Whit Hayslip, Early Childhood Education Consultant Kris Damon, Transitional Kindergarten Coach, Long Beach Unified School District October 16, 2012.

Differentiated Instruction in the TK Classroom

Whit Hayslip, Early Childhood Education ConsultantKris Damon, Transitional Kindergarten Coach, Long Beach Unified School District

October 16, 2012

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Agenda

Welcome : Ernesto Saldaña, State Field Director, Preschool California

Transitional Kindergarten Presentation : “Differentiated Instruction in the TK Classroom” – Whit Hayslip, Early Childhood Education Consultant, and Kris Damon, Transitional Kindergarten Coach, Long Beach Unified School District

Q&A- Please email all questions to Araceli Sandoval-Gonzalez: [email protected]

Next Call : November 20, 2012 @ 3:30

Close

mailto:[email protected]

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In order to effectively differentiate instruction in the TK classroom you must hold on to two different ideas at the

same time.

Please email all questions to : [email protected]

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Children are more alike than different

Idea 1:


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All children have unique and individual needs.

Idea 2:


6Please email all questions to : [email protected]



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The Essential Questions

What is each child learning?


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The Essential Questions

What is each child learning?

What am I teaching?


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How do we know what to do to meet the needs of each

child?


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The Early Childhood Teacher as

Decision Maker


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You are the key!!!


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Teachers make a series of ongoing decisions throughout the program

day


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Key Principles of Learning

That Guide Us in Making the Decisions that Differentiate

Instruction

Adapted from : Bredekamp and Copple “Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8” National Association for the Education of Young Children


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Curriculum

Assessment and curriculum are linked


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Curriculum and Assessment: The Ongoing Cycle


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1. Collecting and recording facts


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2. Analyzing and evaluating what you

learned


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learned

3. Planning for each child and the group


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learned


4. Reporting on children’s progress


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learned


4. Reporting on children’s progress


Planning for each child and

the group

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The GroupBig IdeasUnits of StudyThemes/ProjectsAnchor TextsIntentional MessagesStorytellingSinging


the group


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Each ChildResponsive InteractionsFlexible GroupingCenter-Based Learning


the group


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Development occurs in a relatively orderly sequence

Later abilities, skills and knowledge build on those already acquired.


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Development advances when children have opportunities to practice newly acquired skills as

well as when they experience a challenge just beyond the level of their present mastery.


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Children can do things first in a supportive context and then later

independently in a variety of contexts.


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Teachers provide the “scaffolding” that allows the child to take the next step.


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Teachers provide the “scaffolding” that allows the child to take the next step.

Learning occurs through “guided participation”. It is a

collaborative process between the teacher and

child.Please email all questions to : [email protected]

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Development proceeds at varying rates from child to child

and unevenly within different areas of each child’s functioning.


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Individual variation is not only to be expected but also valued

Decisions about adult’s interactions with children should be as individualized as possible.


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Individualizing

We work with groups of children,

children have individual needs.and


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IndividualizedGroup

Instruction

IndividualizedGroup

Instruction


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IndividualizedGroup

Instruction

PersonalizedGroup

Instruction


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Differentiated Instruction

It is the practical application of the philosophy that recognizes, values, and plans for differences in how children develop, the rate at which growth occurs, and the individual life experiences that children bring to the program.

-Diane Dodge


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The better able programs are to meet the needs of the child with

the greatest challenges


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The better able programs are to meet the needs of the child with

the greatest challenges

the better able they are to meet the needs of all children.


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the group



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Tools for

planning for each child and

the group

Big Idea: Relationships

Unit of Study: My World

Theme: Off to School

Anchor Text: The Kissing Hand by Audrey Penn

Project Based Activity: Create a class book using connections from the story and personal experience.

Domain Goal/Foundation/Standard

Exploring

Building Applying

English Language Development

Social-Emotional Development

Language & Literacy

Mathematics

Social Studies

Science

Art

Physical Development

KEY VOCABULARYraccoon tickled thoughtfulnuzzled teased warmthkissing gently secretscampered strange








Exploring

Building Applying

Language & Literacy

Writing Strategies:1.2 Writes letter or letter-like shapes to represent words or ideas.1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .)Emergent Writing: *DRDP-SRChild shows increasing ability to write using scribbles, symbols, letters, and words to represent meaning

Activity: Activity: Activity:








Exploring

Building Applying

Language & Literacy


Activity:• Text: Interactive dialogue

through the text about “Text Features”:

• Words make meaning• Pictures match words• (Write the work “kiss” on the

board. (“When we see the word k-i-s-s, what does that mean? What clues do we get from the story?”)

