Good Morning and Welcome Trainers!

1. Good Morning and Welcome Trainers! Morning Eye Openers: • Please Sign in • Write your name on the tent card using the markers • Complete participant survey • Complete the Consensogram handout

2. Consensogram Move to the charts: • Review your rating/response from 1 (lowest) to 10 (highest) • Place color coded dots in the appropriate column to reflect your response to each statement • Review the graph created for each question

3. Implementing the Cycle of Intentional Teaching: Training the Trainers Academy Putting the Pieces Together: Using the CT PCF and PAF in intentional teaching aligned to standards Place: CRT Dates: July 12, July 20, and August 10, 2011 Time: 8:30-3:30 Facilitators: Donna Rooney and Barbara Perrone excerpted from CT State Department of Education in collaboration with the Regional Educational Service Centers

4. Intended Outcomes of Project • Understand and apply the Cycle of Intentional Teaching • Be knowledgeable about and be able to use the CT Preschool Curriculum and Assessment Frameworks • Be able to use learning standards, assessment information, children’s interests and family and cultural contexts to inform curriculum and instruction • Observe and objectively document children’s behaviors and skills, including ways to organize notes and work samples • Assess children using the CT PAF and use the information to plan for class instruction • Individualize for children, including those with an IEP • Be able to share information with families and receiving teachers

5. Overview of Three Days • Day 1 Overview of Curriculum, Cycle of Intentional Teaching, CT Preschool Curriculum Framework and Planning and Implementing Curriculum • Day 2 Observing, Recording and Documenting – Intentional Assessment CT Preschool Assessment Framework • Day 3 Recording and Documenting Observations Using Assessment to Inform Teaching Intentional Teaching

6. Training Outcomes for Day 1 Participants will: • Understand the Cycle of Intentional Teaching as it relates to learning standards informing curriculum and instruction • Understand the components of curriculum • Be knowledgeable about the CT Preschool Curriculum Framework • Implement Phase 1 of the Cycle of Intentional Teaching- Planning and Implementing

7. Overview of Intentional Teaching Goals: To provide support to staff in using the CT Preschool Curriculum and Assessment Frameworks and to be more intentional in teaching related to learning standards. • Provide three days of training • Coach and facilitate • Support collaborative team planning and time allocation • Develop and review Learning Experience Plans • Use assessment data to plan instruction • Use assessment data to provide on-going professional development • Provide focused support Binder

8. Optimal Learning Environment GROUP NORMS: • Respect for your prior experience and respect for others in the room • Cell phones in “manner mode” • Complete engagement • Full participation in all activities and complete attendance for duration of seminar • Active listening so you are able to respond when called upon • No side conversations, activities, or work

9. Team Resumes: Greet your team colleagues • Choose a Team Name • Cumulative years of experience in education • Other work experiences of that add to the group’s dynamic • Hobbies or interests • Team Logo: Design a symbol for your team • Post your resume when you are finished

10. Debrief of Consensogram • What do you notice about the graphs? • What objective statements can you make about the information?

11. When I think of “intentional”,I think of…

12. As teachers, what do you think of?

13. The Ongoing Cycle of Intentional Teaching

14. Relationship of the Cycle of Intentional Teaching to NAEYC Accreditation Standards and Criteria

15. Knowledge advances by steps and NOT by leaps. -Thomas Macaulay

16. The Early Childhood Paradigm Shift • “Developmentally Appropriate Practice” has focused on • how children learn, and • the needs of individual children. Curriculum planning has tended to be activity driven, evaluating success of activities in terms of children’s interest rather than the activity’s impact on children’s learning. To address the imbalance in early childhood education, teachers must pay more attention to connecting: • learning objectives, • instructional experiences, and • assessment.

17. Defining Curriculum With colleagues in your small group, write a definition of curriculum.

18. Defining Curriculum “…curriculum includes the goals for the knowledge and skills to be acquired by children and the plans for learning experiences through which such knowledge and skills will be achieved.” NAEYC Early Childhood Program Standards and Accreditation Criteria, (2005). NAEYC.

19. Defining Curriculum Head Start definition Curriculum means a written plan that includes: • the goals for children’s development and learning; • the experiences through which they will achieve these goals; • what staff and parents do to help children achieve these goals; and • the materials needed to support the implementation of the curriculum.

