Good morning! Please complete the following activity prior to the start of the workshop.

Good Morning and Welcome Trainers! Morning Eye Openers:

Please Sign in

Write your name on the tent card using the markers

Complete participant survey

Complete the Consensogram handout

1Put the directions from the slide on Flip Chart at entry of the trainingroom.Handout: Getting to Know You BingoMaterials: Markers Large index cards folded lengthwise1. Have participants meet and greet colleagues and fill out the Bingohandout.2. Make sure that you ask participants to read the directions carefully.ConsensogramMove to the charts: Review your rating/response from 1 (lowest) to 10 (highest)

Place color coded dots in the appropriate column to reflect your response to each statement

Review the graph created for each question

2Materials: Self- stick dots or post-it-notes One color for eachquestion Four graph charts on walls color code each questionFlip Charts: One chart for each question.Instruct the participants that this is a personal reflection based on how theindividual reads the question.1. To what degree do you believe that curriculum should be based onwhat children should know and be able to do?2. To what degree do you feel confident in using the CT PreschoolAssessment Framework correctly?3. Where on the scale would you rate your own skills in using childassessment to inform your teaching and learning?4. To what degree is incorporating the use of the Cycle of IntentionalTeaching a norm in your work?Suggestion:It may be helpful for participants to review and complete thehandout sheet of the four questions at their seats first and thenplace their dots on the corresponding chart.Implementing the Cycle of Intentional Teaching: Training the Trainers Academy Place: CRT Dates: July 12, July 20, and August 10, 2011 Time: 8:30-3:30 Facilitators: Donna Rooney and Barbara Perrone

excerpted from CT State Department of Education in collaboration with the Regional Educational Service CentersPutting the Pieces Together: Using the CT PCF and PAF in intentional teaching aligned to standards 3Welcome2. Introductions brief, name and programIntended Outcomes of ProjectUnderstand and apply the Cycle of Intentional TeachingBe knowledgeable about and be able to use the CT Preschool Curriculum and Assessment FrameworksBe able to use learning standards, assessment information, childrens interests and family and cultural contexts to inform curriculum and instructionObserve and objectively document childrens behaviors and skills, including ways to organize notes and work samplesAssess children using the CT PAF and use the information to plan for class instructionIndividualize for children, including those with an IEPBe able to share information with families and receiving teachers4Review with participants

Overview of Three Days Day 1 Overview of Curriculum, Cycle of Intentional Teaching, CT Preschool Curriculum Framework and Planning and Implementing Curriculum

Day 2 Observing, Recording and Documenting Intentional Assessment CT Preschool Assessment Framework

Day 3 Recording and Documenting Observations Using Assessment to Inform Teaching Intentional Teaching 5Review topics for three days of training.On-site consultation will support implementation of training ideas betweensessions.Participants should expect to: be actively engaged; apply learning back in your program; be challenged with new learning at times; be supported in reaching outcomes; meet and work with new colleagues; get and share ideas; have fun.Training Outcomes for Day 1Participants will:

Understand the Cycle of Intentional Teaching as it relates to learning standards informing curriculum and instructionUnderstand the components of curriculumBe knowledgeable about the CT Preschool Curriculum FrameworkImplement Phase 1 of the Cycle of Intentional Teaching-Planning and Implementing

6Handout: Training OutcomesBriefly review the outcomes for Day 1 of the training.Overview of Intentional Teaching Goals: To provide support to staff in using the CT Preschool Curriculum and Assessment Frameworks and to be more intentional in teaching related to learning standards.

Provide three days of trainingCoach and facilitateSupport collaborative team planning and time allocationDevelop and review Learning Experience Plans Use assessment data to plan instruction Use assessment data to provide on-going professional developmentProvide focused support Binder

7You get 3 days of trainingProvide trainers with the knowledge and skills necessary to guide staff members through the intentional teaching cycle 3 days on site supportKitsResource books Wiki space /CD

