Ask Dr. BKW - How to plan an intentional lesson?

The teacher is discussing with colleagues on how to plan an intentional lesson as stated on the teacher standard rubric?  As a first year teacher or even a veteran teacher may ponder this question ensuring students are given high-quality education.

After the teacher has determined the study theme for the week this intentional lesson will focus on reading related story (literacy component), view or use multi-media (resource PBS Learning Media) and differentiation of activities that reinforce study theme (related to different domain skill levels).  You will be introducing the study theme in three different ways to connect with student’s learning styles.  Below is an example on how to plan an intentional lesson.

1.      Study theme is “Weather” for students to gain an understanding of weather changes,

2.      Engage the students in discussion about clouds, rain and weather changes.  This will give you student’s knowledge on the study theme to build upon,

3.      Inform the student’s they are going to be “scientist” today (like Sid the Science Kid) and investigate clouds and rain,

4.      Select a book related to “weather” such as “Little Cloud” by Erik Carle, “The Cloud Book” by Tomie dePaola.  Read the story and post open-ended questions to enhance the student’s critical thinking skills.  And remember you select the book that works best for your student age developmental level,

5.      Select a multimedia resource to view with the students.  PBS Learning Media is a great resource if you are unsure what can be shown.  You can use “Rain, Rain Don’t Go Away” from Sid the Science Kid or the poem “I Like it When It’s Mizzley” from Between the Lions.  Discuss what was shown reinforcing what they know and what they learned or if they had questions of what they wanted to know more about,

6.      Plan different level activities that are related to study theme students can engage in such as create cloud pictures using recyclable materials, create a weather cycle song and perform to class at-large, collect water when it rains (relate to Sid video clip), go on a weather walk and observe in journal when it has just rained and so forth, and

7.      Summarize and/or review with the students what they did today and this assist with assessing their understanding and application skills to activities.

These are ideas to implement as you are planning an intentional lesson that embeds literacy, technology and hands-on activities.  Knowledge is powerful and as educators the intentional plan must engage students.

Ask Dr. BKW - Ideas for Pre-K Science Center

School has started and the pre-k looks at the science center and began wondering why during center time the children were not selected the center and even when encouraged to come into the center reply was “no”.  Therefore, the teacher has sent the question to Ask Dr. BKW “what are some ideas to engage children into the science center?”   

As you review the room arrangement try to place the science center next to a window for natural light to expand activities exploration for teacher initiated and/or child initiated experiments.  Some activities will be have the children chart different types of weather, plant seeds in clear cup then chart height after they have predicted the height before recording, have children record findings in individual science journal and so forth.  Also check out Sid the Science Kid to show small video clips and have the children conduct their own investigation on show themes.

Review your state requirement to have the minimum materials then add others based on conversations with children (their interest) and related study theme (lesson plan) hands-on activities.    You can add materials for the children to investigate without you sharing with them but peak their curiosity then proceed with activities for investigation, predictions, journaling and so forth.  Also, encourage children to bring in natural things that will be shared with others and investigated as needed such as leaves, rocks, acorns and so forth.  This will give you another opportunity to expose the children to global awareness when materials originated from and how transported to your state.  Here are some other websites to check out other science ideas. 

1.      http://www.prekinders.com/science-center/

2.     http://www.pinterest.com/prekpages/science-center-ideas/

3.     http://kellypfeiffer.hubpages.com/hub/Science-Centers-for-Preschoolers

Remember to add books into the center that will enhance the lessons.  Here is a list that you may want to include or rotate as needed.

1.      Science outside by Susan Canizare and Betsy Chessen

2.      Fall is for Friends by Suzy Spafford

3.      Weather Words and What they Mean by Gail Gibbons

4.      What Magnets Can Do by Allan Fowler

5.      The Four Season Book by Barron’s Educational Series, Inc.

The Early Childhood Environmental Rating Scale – Revised (ECERS-R) states that the center should include books, pictures, and/or audio/visual materials used to add information and extend the children’s hands-on experiences.  Also have natural/science activities that required more input from teachers that are offered least once every two (2) weeks such as cooking experiments with step-by-step chart, measuring, counting and so forth.