20. Defining Curriculum “Curriculum is the specific blueprint for learning that is derived from desired results – that is content and performance standards.  Curriculum takes content and shapes it into a plan for how to conduct effective and engaging teaching and learning.” McTigue, Jay and Grant Wiggins (2005). Understanding by Design, Expanded 2nd Edition. Alexandria, VA: Association for Supervision and Curriculum Development.

21. Essential Curriculum Planning Components Teacher Interaction Ongoing Assessment Processes & Experiences CURRICULUM Content Performance Standards Environment Materials, Scheduling Source: A Guide to Early Childhood Program Development, CT SDE, 2007

22. What is important for young children to learn during the preschool years?

23. CT Preschool Curriculum Framework CURRICULUM Performance Standards Source: A Guide to Early Childhood Program Development, CT SDE, 2007

24. Guiding Principles of CT Preschool Curriculum Framework • Early learning and development is multidimensional and interrelated • Young children are capable and competent • Children exhibit individual differences in rate of development and skill acquisition • Families are the primary educators of their young children • Young children learn through active exploration of their environment

25. Critical Features • Comprehensive • Aligns with the K-12 Curriculum Frameworks and the Grade 4 CMT • Engages teachers and children in active exploration • Emphasizes oral language • Emphasizes higher order thinking and integration of basic skills

26. What are the four domains found in the Framework? Scavenger Hunt:Connecting the Dots

27. Four Domains • Personal/Social – Approaches to learning, interactions with others, conflict resolution, appreciating diversity • Physical – Large and small muscle development, self-care, safety, health and nutrition • Cognitive – Scientific and logical-mathematical thinking, language and literacy • Creative expression and aesthetic development

28. 1. Find one Program Goal for each of the domains. 2. Give an example of one content standard for each domain. 3. What is another word for a performance standard? Scavenger Hunt:CT Preschool Curriculum FrameworkConnecting the Dots

29. What are two performance standards for the content standard in Creative Expression/Aesthetic Development: Preschool programs will provide children with opportunities to represent fantasy and real-life experiences through pretend play. Scavenger Hunt:CT Preschool Curriculum FrameworkConnecting the Dots

30. What are some examples of activities to develop use of eye-hand coordination to successfully perform fine-motor tasks for the content standard in Physical Development: Preschool programs will provide children with opportunities to use a variety of materials that promote eye-hand coordination and small-muscle development. Scavenger Hunt:CT Preschool Curriculum Framework

31. Connecting the Dots of Teaching & Learning: An Alignment between the CT Preschool Curriculum & Assessment Frameworks to Early Childhood Curricula Objective

32. The Alignment Curriculum four domains:Personal & Social / Physical / Cognitive / Creative Expression

33. Personal & Social Tab Program Goal: What children should know and be able to do

34. The Personal & Social tab opens up to reveal P&S Preschool Curriculum Framework (PCF) standards What programs will do What children will do

35. Physical Tab

36. The Physical tab opens up to reveal PHY Preschool Curriculum Framework (PCF) standards

37. Cognitive Tab

38. The Cognitive tab opens up to reveal COG Preschool Curriculum Framework (PCF) standards

39. Creative Expression Tab

40. The Creative Expression tab opens up to reveal CRE Preschool Curriculum Framework (PCF) standards

41. Looking at the Standards Using the skills from the brainstorm activity on what preschool children should learn and be able to do, with your team find the CT standards (either content and/or performance) that relate to the section assigned to your team.

43. Phase1

44. Performance Standards or learning outcomes are the drivers, children’s interests, projects, themes or topics of study are the vehicles.

45. Teaching Plan Activity + Teaching Strategies _______________________ Learning Experiences

46. Reflecting on Current Practice • In your small group, draw a ‘child’ that represents the children in a class. • Indicate on the ‘child’ what you consider as you plan for the children's learning experiences. • Do a gallery walk. • Be prepared to share with the whole group.

47. Critical Elements for Learning In your group review the assigned performance indicators. How do the indicators address the following elements critical for learning: • Developing language • Learning through active engagement • Teaching higher order thinking • Teaching through conversation

48. Brainstorming Form Blocks Math/Manipulatives Literacy Group Time Dramatic Play Performance Standard: Routines/Transitions Art Outdoors Health/Safety Science/Sensory/ Cooking Teachers: Week: _____________________ . Your weekly plans will include some activities that are not specifically related to the Performance Standards.

49. Brainstorming Form Brainstorm learning experiences to address the Performance Standard: COG 6: Relates number to quantity

50. Planning Form