With your participants:Provide brief overview of project purpose, what will be involvedwith training, coaching sessions.2. Acknowledge that some participants may be new and some mayalready have had training and experience in using the PCF and PAF.This project will provide more comprehensive support for consistencyand continuity of implementation. Support teams for where they areand what their objectives are.3. Briefly hold up resource materials: CSDE documents: CT PCF, CT PAF, Books: Making Standards Come Alive, The Intentional Teacher,Power of Observation, .Optimal Learning EnvironmentGROUP NORMS:Respect for your prior experience and respect for others in the roomCell phones in manner modeComplete engagementFull participation in all activities and complete attendance for duration of seminarActive listening so you are able to respond when called uponNo side conversations, activities, or work8Before we get started, lets agree on some norms for an optimal learning environment. Your time is precious, and one of my duties is to respect your time so that we all get the most out of this experience. On the screen you will see some norms that help to create an optimal learning environment.

The first onerespect for your prior experienceis a key component of adult learning. All of you bring important background to the seminar, and Id be crazy not to take full advantage of it. Were going to practice collective wisdom in this room, honoring your personal and professional experiences. Although Ive studied the research and bring my own background to the table, I know that if we work together, our collective wisdom will be far greater than the individual knowledge of any one person in the room, including me.

The other norms are self-explanatory, but Id like to ask you to take a moment to review them.

Is there anyone for whom these norms are not acceptable? [Waitcount one, two, three, four, five.]

OK, then. Since there is 100% consensus on this, I dont want to be the bad cop today. These are not my normsthey are norms that belong to ALL of us. So if you notice an issue with cell phones, side conversations, unrelated activities, or tardiness, then I need to ask all of you to deal with it. We all now own these norms.

Were going to be doing a lot of interactive activities today. It is the best way to learn, and it is also a great way for me to respect your time. These norms will help me to do that.

Finally, let me say a few words about participation. Everyone in this room has great ideas, and we can all benefit from them. Here is a technique that I like to use that will help us benefit from all of your ideas. Rather than request volunteers to respond after each interactive activity, Im going to call on participants randomly, putting their names on the screen one minute before the activity is due to end. If your name is on the screen, you can delegate your responsibility to a colleague with whom you collaborated, or you can simply passwere not trying to put anyone on the spot. But we have learned that if we use random selection rather than waiting for volunteers, we are much more likely to get 100% engagement from all participants, the seminar moves much more quickly, and the energy level of the entire room is higher. Of course, were also happy to hear from volunteers, but the one-minute warning method is a great way to allow all of us to participate and avoid those long moments of wondering if anyone will volunteer to share their ideas.

We have our normsare we ready to go? Lets get started.

[What if someone says, These norms dont work for me or otherwise violates them? There are obvious exceptions: My wife may go into labor any minute, and I need to keep my phone on. You must be relentlessly positive: Thats GREATOF COURSE keep your phone on! In fact, well add a new norm that if your phone rings, we will all stop what were doing and cheer for your wife! But you need to be serious: if someone is relentlessly being belligerently indifferent to normsplaying electronic games, reading, engaging in sidebars, talking on the phone, etc.then you need to be ready to respond respectfully but authoritatively. Examples include:

Ill waitwaiting for people to complete sidebar conversations.We can only have one focus in the roomwaiting for people to complete sidebars or side activities.This doesnt look like its a good day for you; could we schedule this training a different time for you?privately said during a break to someone who repeatedly doesnt follow group norms. If necessary, you have to follow this gentle and respectful request with a conversation to your host, asking the offending party to leave the training. You have a moral obligation to deliver our guaranteed learning objectives, and that will not happen if you tolerate violations of norms.]

Team Resumes: Greet your team colleagues

Choose a Team NameCumulative years of experience in educationOther work experiences of that add to the groups dynamicHobbies or interestsTeam Logo: Design a symbol for your teamPost your resume when you are finished9Debrief of ConsensogramWhat do you notice about the graphs?

What objective statements can you make aboutthe information?

