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.

Ask Dr. BKW - How to set up a professional learning community (PLC) in pre-k setting?

A teacher was reviewing the state professional Standard 1 on the rubric under the category of “Teachers demonstrate leadership” referencing component “b” documenting s/he is participates in professional learning community (PLC) moving toward assumes a leadership role in professional learning community.  Due to being employed in a non-public school site and not having a lot of options in county with agency resources for existing PLC that focuses on early childhood education for children ages 3-years to 4-years-old the question was posed “How to set up a PLC in pre-k setting?

Professional learning community (PLC) will give members who participate in (a) opportunity for teachers to network, (b) cooperation among colleagues on common themes, and (c) expand professional roles to provide high-quality education for early childhood students along with their families.  Research shows there are five (5) attributes for a PLC that must be taken under consideration as you began planning for your site staff only or invite neighboring/county-wide participants and they are as following:

1.      Supportive and shared leadership

a.       All agree to have and participate in a PLC

b.      All benefit from professional opportunities

2.      Collective creativity

a.       Reflective dialogue – agree to agree and disagree respectfully

b.      Conduct conversations about students, teaching and learning (all information confidential)

c.       Identity issues and problems in chronological order to address

3.      Shared values and vision

a.       Open communication on shared values and vision – everyone has a voice in the conversation

4.      Supportive conditions

a.       Determine when, where, how and if staff regularly come together as a unit to do learning, decision making, problem solving and creative work

b.      Designated and protected time to meet and talk  to ensure meeting is productive

c.       Respect and trust among colleagues

d.      Willingness to accept feedback and work toward improvement – how best to serve children/families, etc.

e.       Supportive leadership from administrators

5.      Shared personal practice

a.       Open classroom doors where colleagues can visit and give feedback

b.      Open lesson plan books where colleagues can view and give feedback

c.       Open conversation

d.      Practice of “peers helping peers”

e.       Conduct review by teachers

f.       Good understanding of child development, curriculum, etc. to best serve the overall program issues

As you take under consideration the five (5) attributes listed above here is a suggestive process to setting up your onsite PLC initially.

·         Survey staff to find out how many want to participate and if would like to open up to other community sites

·         Prior to start of PLC meeting survey staff on topics to address and prioritize as part of conversation for first meeting

·         Determine facilitator of PLC and set agenda

·         Set date/time to meet with rules of confidentiality that will last approximately 1 hour – decide how often to meet and how (e.g., one a month, face-to-face, teleconference call)

·         Discuss topics and give updates at upcoming meeting(s)

·         Name the PLC group

·         Decide if guest speaker is required on certain topics being addressed

Here are three (3) websites that can be viewed for more information on PLC.  All Things PLC provides research, articles, data, and tools for educators.  Inspirational stories with a blog including questions and answers.  Serve Center mission is to support and promote teaching and learning in prekindergarten through Grade 12 education community.  A number of resources on PLCs tool to sustain onsite professional development directed toward improving teacher quality and student improvement.  Teacher Leaders Network (TLN) members have referenced and created Resource Library where teachers post articles.

Enjoy starting a PLC or revamping the set-up of the current one in place to discuss various topics relating to pre-k students and professional development.  Share your thoughts or comments on planning and implementing a PLC.

Ask Dr. BKW - How does one create a child's portfolio?

A child's portfolio is a look back on their school year in your classroom.  The portfolio is designed to document the child's educational journey that displays key pieces of work and the child's progress to show parents and others to be informative and educational.  Portfolios help you begin to construct a well-rounded and authentic picture of each child so you are better able to plan your program to build on individualized strengths and support each child's growth in all developmental areas, so you'll need examples other than concrete products.

As you review your learning environment select a space that will be used to store the portfolios. An individual notebook can be used with children’s work in clear sheet protectors and table of content (other storage items for collection that can be used are individual oversize file folders, pocket folders, accordion files). The children’s work is placed in chronological order with date and dictation from child if required. Clear sheet protectors can be used so children and parents can flip through their book to look at photos and work. The notebooks have clear covers with a photo of the child in the front sleeve. While thinking about what to collect try “Work Sampling” that has four types of samples collected for each child: notes, matrices, samples (photos of the children’s work), and photos (photos of the children in action). 