These are just some ideas that once taken under consideration should be inviting and expand children’s learning in science skills.

Ask Dr. BKW - Ideas for Pre-K Writing Center

The teacher shared the children were not going to the writing center after transition from circle to center time and is looking for ways to encourage them with making the center inviting.  Teachers please remember the goal for the writing center is not for children to formulate letters and words initially but this will come in time with maturity along with fine motor skills.  In addition, children can illustrate what is being stated and you can write the words for them.

Yes, the writing center gives preschoolers the opportunities to practice writing that enhance fine motor and literacy development giving them an appreciation for printed words.  Writing opportunities are just limited to the writing center but access to paper and writing utentils in every center for example clipboard with paper/pencil in the housekeeping center to record lunch order, science journal to record experiment results, use a large sheet of paper for children to sign-in upon entering the classroom for all the fun-filled activities for the day and so forth.

Here are some materials that can be added to the writing center.

1.      Recycled paper

2.      Pencils (appropriate size per children age/skill level)

3.      Wipe-off cards and dry erase markers

4.      Mini chalkboards and chalk

5.      Small stamps and stamp pads

6.      Index cards

7.      Markers

8.      Writing letters stencils

9.      Glue

10.  Scissors

Here are some other activities that can be used to enhance writing center.

1.      For upcoming themes (lesson plans) think of key words that will be enforced from conversations write (on sentence strips) and display throughout the classroom for children to write.  Also, add other items to assist with writing such as real leaves, picture of leaves and leaf stamp.   

2.      Write children’s first name on sentence strip and laminate for them to use dry markers to practice writing and erase as needed.

3.      Create WORD WALL where you post children’s first name then add key terms from study themes (lesson plans) with photo.

4.      Write title CAPTIONS on different study themes (lesson plans) and other related materials used during circle time and other conversations.  The words can be rotated throughout the week in the writing center.

5.      Children can write a book related to fieldtrip or study theme (lesson plan) investigation from their point of view.  If possible, add photos and laminate for long usage.

6.      Use the writing center into the Post Office.  Ask children/parents to have family members’ mail cards/letters to children at school then plot on world map places they came from as part of global awareness.

These are just some ideas that can be incorporated to the writing center that will encourage children to participate in and work on their fine motor skills.  In addition, do not limit the writing experiences to the writing center only because the whole environment should be rich-print and literacy based in all centers.

Ask Dr. BKW - What should be in my teacher reflective journal entries?

Teachers has been asked to maintain reflective journals throughout the school that will assist assigned evaluator and mentor ensuring teachers are working toward highly-qualified education for children and their families. The question was posed “What should be in my teacher reflective journal”?

The teacher journal is used to aid teachers to reflect on practices in the classroom, relationships between teacher-child, teacher-parent, teacher-colleague, and teacher-stakeholders at large for the betterment of preparing children for school success in the 21^st century.  Journal entries provide a way to record teacher activities/strategies, thoughts and ideas about events, it is more thought provocative to better your skills as a teacher.  Remember teacher reflective journal entries should be used as ‘learning’ journals.

Scanlon and Chemomas (1997) have three-stages that can be used as you write entries in your teacher journal:

1.      Stage 1:  Awareness.  These are your thoughts about an event in teaching that went well or strategies for implementing different.

2.      Stage 2:  Critical Analysis.  You are exploring what happened and why.  Also, you will relate previous experiences with the ideas and practices used.

3.      Stage 3:  New Perspective.  This is confirmed or reinforced based upon your reflections.  This stage supports your understanding of when development occurs, in thinking and/or feelings, and sometimes change may occur in your practices.

Here are some helpful tips for writing reflective journal entries as you progress forward this school year.