10Debrief consensogram results Will redo at end of day 3 training tocompare results.1. Discuss with the participants what information we get from the data inthe graph.2. What do you notice about the graphs? Make objective statementsabout the information. For example, 80% of people rated this as an 8or higher.3. Possible questions for discussion: (Questions to ask will depend onthe information from the graph.) Do the beliefs align with the norms? Do people feel confident using the CT Preschool AssessmentFramework? Do the norms reflect the proficiency level of the skills?This is an example of collecting and analyzing data. This is related to howteams use data to inform planning and program improvement. For thoseparticipants in schools with data teams, you may want to make reference andrelate this to data teams.When I think of intentional,I think of

Provocation:When I think of intentional, I think of Doctors who observe patients in the examining room, order bloodtests andx-rays, and then analyze the data in order to determine a course oftreatment. Lawyers who talk to witnesses and review documents and enter thecourtroom with the evidence to argue the case. Or coaches who listen to scouting reports, view game tapes, andobserve the players to put a game plan in place in order to win thechampionship.So (next slide)11As teachers, what do you think of?

As teachers, what do you think of?Turn to a partner and discuss what being intentional means to you.Notes: Give the participants 5 minutes to discuss among themselves and thenhave them do a whole group share of their ideas. Use this as a way to begin the conversation about the Cycle of IntentionalTeaching. Outcome of this project is for teachers to be more intentional insupporting childrens learning.12The Ongoing Cycle of Intentional Teaching

13Note to Trainers:New graphic for Ongoing Cycle of Intentional Teaching is being used.First component is the interaction between planning and implementingand observing and assessing. Think of this as a braiding Information:Graphic of the cycle of intentional teaching planning and implementing,teaching strategies, and activities or experiences related to what childrenshould know and be able to do, their interests, related content knowledge,family and cultural context. Observing and assessing childrens skills relatedto those skills or standards and use the information to refine planning forindividual children and the class.Dynamic, on-going process for all children, including those childrenwho may have disabilities. Emphasize on-going Happens many timesthroughout the day, week and over time. Teachers use assessmentinformation every day to adapt teaching and learning.Discuss the three big ideas about how the PCF and PAF documents andconcepts fit together: Preschool children need to gain specific knowledge and skills,especially higher order thinking skills:CT Preschool Curriculum Framework As teachers we need to enhance our efforts to connect assessmentwith planning and implementing curriculum so that childrenachieve these learning outcomes:Intentional Teaching To accomplish this teachers need to understand where children arerelated to learning outcomes or Performance Standards and wherethey need to go:CT Preschool Assessment Framework Relationship of the Cycle of Intentional Teaching to NAEYC Accreditation Standards and Criteria14Handout: Connecting the NAEYC Accreditation Criteria to the Cycleof Intentional Teaching1. Go over the handout. Inform the participants that this crosswalkaddresses the criteria in relationship to the process of the Cycle ofIntentional Teaching. (Hold off addressing the content crosswalk untillater in the training sessions.)2. Ask: How many of you are currently involved with self-study forNAEYC accreditation or have attained accreditation? How is thisprocess of intentional teaching similar or related to what needs to beaccomplished for accreditation criteria?3. Refer to the handout pointing out that the standards of Curriculum,Assessment of Childs Progress, and Families have criteria that areconsistent with using the Cycle of Intentional Teaching.The crosswalks are provided so that participants can see thatimplementing criteria and Cycle of Intentional Teaching arecomplimentary and do not require double work. It is also important forthem to know that when they plan around the Performance Standardsthey are addressing many criteria in the following standards:Relationships, Curriculum, Teaching, and Physical Environment.Knowledge advances by steps andNOT by leaps.