• Activity: Create your page for the class book:

• discuss/show the various ways that children record their thinking about their activity (i.e. drawing, scribbling, letters, words)

• have pens, pencils, markers, crayons out for students to write/draw about their favorite part/personal connection.

Activity: Activity:








Exploring

Building Applying

Language & Literacy


Text: Interactive dialogue through the text about “Text Features”:• words make meaning• pictures match wordsWrite the work “kiss” on the board. (“When we see the word k-i-s-s, what does that mean? What clues do we get from the story?”) Activity: Create your page for the class book:• discuss/show the various

ways that children record their thinking about their activity (i.e. drawing, scribbling, letters, words)


Text: Interactive dialogue through the text around “Text Features”:• pre-selected

vocabulary • co-construct chart

around words in text• Labeling and

describingActivity: Create your page fro the class book:• encourage and

supportstudents to label the elements of their scene (use charts, picture/word cards, word wall)• support the writingprocess by highlighting places in the room or in the book they might find a word

Activity:








Exploring

Building Applying

Language & Literacy


Text: Interactive dialogue through the text about “Text Features”:• words make meaning• pictures match wordsWrite the work “kiss” on the board. (“When we see the word k-i-s-s, what does that mean? What clues do we get from the story?”) Activity: Create your page for the class book:• discuss/show the

various ways that children record their thinking about their activity (i.e. drawing, scribbling, letters, words)


Text: Interactive dialogue through the text around “Text Features”:• pre-selected

vocabulary • co-construct chart

around words in text

• Labeling and describing

Activity: Create your page for the class book:• encourage and

supportstudents to label the elements of their scene (use charts, picture/word cards, word wall)

Text: Interactive modeling through the text around “Text Features”: • sentence building• sentence structure• sense of story Activity: Create your page for the class book:• encourage students towrite and expand on words to create simple sentences about their connections• have students tell

whatthey want to say and provide scaffold support as they write• teacher charts words,

labels, and sentences that describe their connections

Planning for Experiential OpportunitiesMonday Tuesday Wednesday Thursday Friday

Anchor Text

Key Vocabulary:GesturesSignalsSongsChantsVisual Cues

Transitions:MovementMusicSongsChantsPatterns

Center-based Learning:Dramatic PlayArtConstructionDiscoveryPuzzles/GamesManipulatives

Home/School Connection:

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Tips to Consider in Planning

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Bring out the guides!


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Bring out the guides! Organize and integrate curricula

around Big Ideas, Units of Study, and Themes



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Bring out the guides! Organize and integrate curricula

around Big Ideas, Units of Study, and Themes

Select anchor texts and key vocabulary to support the Big Ideas



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Bring out the guides! Organize and integrate curricula around

Big Ideas, Units of Study, and Themes Select anchor texts and key vocabulary

to support the Big Ideas Find opportunities to engage all learners

through direct instruction, project-based, and center-based activities



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Bring out the guides! Organize and integrate curricula around Big

Ideas, Units of Study, and Themes Select anchor texts and key vocabulary to

support the Big Ideas Find opportunities to engage all learners through

direct instruction, project-based, and center-based activities

Develop an integrated plan that includes development of physical, social, and cognitive domains and also includes multiple standards



Bring out the guides! Organize and integrate curricula around Big Ideas,

Units of Study, and Themes Select anchor texts and key vocabulary to support

the Big Ideas Find opportunities to engage all learners through

direct instruction, project-based, and center-based activities

Develop an integrated plan that includes development of physical, social, and cognitive domains and also includes multiple standards

Design a comprehensive instructional plan that leads to a rich lesson plan for a wide range of children.


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We must support one another in improving our ability to meet

diverse needs of all of our children.

Meet, reflect, plan and work together.

No one can do it alone!


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Support One Another

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the group



Questions and Answers

Whit Hayslip, Early Childhood Education Consultant Kris Damon, Transitional Kindergarten Coach, Long Beach Unified School District October 16, 2012.

Documents

curriculum assessment

ongoing cycle

child learning

series of ongoing decisions

early childhood programs

education of young children

key principles of learning

tk classroom whit hayslip