1.      How are thing going overall?  What seems to be going well and/or not well?

2.      Select a specific situation you were directly involved in (with children, colleagues, parents, etc.) which you want to think more about.  Your journal entries will focus on your interaction as a teacher (i.e., what you said and did).  Here are some prompts that can assist in your reflective writings.

a.       Describe the meaningful experience in detail so your reader will gain a clearer understanding of the situation (what happened?, what did you do/say?, what did the children/adults involved in the situation do/say? , and so forth).

b.      Elaborate on what you hope the outcomes would be in this interaction.

c.       Elaborate on how you used questions, comments, materials and/or other means to facilitate or participate in interactions.

d.      Envision how you would re-do the situation with same children/adults, what are two or three things you would do differently to improve outcome?

e.       What did you learn about yourself as a teacher though this interaction?

Remember there are different resources you can Google on reflective journal writing entries that best works for you to show your growth through this process as a teacher.   As you continue to reflect hopefully it will enhance the conversation among your assigned evaluator and mentor as they work with you the be the best educator for children.

   

Ask Dr. BKW - How to write professional development plan goals?

The school year has started and teachers need to review their teacher evaluation rubric to conduct a self-assessment then select at least two (2) as goals to work on to ensure the students and their families receive the best quality education given by the teacher.  The question posed was “how to write professional development plan goals?”

Here are some helpful tips one can follow:

1.       Complete the self-assessment used by state teacher licensing agency;

2.       Review all Standards and Elements as self-rated;

3.       After review, select at least two (2) then share self-rating with administrator and together agree on the lower scored Standards and Elements that would best benefit and enhance the teaching performance;

4.       Review the “Professional Development Plan” use by state licensing agency such as the one below.

Teacher’s Strategies

Goals for Elements       Goal 1   Goal 2

Activities/Actions

Expected Outcomes and Evidence of Completion

Resources Needed

Timeline

 

5.       Record goals 1 and 2 according to the selected Standards and Elements.  These are goals and strategies identified to improve performance.

6.       Think and record draft notes of activities/actions you will do that relate back to goals.  NOTE:  Remember the activities/actions must relate to goals in conjunction show linkage to the “Framework for 21^st Century Learning.”  Think about activities/actions that will be implemented throughout the school year.

7.       As you think about “Expected Outcomes and Evidence of Completion” this will be documented evidences of artifacts/data that can be reflected in teacher’s portfolio, children’s portfolio, teacher reflective journal writing, on-site learning environment and children’s assessment data to name a few ideas as you record your own.  Remember you must have documented proof/evidence you are working toward completion of goals during mid-year review and completion at end-year review.  Therefore, it is important to select beneficial goals to work on per school year.

8.       Record the “Resources Needed” to meet the goals set.

9.       The “Timeline” should be ongoing and completed the last month – year of school.  This gives you the opportunity to edit goals, if needed and reviewed during summary evaluation.

10.   Share the draft PDP with your administrator ensuring they will support all recorded information to meet goals.  When agreement has been made complete final draft.

11.   Submit final draft to mentor (if assigned) or to evaluator for review then obtain required signatures and date to complete the initial process.

Hopefully, these tips will give a better insight on how to write professional development plan goals.  Knowledge is powerfulJ!

Impact of Federal Shutdown on NC Children

As the federal government debated on the fiscal matters, on October 1, 2013 was the official first day of the 2013 – 2014 a partial federal shutdown began that impacted many programs and service.  The longer the shutdown the greater the impact will be upon our youngest non-voting citizens. 

 

Here are some of the anticipated impacts for children in North Carolina.

1.      Federal government pays for the majority of child care subsidies.  The funds come from two sources, the Child Care and Development Block Grant (CCDBG) and Temporary Assistance for Needy Families (TANF). Neither of these programs authorized beyond September 13, 2013.  The NC Department of Health and Human Services has indicated that both CCDBG and TANF funds will run out before the end of October. 

2.      Child Care Regulators were furloughed as of October 3, 2013.  These are the persons who monitor and license all child care programs.