-Thomas Macaulay15Not quick- this is a long process of practice and support

Intentional Teaching related to what children should know and be able to dois a tremendous paradigm shift for many teachers including K-12 teachers.Depending on where teachers are in the process of planning to addresslearning standards and how assessment is used to inform instruction, this canbe a several year process.Special education teachers typically have more experience in this processbecause they must identify needs based on assessment and develop IEPgoals and objectives.Reinforce: Please expect that full implementation will take time. Youlltry things and think of ways to do it better. (Important to reinforcethroughout the three sessions.)The Early Childhood Paradigm ShiftDevelopmentally Appropriate Practice has focused onhow children learn, andthe needs of individual children.Curriculum planning has tended to be activity driven, evaluating success of activities in terms of childrens interest rather than the activitys impact on childrens learning.To address the imbalance in early childhood education, teachers must pay more attention to connecting:learning objectives,instructional experiences, andassessment.16This slide may be eliminated if there is a high level offamiliarity and buy-in to intentional teaching.Provide background that explains this slide:Information:Sue Bredekamp and Theresa Rosegrant have referred to the early childhooderror when teachers place utmost importance on how children learn ratherthan what they learn in the 1992 Reaching Potentials: AppropriateCurriculum and Assessment for Young Children. Developmentallyappropriate practice has tended to focus on this. Rather both are important.The Cycle of Intentional Teaching and using the CT PCF and PAF attemptto correct the early childhood error.They have also discussed the elementary error where teachers have tended tofocus on learning objectives and not on an understanding of childdevelopment or developmentally appropriate practice. Again, it is not eitheror but both.Trainers Note: Refer to this paradigm shift as the opportunity presentsitself.Make connections back to the results of the consensogram.You may find that participants are more engaged in the process ofintentional teaching as this effort has been advanced over the past fiveyears.Defining CurriculumWith colleagues in your small group, write a definition of curriculum.

17Handout: What is Curriculum? Wait to distribute until afterparticipants have complete the activity. See notes below.Flip Chart: Defining CurriculumActivity/Experience: Ask the participants in the small group to write a definition of curriculumand be prepared to report out. While the groups are discussing the definition, pass out the handout ofdefinitions turning the papers over so the participants do not see theinformation. As each group reports out their definition, write it on the chart. After the participants complete this part of the activity, show the next threeslides and point out the additional definitions on the handout. Discuss thesimilarities and differences between the experts definitions and theirDefining Curriculumcurriculum includes the goals for the knowledge and skills to be acquired by children and the plans for learning experiences through which such knowledge and skills will be achieved. NAEYC Early Childhood Program Standards and Accreditation Criteria, (2005). NAEYC.18On the next several slides, you will see several other definitions ofcurriculum.NAEYC definition of curriculum.Trainers Note: Make connections between these and what peoplebrainstormed.Defining CurriculumHead Start definition Curriculum means a written plan that includes:the goals for childrens development and learning;the experiences through which they will achieve these goals;what staff and parents do to help children achieve these goals; andthe materials needed to support the implementation of the curriculum.On the next several slides, you will see several other definitions ofcurriculum.NAEYC definition of curriculum.Trainers Note: Make connections between these and what peoplebrainstormed.19Defining CurriculumCurriculum is the specific blueprint for learning that is derived from desired results that is content and performance standards. Curriculum takes content and shapes it into a plan for how to conduct effective and engaging teaching and learning.

McTigue, Jay and Grant Wiggins (2005). Understanding by Design, Expanded 2nd Edition. Alexandria, VA: Association for Supervision and Curriculum Development.20Jay McTigue and Grant Wiggins developed this definition of curriculum forthe K-12 grades. Their definition includes the same concepts as the variousearly childhood definitions.CURRICULUMTeacher InteractionOngoing AssessmentPerformance StandardsEnvironment Materials, SchedulingContentProcesses & ExperiencesEssential Curriculum Planning Components Source: A Guide to Early Childhood Program Development, CT SDE, 2007 21Handout: CSDE Curriculum ModelInformation:Utilize the information found in Chapter 2 of A Guide to Early ChildhoodProgram Development paying particular attention to pages 9-10 tosummarize the points of the star.1. Discuss the CSDE model of essential curriculum planning componentsagain discussing the similarities between the participants definitionsand this model.Major points: What comprises curriculum is complex and oftenmisunderstood. All the components are about what makes curriculum. TheCT PCF is not a curriculum; it comprises the Performance Standards andinforms content.Focus of this training is not specifically on content What is important for young children to learn during the preschool years?

