EDU Intro slide The Kindergarten Program - PowerPoint Presentation

Slide1

EDU Intro slide

The Kindergarten Program

: Learning ModuleThe Four Frames

Fall 2016Slide2

INTRODUCTIONSlide3

Our View of Children

All children are competent, capable of complex thinking, curious and rich in potential and experience.

The Kindergarten Program,

2016

All students can succeed.

Each student has his or her own unique patterns of learning.

Learning for All, K-12,

2013Slide4

Our View of Educators

Educators are competent and capable, curious, and rich in experience. They are knowledgeable, caring, reflective, and resourceful professionals. They bring diverse social, cultural, and linguistic perspectives. They collaborate with others to create engaging environments and experiences to foster children’s learning and development.

The Kindergarten Program,

2016Slide5

Our View of Families

Families are composed of individuals who are competent and capable, curious, and rich in experience. Families love their children and want the best for them. Families are experts on their children. They are the first and most powerful influence on children’s learning, development, health, and well-being.

The Kindergarten Program, 2016Slide6

Learning through Relationships

Learning and development happen within the context of relationships among children, families, educators, and their environments.

The Kindergarten Program

,

2016

Slide7

A Continuum of LearningSlide8

Goals for the Session

To deepen our understanding of

the four frames and overall expectations within

The

Kindergarten Program, 2016.

To reflect on the learning that is within and across the frames.

To reflect upon and identify next steps for our learning and pedagogy. Slide9

Learning in the 21st Century

“Children practice ways of learning and interacting that they will apply throughout their lives. Problem-solving and critical thinking, communication and collaboration, creativity and imagination, initiative and citizenship.”

(Michael Fullan, 2013)Slide10

Integrated Learning Across

Four Frames

Moving From... Towards

Moving away from…

Using compartmentalized topics and subjects to think about planning for and assessment of learning – (i.e. Personal and Social Development)

Moving towards…

Viewing learning as less compartmentalized and more integrated to reflect how learning naturally occurs in the world.

Using

the

four

frames

when thinking about planning for and assessing learning that aligns with the way

children’s

learning naturally occurs. Slide11

The Four Frames

Belonging and Contributing

Self-Regulation and Well-Being

Demonstrating Literacy and Mathematics Behaviours

Problem Solving and InnovatingSlide12

Belonging and Contributing

This frame encompasses the child’s

sense of connectedness to others;

ability to form relationships with others and make contributions as part of a group, a community, and the natural worldSlide13

Self-Regulation and Well-Being

This frame encompasses the child’s:

ability to understand his or her own thinking and feelings and to recognize and respect differences in the thinking and feelings of others;

ability to recognize and modulate emotions, inhibit impulses, adapt to distractions, and assess consequences of actions in a way that enables him or her to engage in learning.

Children’s ability to self-regulate – to set limits for themselves and manage their own emotions, attention, and behaviour – allows them to develop the emotional well-being and the habits of mind, such as persistence and curiosity, that are essential for early learning and that set the stage for

lifelong

learning.

(Pascal, 2004) Slide14

Misconceptions about

Self-RegulationSlide15

Communicating and Demonstrating Literacy and Mathematics Behaviours

This frame encompasses the child’s active engagement in learning about literacy and mathematics, and a developing love of learning, instilling the habit of learning for life;

Young children engage in significant mathematical thinking and reasoning in their

play…Combining

free play with intentional teaching, and promoting play with mathematical objects and mathematical ideas, is pedagogically powerful.

(D.H. Clements & J.

Sarama

, “The Importance of the Early Years”, in R.E.

Slavin

[Ed.],

Science,

Teachnology

& Mathematics [STEM],

2014 , p. 5)Slide16

Educator Team Reflections

We began to reflect on our past experiences of provoking mathematical thinking by providing opportunities for children to plant and care for bean seeds. Although the children who took part enjoyed the experience of planting, we wondered whether we were merely making an assumption that they actually knew they were using mathematical concepts and thinking mathematically when they measured the amount of water they used and recorded the weekly growth of their plant.

When we slowed down, listened to the children’s conversation, and observed their behaviours throughout the process, we became better at noticing the mathematics concepts they were using. We carefully entered into the children’s conversations to name the mathematical ideas in such a way as to not interrupt their learning, and we began to observe that the children were using more mathematical language, posing more questions, and making more connections. The Kindergarten Program, 2016,

page 81Slide17

Problem Solving and Innovating

Teaching shifts from focussing on covering all required content to focussing on the learning process, developing students’ ability to lead their own learning and to do things with their learning [educators] …are partners with students in deep learning tasks characterized by exploration, connectedness and broader, real-world purposes.

(

Fullan

and

Langworthy

, 2014, p.89)

This frame encompasses the child’s use of the mind, senses and body to explore the world, ask questions, test theories and to engage in innovative ways of thinking and doing things.Slide18

Deconstructing the Four FramesSlide19

Leading with Relationships...

What might we do to engage with parents and families of each child to support their understandings of the four frames throughout the year?Slide20

Consolidation

The four frames reflect that learning happens in integrated ways

…What can we do to enable children to revisit, over time, inquiries or projects in which they are deeply engaged, in order to extend the learning?

How can we create opportunities to provide explicit instruction at the moments when it is most likely to move children forward in their learning?

How is our thinking evolving about the learning that lives within and across the four frames? Slide21

Reflection and Next Possible ActionsSlide22

Opportunities for Further Learning

Belonging and Contributing

The Power of Positive Adult Child Relationships: Connection is the Key Video - “Reflective Thinking” and “Relationships

”

Self-Regulation and Well-Being

Calm, Alert and Happy

Understanding Self-Regulation: Why Stressed Students Struggle to Learn

Demonstrating Literacy and Mathematics Behaviours

Video -

Kindergarten

Matters : Re-imagining Literacy and Mathematics Throughout the Day

The Third Teacher

Video -

Re-imagining Learning Materials

Problem

Solving and Innovating

The

Environment is a Teacher

Video -

Knowledge Building Helps Classrooms Grow

Video -

Improvable Ideas in the Classroom