3.      The WAGE$ program has been frozen and administrative staff furloughed. 

4.      Child Care Resource and Referral (CCR&R) Programs are frozen.  Programs help parents find quality child care programs and teachers in improving quality and assist organizations interested in starting child care programs.

5.      The Supplemental Nutrition Program for Woman, Infants, and Children (WIC) provides supplemental food, health care referrals and nutrition education for almost 264,000 women, infants and young children each month.  Initially, the NC Department of Health and Human Services stated the program would shut down in October when funding ran out.

Advocacy is important and the key to let your representatives how your thoughts and the impact directly or indirectly are having in your county, state and nationwide of the federal government.  Urge them to end the shutdown immediately. If unsure how to contact them you can find your Representative at http://www.house.gov/representatives.find/ and Senator at http://www.senate.gov/general/contact_information/sentators_cfm.cfm.

 

 

 

 

Federal Shutdown Impacts NC Young Children and Families

October 1, 2013 was the first day of the 2013-2014 federal fiscal year. Because Congress did not enact spending legislation to fund the federal government, a partial federal shutdown began – impacting many programs and services. The North Carolina Early Childhood Foundation has a fact sheet outlining the anticipated impact on several programs that serve young children and families in North Carolina.  The mission of the North Carolina Early Childhood Foundation (NCECF) is to marshal North Carolina’s great people, ideas and achievements to build a foundation of opportunity and success for every child by the end of third grade. NCECF works to create an environment that inspires and supports diverse people and organizations to come together to produce large-scale, lasting change

Ask Dr. BKW: How to engage children's interest in prescribed lesson themes?

While co-presenting at the NCaeyc  60^th annual conference on the topic “Integrating Children’s Interest in Lesson Plans with Supportive Activities and Documentation” a question was posed “How to take children’s interest in prescribed lesson themes”?  Teachers are asked to facilitate preschoolers learning of lesson plans as opposed to the plans being teacher-directed all the time.  Therefore, the teacher was wondering how to work through this dilemma.  Also, the teacher is assigned an evaluator who conducts at least 3 announced and 1 unannounced formal observation.  In conjunction, a mentor will work with the teacher in an array of supportive ways throughout the school year.

The situation is one that must be handled professionally due to the ultimate goal is how best to provide the children with the best high-quality education.  Here are some helpful ideas:

1.       Communication is the key to get changes made in a program; however, you must show the benefits and rational (research) to support the change prior to meeting/discussing with administrators.

2.       Set up a meeting with your administrators sharing the importance of having children’s interest direct future lesson plans having supportive research on the benefits of child-initiated plans.

3.       Remember the evaluator and mentor is there to support YOU ensuring you maintain a level of proficiency or higher on the teacher evaluation rubric.  Therefore, you must communicate if being scored low on teacher rubric evaluation components share and ask for ideas and/or strategies to resolve the matter.   

4.       After you have met with administrators and the result has been the prescribed topics must be used throughout the school year here are some suggestions to document child-initiation for lesson plan theme.

a.       Review upcoming lesson themes and set out different materials to peek children’s interest and record questions and/or comments that can lead the center activities.

b.      Record comments on the K (know) and W (what they want to know) of the K-W-L chart as your research information that is child-directed for the lesson.

c.       Document the process for developing the lesson from children’s interest and input to activities.  The documentations can be photos of work, children’s dictations, K-W-L chart and so forth for your teacher’s portfolio.

These suggestions should assist as you try to accommodate what is being asked from administration and what is culturally developmentally age appropriate ensuring high-quality education for preschool age children.  There may be time when you the teacher will have to prompt children toward ideas and information they would like to know on a topic.  Enjoy the school year with child-initiated theme where you serve the role of facilitator.  

57,000 children cut from Head Start due to sequestration

I ask all advocates to read the link below on the number of children cut from Head Start (57,000) from Head Start programs.

http://www.hhs.gov/secretary/about/blogs/head-start-numbers.html

The first question that come to mind is are we as a nation truly thinking about the children in preparing them for the 21st century for a global society?  Then, I reflect on the teachers who have further their education to ensure the children are given a culturally developmentally age appropriate high-quality education. 

