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.