Include anecdotal notes, photographs, art, stories, and other samples of children’s work in the portfolio. You can take photos of children building with blocks, participating in science explorations, dramatic play, pretend-reading a story, and so forth with an attached page describing what the child was doing, direction quotations of things done while engaging in the activities. Photos of artwork or other projects that are too large or bulky can be included in the portfolio.  For the work that is placed in the portfolio write the “objective” so parents and others viewing will know the purpose of the activity.  Helpful hint:  Print labels with the objectives on them and stick them to the back of the paper. The objective labels can be used as a list of product samples need to be added to the portfolio and which children were absent when a sample was completed.  Remember to develop a plan on when and how you will record information from observations.  As part of your weekly planning time, decide on what will be focused on to record.  For example, decide to observe two or three children (same group for the week) or a specific developmental area (e.g., fine motor, math).  An option to assist in recording documentation you may want to color-code index cards. Through designating a color for each developmental area you're assessing it will assist when you go back to write recordings for portfolio.

Keep in mind that the portfolio should include products collected from the domain areas (e.g., fine motor, large motor, literacy, math, science, art).  Assessments used by the program (e.g., checklist, rating scales) and anecdotal recordings related back to objectives.

The portfolios can be used during parent conferences to show what children have accomplished.   In addition, use them to fill out progress reports, if required.  

If you have a question to ask Dr. BKW post in the COMMENT section and a reply will be in upcoming blog articles.

Inspiring beginning teachers through mentoring

During the summer, various media outlets are sharing information on the turnover rate of beginning teachers not staying the field of education after their first year.  Therefore, this article will look into ways to inspire beginning teachers to remain in the field more than one year through the process of mentoring. 

There are five mentoring standards that are highlighted in the slideshow when seeking individuals to serve in that role.  In addition, the slide show will depict some attributes that should be demonstrated for mentors.  Here are some activities to build a productive working relationship between teacher-mentor to provide the best high-quality education for students.

A.      Conduct a Getting-to-Know-You meeting discussing various means of communicating;

B.      Review teacher’s self- assessment and Professional Development Plan (PDP) to ensuring assisting toward meeting goals for school year;

C.      Share newsletter and/or tip sheets on specific components;

D.      Conduct on-site observations to assist with needed areas of concern;

E.       Provide consultative services;

F.       Videotaping practices and providing feedback;

G.     Identify appropriate professional development resources (Professional Learning Community), conferences, workshops to support needs; and

H.      Identify local community resources/agencies that support children/families.

Once, the potential mentor has agreed to serve in this role and reviewed the Standards that are used to assess the teacher’s effectiveness on the job seeking best ways to serve the assigned teacher(s).  Below are some ways to ensure the teachers are at least at the proficient level on the Standard rubric.

1.       Assist in developing the skills that would enable him/her to communicate effectively within collaborative settings and develop positive working relationships;

2.       Provide resources on best practices with a primary focus on student learning;

3.       Provide strategies for effective communication with students individually and collective;

4.       Share methods on learning more about students’ individual backgrounds, strengths and needs;

5.       Raise awareness on perspective and cultural inclusiveness as evidenced in the classroom;

6.       Supports the development of home-school communication pan that establishes regular use of tools that promote effective communication with parents/families;

7.       Develop classroom management plan in order to create and maintain a respectful inviting classroom community;

8.       Support in writing and implementing lessons that take into account individual needs of students and promote student success;

9.       Facilitates designing lessons that link the NCSCOS with 21^st century skills development;

10.   Provide state and district curriculum resources and assists to determine key concepts;

11.   Supports planning, implementation and assessment efforts;

12.   Models and nurtures continual growth, professional ethics, norms of collaboration, equity and high expectations;

13.   Models need for data to enhance teaching and improve student performance.  Assists in interpreting data gathered from informal and formal assessments and to apply results in planning and making adjustments in instructional delivery;

14.   Supports and focuses coaching efforts on meeting individual needs;

15.   Utilize instructive, collaborative and facilitative approaches to reflect and improve practice; and

16.   Collaborate to conduct classroom observations and gathers general data on practice.  Have reflective conversations regarding knowledge gained from the data.