After reading the article, reflect on this quote from John F. Kennedy "Our progress as a nation can be no swifter than our progress in education.  The human mind is our fundamental resource".

Developmentally Appropriate Practice -- Videos

As you are planning for the start of the school year and you want to ensure you are embedding "Developmentally Appropriate Practices" then check out these videos.

http://video.search.yahoo.com/search/video?p=developmentally+Appropriate+Practice+videos

If you have other resources, please share because we must help each other to ensure our children/students are given the best high-quality education.  Have a great school year.

Observing 50th anniversary of March on Washington

 

Civil rights leaders will march on Washington, DC on Saturday, August 24 to observe the 50^th anniversary of the 1963 March on Washington for Jobs and Freedom where Dr. Martin Luther King, Jr. delivered his famous “I have a Dream” speech.  The Let Freedom Ring “commemoration and call to action” will be held on the National Mall in Washington, DC on August 28.  The program begins with an interfaith service from 9 a.m. to 10:30 a.m. at the Martin Luther King, Jr. Memorial on the National Mall, followed by the “Let Freedom Ring” ceremony at the Lincoln Memorial from 1 p.m. to 5:30 p.m.

There are planned events from Wednesday, August 21 to Tuesday, August 27.  If you will be in the area here are some events you may list to attend.

1.        Wednesday, August 21:  Praise and Worship Service for 50^th Anniversary Celebration from 7 p.m. to 8:30 p.m. at Mt. Airy Baptist Church, 1100 North Capitol Street, NW, Washington, DC 20002.

2.       Thursday, August 22:  Celebrating the Legacy of Women in Movement – Women in the Movement:  Past, Present and Future Intergenerational Roundtable from 11 a.m. to 1:30 p.m., the venue will be announced.

3.       Friday, August 23:  Redeem the Dream National Summit & Reception (http://www.nul.org) from 8 a.m. to 2 p.m. at National Building Museum, 401 F. Street, NW, Washington, DC.

4.       Saturday, August 24:  50^th Anniversary March on Washington National Action to Realize the Dream March and Rally (http://www.nationalactionnetwork.org) for “Jobs, Justice & Freedom” from 8 a.m. to 4 p.m. at Lincoln Memorial, Washington, DC. 

5.       Sunday, August 25:  SCLC Worship Service from 11 a.m. to 1 p.m. at Howard University, Washington, DC, Convention Center.

6.       Monday, August 26:  Legacy and Leadership Gala, time to be announced, at Capital Hilton at 1001 16^th Street, NW, Washington, DC.  To register go to http://www.sclc.org.

7.       Tuesday, August 27:  9^th – 12^th Grade Educational Initiative, time to be announced and will be accessible via online streaming.  To register go to http://www.thekingcenter.org.

As we view all the events that have taken place in the States and around the world this is a great time for the commemoration of the 50^th anniversary of the March on Washington as issues then are still ones that need to be discussed today.  Even though this was a part of the Civil Rights Movement but it need to be said it is a “Human Rights Movement” for all in the States and issues that are happening through the world.  If you cannot attend, please engage in conversation and see how you can be active in advocating equal rights for all.

Back-to-School Advice for Parents of Young Children

 

The time is approaching for parents to not only get their child ready for the first day of school with new school clothes and school supplies but you as parents.  The question was posed what advice could be given for parents to prepare for that special day and throughout the school year.  After doing countless numbers of presentations, engaging in conversations with parents and teachers (neophyte and veterans) on mentally, physically and spiritually for the school year these are ideas to help.  Here are some helpful hints that you can use as is or change to fit you and your child.

1.       Talk with your child about the start of school and set goals for his or her to work toward such as being friendly to classmates, do ones best every day at school, say out aloud “I am going to have a good day” and so forth.

2.       Have the child go to bed at set time to get his/her body adjusted to timeframe when school starts.

3.       Let child get up and go through the routine so when school starts the child is ready to go to school and learn new experiences.

