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Effective Teacher Practices Supporting High Quality Supportive Environments and Nurturing & Responsive Relationships 2014 Module 1: Overview NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE Welcome and introductions Who is with us today? 2 Objectives • To understand the relationship between early learning standards and curriculum • To understand the relationship between the NC Standard Course of Study for Kindergarten and the NC Foundations for Early Learning and Development • To understand the structure of the professional development modules for instructional practices that support high quality supportive environments and nurturing & responsive relationships 3 The Back Story How we got where we are today 4 Five Developmental Domains Approaches to Learning EmotionalSocial Development Cognitive Development Health & Physical Development Language Development & Communication 5 Foundations Treasure Hunt! 6 Developmental Indicator Continuum Developmental Goals Infants: birth-12 months Younger Toddlers: 8-21 months Older Toddlers: 18-36 months Younger Preschoolers: 36-48 months Older Preschoolers: 48-60+ months Continuum of Growth 7 Standards, Curriculum, and Formative Assessment Standards • Define the expectations for knowledge and skills children should have • Organized by age level Curriculum • Based on developmental literature • Assumes additive acquisition of knowledge Formative Assessment Adapted from Corcoran, Mosher & Rogat, 2011 8 Standards, Curriculum, and Formative Assessment Standards • Scope: the breadth and depth of content to be covered Curriculum • Sequence: the order in which content is presented Formative Assessment • Provides activities to facilitate critical areas of development and learning that can be embedded in classroom routines 9 Standards, Curriculum, and Formative Assessment Standards Curriculum • A process used by teachers and children during play and learning activities, • that provides feedback to the teachers and children, • so that teachers can adjust their teaching to meet the needs of children, and Formative Assessment • so that children can understand what is expected of them. Adapted from The Council of Chief State School Officers, October 2006 10 Alignment NC Foundations for Early Learning and Development TS GOLD Objectives 11 Relationship between Foundations and NC Standard Course of Study English Language Arts 3rd Grade: Recounts stories 5th Grade: Identify main points of stories High School: Analyze how author selected words and organized text for meaning Older Preschooler: Story sequence 12 Relationship between Foundations and NC Standard Course of Study Mathematics Older Preschooler: Patterning 3rd Grade: Identify and explain patterns in arithmetic 5th Grade: Analyze patterns and relationships High School: Arithmetic with polynomials and rational expressions 13 Relationship between Foundations and NC Standard Course of Study Science 3rd Grade: Understand human body systems Older Preschooler: Awareness of body 5th Grade: Understand how organisms perform functions necessary for life High School: Understand cells and organismsevolution and genetics 14 Relationship between Foundations and NC Standard Course of Study Social Studies Older Preschooler: Recognize the roles of people in the community 3rd Grade: Understand how events and individuals have influenced communities 5th Grade: Chronicle key events and people in US history High School: Understand creation and development of societies and civilizations 15 Alignment Kindergarten Standard Course of Study NC Foundations for Early Learning and Development 16 Foundations Training Modules The “Why” Behind the Structure of the Modules 17 Stakeholder Input Identifying professional development needs for schools systems and the early intervention program – Stakeholder input helped to identify priorities for training and resources needed to implement Foundations into teacher/practitioner practices 18 Video 19 Teaching Standards http://www.ncpublicschools.org/docs/effectiveness-model/ncees/standards/prof-teach-standards.pdf 20 Structure of Training Modules 1. Pre-learning assignment 2. 30 minute review of pre-learning assignment 3. 90 minute face-to-face session 4. Post-learning activities: Extension into the classroom 21 Foundations Training Modules The Structure of the Training Modules Effective Teacher Practices Supporting NC Foundations for Early Learning and Development Module 1: Overview Module 2: Formative Assessment Module 3: Promoting Positive Relationships Module 4: Classroom Design Module 5: Behavior Expectations and Rules Module 6: Schedules and Routines Module 7: Directions and Feedback 23 Pyramid Model for Promoting Social-Emotional Competence in Young Children 24 iPoints Included in your handouts 25 Instructional Practices Checklist Included in your handouts 26 Off on a Journey! 27 Questions? 28