’s learning. • USE component cards from the morning’s activity SUGGESTED TIMEFRAME: Slides 46 – 49 : 20 Minutes • Environmental Component AHAs/Take Aways • Environmental Component Cards • SLIDE 47: • MEET THE NEEDS OF ALL CHILDREN • Participants will consider what a child might think when coming into their own classroom on the first day of school • Use the handout to help participants consider what might be part of the child’s perspective • From a Child’s Perspective 21

22. Presenter Notes • Learning Environment Module • SLIDE 48: • MEETING THE NEEDS OF ALL CHILDREN • Participants will now consider the possible perspectives for meeting the needs of every child in their classroom • Use the handout as a tool for collecting their ideas • Share out with whole group • NOTE: Listed groups are suggestions; if you know these do not fit your particular group, modify as needed • Perspectives for Differentiating • SLIDE 49: • CLOSING REFLECTION AND NEXT STEPS • Participants will reflect upon the information presented during the session • Participants will be asked to develop a plan for next steps in implementing the information into their own classroom environment. • Lead group through a share-out • Learning Environment Closing Reflection • Learning Environment Plan for Next Steps 22