22Excel document Flip Chart: What is important for children to learn during theirpreschool years?Activity/Experience:1. In small groups of 5-6, have participants brainstorm five things thatare important for children to learn in preschool. Have them choose areporter for the whole group share.2. In whole group, have the participants share their responses while thetrainer records the information on chart paper. Save this for anactivity later in the session.CURRICULUMPerformance StandardsCT Preschool Curriculum FrameworkSource: A Guide to Early Childhood Program Development, CT SDE, 2007 23The CT Preschool Curriculum Framework is one component ofcurriculum. Refer to book.Barbara Bowman, Director of Early Childhood for Chicago Public Schoolsand former President of NAEYC, speaks passionately about the need forclearly defined and high expectations for what children should know and beable to do. By not addressing standards and adhering to the traditional viewof children development, she firmly believes that we will continue havelower outcomes for low income children and for children of color.If we value school achievement, we decide what we want children to learn standards and we teach to them.Barbara BowmanFocusing on the Performance Standards, we will now spend some timeexploring the CT Preschool Curriculum Framework which articulates whatchildren should know and be able to do.Note:Participants from public schools may mention the GLEs grade levelexpectations. Please have a copy of the crosswalk and statement fromthe CSDE available indicates the alignment.Guiding Principles of CT Preschool Curriculum FrameworkEarly learning and development is multidimensional and interrelatedYoung children are capable and competentChildren exhibit individual differences in rate of development and skill acquisitionFamilies are the primary educators of their young childrenYoung children learn through active exploration of their environment24. Review Guiding Principles. (pages v and vi in PCF.)For each principle, ask participants to give an example of how it mightlook in their classroom or what do they do in their classroom/program.For example, language impacts behavior and the ability to interact withpeers. For children that do not have age-appropriate language skills, it maybe difficult to engage in cooperative play.It is also important to have high, realistic expectations for youngchildren. They are capable of higher order thinking and moresophisticated language if they are provided exposure, appropriateexperiences and explicit facilitation. The Curriculum Framework stressesintegration of basic skills into higher order thinking processes using activeengagement in learning with an emphasis on oral language.Critical FeaturesComprehensiveAligns with the K-12 Curriculum Frameworks and the Grade 4 CMTEngages teachers and children in active explorationEmphasizes oral language Emphasizes higher order thinking and integration of basic skills25Information: When the school readiness legislation was passed in 1997 the legislaturedirected the CSDE to develop goals and skills that children should knowand be able to do as a result of a preschool experience. Research reviewswere conducted and incorporates information from a range of resources,including Head Start Performance Standards and those from other states,nationally recognized assessment protocols, e.g., Work Sampling System,Child Observation Record, and information from the National EducationGoal One Panel. The development of the curriculum framework involvedhundreds of professionals, prek- grade 2 in its development across thestate with critical review from national experts Connecticut was one of the first states that had learning standards. Theywere in place prior to the Head Start Learning Outcomes. The Head StartBureau used our Curriculum Framework to develop their learningoutcomes The CT PCF has received positive feedback from nationally recognizedECE experts. Lilian Katz and Susan Newman have held the PCF asmodels for a comprehensive, integrated approach Importance of language development, especiallyScavenger Hunt:Connecting the Dots

What are the four domains found in the Framework?26Clappers, PCFSmall Group or Partner Activity/Experience:This activity is designed to allow the participants to becomefamiliar with the format of the PCF document.1. Show the questions one at a time and allow the participantsto find the answer in the PCF document.2. The participant uses the hand clapper to indicate that s/hehas found the answer.Four DomainsPersonal/Social Approaches to learning, interactions with others, conflict resolution, appreciating diversityPhysical Large and small muscle development, self-care, safety, health and nutritionCognitive Scientific and logical-mathematical thinking, language and literacyCreative expression and aesthetic development27Review four domains if participants are unfamilar Information:Decision was made to organize the document by domain rather than content,e.g., language arts, science. Since learning for young children is highlyinterrelated and focused on skill acquisition it is important to look acrossdomains for language, for example. It is also important to recognize thesignificant importance of social emotional competence for young children.Jack Shonkoff, MD presentation to the Early Childhood Cabinet highlightedthe importance of social-emotional competence and cognitive developmentin early childhood.Scavenger Hunt: CT Preschool Curriculum FrameworkConnecting the Dots

1. Find one Program Goal for each of the domains.

2. Give an example of one content standard for each domain.

3. What is another word for a performance standard? 28Reveal one at a time Trainers Note: Emphasize: Goal - what a child should know and be able to do by the end ofpreschool Content Standard opportunities that programs should beproviding Performance Standard indicators of how children demonstratemeeting the goalScavenger Hunt: CT Preschool Curriculum FrameworkConnecting the Dots

What are two performance standards for the content standard in Creative Expression/Aesthetic Development: Preschool programs will provide children with opportunities to represent fantasy and real-life experiences through pretend play.