4.       It may be helpful to get the child’s clothes ready the night before so you will find yourself in a battle over what they want to wear.

5.       Eat breakfast!  Yes, breakfast assist the child and you in energizing the brain for learning.

6.       Set aside time to talk with your child how they day was and other topics to keep the lines of communication open each day.  

7.       Provide healthy snacks and find time for some physical activity.  Let’s move!

8.       Read or tell your child a story each night before going to bed.  It is important for children to enhance their vocabulary and critical thinking skills.

9.       Start “MY First Day of School” journal with your child that can be carried throughout the school year.  Memories are keepsakes forever!

Parents, as you walk your child to the bus stop or drop off at the school give them positive words to start the school day, hug and kiss because they need to know you LOVE them.  Then take a few minutes with your cup of coffee and tea before your start your busy day. 

Resources to Instruct "Introduction to Early Childhood Education"

It is time to review different resources that instructors can use for the course or similar one titled "Introduction to Early Childhood Education".  The textbook being used is Beginnings and Beyond (9th edition).  However, I look into supplemental resources to ensure the students have a solid foundation in the field of early childhood education (children 0 - 8 years). 

Here are other resources that will be posted on the syllabus and link for online access, if possible.

1.  NC Daycare Rules and Regulations (online in pdf),
2.  NC The Early Years (online in pdf),
3.  Learning Through the Eyes of a Child (online in pdf),
4.  Foundations (online in pdf), and
5.  NAEYC's Position Statement (online in pdf).

Please use the "comment" box to add other resources you have used or will use this semester.  Your shared resources will be appreciated.

Ask Dr. BKW - How to make K-W-L charts meaningful?

Some pre-k teachers have been instructed to use K-W-L chart method and include different study theme ones in their professional teaching portfolio.  The K-W-L charts can be embedded under the state teaching rubric for Standard III:  Teachers know the content they teach, Standard IV:  Teachers facilitate learning for their students and/or Standard V:  Teachers reflect on their practice.  The Standards will be different according to the state you live in and the method used to evaluate teachers.

The K-W-L chart method is used with the study theme selected for a week or longer depending on student’s interest on subject matter.  K-W-L chart method will activate students’ prior background knowledge about the study theme and the beginning process to scaffold information as they ask questions then start to organize the results gained for daily, weekly or months experiments (Ogle, 1986).  Teachers will have to locate a space in the learning environment to create a K-W-L chart using three separate columns by having three sheets of paper, purchase K-W-L chart, use butcher paper, or whatever supply is available to record students’ responses.  K stands for “What we know”, W stands for “What we wonder”, and L stands for “What we have learned”.

As you engage in the K-W-L chart method the students will be prompted by their background knowledge on the study theme, stimulate future knowledge through experiences and enhancing vocabulary to articulate their thoughts toward adding information to the chart.  Here are steps in using the K-W-L chart:

1.      Post a K-W-L chart.  The chart displays the three columns with titles for each letter and dated.  Write the title of the study theme and include different languages enhancing students’ knowledge in a different mode of learning.

2.      Complete the K column.  During large group time introduce the study theme topic and ask students to share what they know on the subject.  Record student’s responses and write their first name next to their statement.  If the student’s shares information that is not correct, the teacher needs to politely help student move statement to the “W” column.

3.      Complete the W column.  As part of the large group time conversation, record questions shared by the students of what they want to know or wonder about on the theme.  From the listed questions, survey the students on at least one (1) questions posted to investigate and record results in the “L” column.  The teacher will display different materials to assist students seek out the answer the question(s) using differentiation of instruction. Remember to write the student’s name next to their questions written.

4.      Complete the L column.  As the study theme comes to closure, students will reflect on what they have learned with teachers recording name and statement. 

It is suggested that this information is embedded in your classroom newsletter or website sharing with parents and parental guardians to know what their child has been learning and ideas that can be done at home to reinforce knowledge.  The K-W-L chart is an educational tool that will enhance students’ learning when used effectively.