As the mentor-teacher continue to build upon a respectful working relationship the lines are communication are open to ensure all needs are met being able to transition from theoretical knowledge is practical implementation.  The mentor will utilize the above activities/strategies assisting the teacher to instruct students in high-quality educational settings.

It is time to Rally4Babies - July 8th

It is important to gain an understanding of culturally developmentally age appropriate practices for babies.  A Rally4Babies will be held on July 8^th from 2:00 p.m. to 2:30 p.m. (EST) to start an enlightening conversation across the country that will highlight important facts and strategies toward early learning starting at birth and adult caregivers can do ensuring productive citizens in adulthood.   The National Association for the Education of Young Children  is co-sponsoring this virtual event with Zero To Three, Strong Start for Children coalition and others who advocate for young children. 

Some of the people that are scheduled on the virtual event are US Secretary of Health and Human Services Kathleen Sebelius, US Secretary of Education Arne Duncan, Actress Jennifer Garner, popular children’s musician Laurie Berner and the important one will be you who are working directly with young children on a day-to-day basis.  Remember to spread the word so more people will be informed to continue to ADVOCATE the best high-quality education learning environments.  Share the word about the event through your social media connects using the hashtag #Rally4Babies. 

You may join the virtual rally that will be hosted online at Google+ Hangout on air at http://rally4babies.org/community .  But if you cannot join through Google+, the event will be streamed live on YouTube by searching “Rally4Babies”.  Also, you can sign-up for updates and other information at www.rally4babies.org. , that includes a petition urging the Administration and Congress to increase investments in early childhood education for babies and toddlers (ages 0 to 3). 

If you are unable to access the virtual rally but still seeking information on infant and toddler age children, view “First 2000 Days” with information on 2000 days between the time a baby is born and when they enter the first day of kindergarten.  Research has shown that the first three years are the most crucial for laying foundation with developmental skills (e.g., social, emotional, language, cognitive) that is needed for academic and workplace success.  Remember, we want our children to be ready for school, to graduate from high school and becoming productive citizens in a global society.  The key to education is particularly the first three years so join the virtual rally to advocate for the best quality lives as possible.

Daybook events for Durham July 2 to July 6

Children are out of school and you are looking for events this week they can attend or as a family.  The list below give events that you all make want to write on the calendar for FUN!

1.      Tuesday, July 2 – Story time for young readers at Barnes and Noble in New Hope Commons starting at 10:00 a.m.  For more information call (919) 489-3012.

2.      Thursday, July 4 – Children’s Independence Day Parade.  The Scrap Exchange will have decorations for bicycles, wagons and scooters starting at 9:30 a.m.  The parade will begin at 10:15 a.m. at the Durham Central Park.  For more information call (919) 682-2800 or website at durhamcentralpark.org.

3.      Thursday, July 4 – Watts-Hillandale Parade in be held in Oval Park, Club Boulevard at 10:00 a.m.  Check out the website at whhna.org/july4thphp.

4.      Thursday, July 4 – Durham Independence Day Celebration will begin at 6:00 p.m. at Center Stage at American Tobacco.  Gates will open during the seventh inning at the Durham Bulls game to allow spectators to view the fireworks.  For more information call (919) 560-4355 or check out the website at DPRPlayMore.org.

5.      Saturday, July 6 -- Story time for young readers at Barnes and Noble in New Hope Commons starting at 10:00 a.m.  For more information call (919) 489-3012.

Hopefully, you can add at least one of these events as we celebrate Independence Day holiday.  It is a great time to talk about the importance of the holiday and participant in decorating something to be reflective of the American Flag.  Enjoy the holiday!