29Scavenger Hunt: CT Preschool Curriculum Framework

What are some examples of activities to develop use of eye-hand coordination to successfully perform fine-motor tasks for the content standard in Physical Development:

Preschool programs will provide children with opportunities to use a variety of materials that promote eye-hand coordination and small-muscle development.30

Connecting the Dots of Teaching & Learning:

An Alignment between the CT Preschool Curriculum & Assessment Frameworks to Early Childhood Curricula ObjectiveReview the use of Connecting the DotsWalk participants through the booklet and practice using it on the following slides 31The Alignment Curriculum four domains:Personal & Social / Physical / Cognitive / Creative Expression

32Personal & Social Tab

Program Goal:What children should know and be able to do33The Personal & Social tab opens up to reveal P&S Preschool Curriculum Framework (PCF) standards

What programs will do What children will do 34Physical Tab

35The Physical tab opens up to reveal PHY Preschool Curriculum Framework (PCF) standards

36Cognitive Tab

37The Cognitive tab opens up to reveal COG Preschool Curriculum Framework (PCF) standards

38Creative Expression Tab

39The Creative Expression tab opens up to reveal CRE Preschool Curriculum Framework (PCF) standards

40Looking at the Standards Using the skills from the brainstorm activity on what preschool children should learn and be able to do, with your team find the CT standards (either content and/or performance) that relate to the section assigned to your team. 41Divide up the brainstorm activitiesShare challenges

Five Elements Critical to Improve Learning for Students from Diverse BackgroundsTeachers and students producing together, knowledge or tangible productDeveloping students language and literacy competence in all subjects Connecting school and learning to students lives, contextualizing knowledgeTeaching complex thinkingTeaching through conversation

Center for Research on Education, Diversity and Excellence, 2005

Handout: Connecting Teachers Goals with CT StandardsT-Chart: Brainstorm Ideas/Related CT StandardsMaterials: PCF Markers Flip chartActivity/Experience:1. In a small group, have participants choose three of the ideas fromthe brainstorm of what children in preschool should learn.2. Using the T-Chart, have them search the PCF document for acorresponding CT Standard. Participants can either identify aContent Standard or Performance Standard.3. Have each group report out their findings and record on the T-

Five Elements Critical to Improve Learning for Students from Diverse BackgroundsTeachers and students producing together, knowledge or tangible productDeveloping students language and literacy competence in all subjects Connecting school and learning to students lives, contextualizing knowledgeTeaching complex thinkingTeaching through conversation

Center for Research on Education, Diversity and Excellence, 2005

42

Ongoing-Cycle of Intentional TeachingReview the graphic emphasize the intentional teaching considers allfactors early learning standards, childrens interests, family andcommunity and cultural contextMake connections to what participants did in the draw a child experience.43Phase 1

44Well now spend some time working on the first phase of the Cycle ofIntentional Teaching: Planning and Implementing.Note: It is important to emphasize the ongoing nature of intentionalteaching. It happens all day, all week, month, etc. Once you haveinformation about how individual children or a class responds to anexperience or where children are in relation to a skill, you adapt yourteaching strategy.Performance Standards or learning outcomes are the drivers, childrens interests, projects, themes or topics of study are the vehicles.45Intentional teaching requires us to pay attention to many components whendeveloping and implementing curriculum. The shift in thinking aboutplanning is a stronger focus of what children should know and be able to do,using childrens interests, projects and topics of study to support thedevelopment of those skills.We are not saying dont use themes/ topics of study or projects. It is noteither/or but may be both with more of an emphasis on intentionality tolearning outcomes.Note: Trainers may wish to reinforce children being capable andcompetent. Topics and projects should be of relevance and rigor.Before the next slide, do a quick review of what was covered during this firstsession: Definition of curriculum Essential curriculum planning components The background information and content of the PCF Planning around Performance StandardsTeaching Plan Activity + Teaching Strategies _______________________Learning ExperiencesRemind participants about the definition of curriculum and its components. Teacherinteraction; Processes and Experiences; Environment, materials and scheduling areimportant planning components. Using this form may help to structure teachersthinking around using a teaching plan that includes the performance standard, thelearning experience, and the teaching strategies which reflect differentiation forindividual children.Participants may need some support in understanding the differences betweenlearning experiences/activities and teaching strategies. Activities are what you plan for children to engage in for example, an obstaclecourse, storytelling, doing puzzles. Teaching strategies are what adults use to support and scaffold learning forindividual children. For example, providing some children with inset puzzles withbig knobs and some children with segmented puzzles reflects consideration of the finemotor skills or making sure that experiences for cooperation are intentionally plannedsuch as creating a mural or collage to hang on the wall.Activity/Experience:Review pages 16-17 in the Curriculum Guide. Review and discuss with a partner whatthe difference is between teaching strategies and activities. Experiences include all of the above46Reflecting on Current PracticeIn your small group, draw a child that represents the children in a class.

Indicate on the child what you consider as you plan for the children's learning experiences.

Do a gallery walk.

Be prepared to share with the whole group.47Materials: Chart paper for each small group Markers Tape to hang the picturesPrior to this activity, regroup the participants into new small groups using yourpreferred technique.Small Group Activity/Experience:1. Have participants draw a child that represents the children in a class.2. Have them indicate on the child what they consider as they plan for thechildrens learning experiences. (Can refer to this at the end of thetraining to compare their evolving understanding of curriculumdevelopment.)3. Have participants post on the wall and do a gallery walk. Participantscan take a break and then return to their small group.4. Pose questions on what the participants noticed as they were doing thegallery walk. For example: What was the first thing that was written down on the child? Is there evidence of any of the essential curriculum planningcomponents from the CSDE model?5. Revisit the CSDE Star as a means for discussion on what needs to beconsidered when planning and what you noticed in the participantscurrent planning practice. Reinforce to participants how what theydrew/wrote is connected to the star.6. Reinforce learning standards, knowledge of childs level of functioning,interests and passions, family and cultural contexts and content asconsiderations for planning.

Critical Elements for LearningIn your group review the assigned performance indicators.

How do the indicators address the following elements critical for learning:

Developing languageLearning through active engagementTeaching higher order thinkingTeaching through conversation

48Whole group discussion on what you found. Comments? Questions?Materials: One index card for each group with pages from the PCF writtenon the card. Group 1-pp. 11-14 and 23-26 Group 2-pp.3-7 and 17-19 Group 3-pp.20-22 and 30-33 Group 4-pp.11-14 and 23-26

Brainstorming FormTeachers: Week: _____________________

.

Performance Standard:

Health/Safety

Art

Dramatic PlayOutdoors

Science/Sensory/CookingRoutines/TransitionsGroup Time

BlocksMath/ManipulativesLiteracyYour weekly plans will include some activities that are not specifically related to the Performance Standards.49This form may look familiar to many of you. Do any of you use it in yourprogram?We will use it in the next activity.Brainstorm learning experiences to address the Performance Standard:

COG 6: Relates number to quantityBrainstorming Form 50Chart: Create a chart that resembles the Brainstorming Form with Relatesnumber to quantity in the Performance Standard box. Do not label it as COG 6.(Can use document camera or laptop to project on screen for easier viewing.)Handout: Copy of COG 6 BenchmarksMaterials: Chart paper MarkersInformation: Segue from the last activity about current practices in planning, e.g., planning aroundcontent, childrens interests. Use the comments from the previous activitysdiscussion to guide the discussion at this point. You will probably have teachers at alllevels of the spectrum in regards to how they plan. For this activity, we will focus on planning around a standard. Although you are not introducing the PAF per se during this training session, it isnecessary to use the information in the benchmarks as a way of thinking aboutdifferentiation after the first brainstorm. Make clear that even though we are focusingon the Performance Standards from the assessment framework as the powerstandards, the PCF should be used as a resource for incorporating the otherPerformance Standards.Points to remember: Not all boxes need to be filled in do not have to be addressing selected Standardsat all times Should consider a plan for range of skills Stress: Brainstorming Form, sometimes called a Web is not a lesson plan, but rathera way to get different ideas out.Whole Group Activity/Experience:1. Model brainstorming several learning experiences around the performancestandard, Relates Number to Quantity, using the Brainstorming Form. Haveparticipants share ideas for activities. Refer to pages 21 and 22 in the PCF for therelated Performance Standards.2. After brainstorming, refer participants to the Flip Chart handout forCOG 6 - Relates Number to Quantity.Have them make observations and comments on which benchmarks theexperiences/activities address. Typically, participants give strategies and experiencesfor the first two benchmarks. Take several moments to have participants discuss the3rd and 4th benchmarks, what they mean what they might look like.Trainers Note: Notice where the activities fall on the benchmark continuum. Youmay need to refocus participants thinking if all their ideas fall in benchmarks 1 and 2Planning FormPerformance Standard and BenchmarksTeaching PlanLearning Experience/ActivityTeaching Strategy: Benchmark 1

Teaching Strategy: Benchmark 2Teaching Strategy: Benchmark 3Teaching Strategy: Benchmark 451Handout: Copy of COG 6 Benchmarks from flip chart of CT PAFWhole Group Activity/Experience:1. Choosing one of the activities from the Brainstorming Form,brainstorm teaching strategies that will support children in eachof the benchmarks.Planning Form ActivityIn your small group, find the related goals and performance indicators in the Curriculum Framework for the assigned Performance Standard.

Next brainstorm activities using the Brainstorming Form.

Using the assigned Performance Standard, complete the Planning Form.Consider the children in your class from the previous activity when planning for their experiences.Use the PCF. PAF, resource books, SDE model and Blooms Taxonomy.

NOTE:Please be sure to come up with at least one teaching strategy for each benchmark.52Handouts: Planning Form Brainstorming FormMaterials: Flip Chart Forms for the following Performance Standards:Personal/Social 7; Physical 2; Cognitive 3; Creative Expression 2 Index Card with a Performance Standard with corresponding pages inthe PCF and Making Early Learning Standards Come Alive

Small Group Activity/Experience:1. In the small group, have participants brainstorm learning experiences around theassigned Performance Standard using the Brainstorming Form.2. Using a learning experience/activity from the Brainstorming Form, have participantscomplete the Planning Form. Remind them to use their created class from theprevious activity. Have them use the PCF, the PAF, The Intentional Teacher, MakingEarly Learning Standards Come Alive as well as Blooms Taxonomy as resources fortheir planning. Have participants reflect on the meaning of each developmental levelof the benchmark.3. Have two groups share their work.4. Discussion questions: How did this planning experience relate to your current practice? What were the challenges? What might be different for children? What supports do you need this type of planning?

P/S 7 PCF: pp.6 &19 Making Early Learning Standards Come Alive: pp.100 &101PHY 2 PCF: pp. 11 & 13 Making Early Learning Standards Come Alive: pp. 108 & 109COG 3 PCF: pp. 18, 20, & 21 Making Early Learning Standards Come Alive: pp. 46 & 47CRE 2 PCF: pp. 13, 26, 29, & 30 Making Early Learning Standards Come Alive: pp. 122 & 123

BLOOMS REVISED TAXONOMY

CreatingGenerating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing.EvaluatingJustifying a decision or course of actionChecking, hypothesizing, critiquing, experimenting, judgingAnalyzingBreaking information into parts to explore understandings and relationshipsComparing, organizing, deconstructing, interrogating, findingApplyingUsing information in another familiar situationImplementing, carrying out, using, executingUnderstandingExplaining ideas or conceptsInterpreting, summarizing, paraphrasing, classifying, explainingRememberingRecalling informationRecognizing, listing, describing, retrieving, naming, findingHigher-order thinkingHigh quality conversations and HOTs here 53Program WorkWith your team, please select a Performance Standard or twoOver the next several weeks, plan with your staff activities and teaching strategies related to the standard(s)Keep notes about the processBe prepared to share (+), (-), and ideas when we get back togetherBring copies for each person of the planning sheets/forms that you used 54Donnas forms to distribute Caf Questions 55

Agenda Day 2

Welcome/Overview/Program work DebriefObservation and Documentation Overview of the CT Preschool Assessment Framework

Completing FormsInterpreting the Child Profile

Interpreting the Class Profile56July 20, 2011