KINDERGARTEN THE EARLY YEARS MATTER - kslaring.no · The First 1,000 days Matter ∗Enriching...

KINDERGARTEN& THE EARLY YEARS MATTER

GROWING LEARNERSFEBRUARY, 2016

IN CLUSTER GROUPS

∗ What are 3 things you, as a group that you want to learn/know by the end of our session?1. ______________________________2. ______________________________3. ______________________________

∗ What is one thing that you want me to take away about Early Years education in Norway by the end of the day?

B, Freedman, KS, 2016

ONTARIO

1.6 million students JK-8 and 660,000 high school students - 72 school districts∗ 31 English public, 4 French public, 29 English

Catholic, 8 French Catholic & 10 School Authorities, Provincial Schools, Hospital Boards

∗ 115,000 FTE teachers (74,000 JK-8 and 7,300 FTE administrators)

∗ 194 days of school/year = about 1,000 hours of school/year – we want to make sure each hour of instruction counts


DIVERSITY

∗ Over 2 million of Ontario’s 11.4 million are visible minorities – Chinese, South Asian, Black

∗ 3 million are immigrants∗ Ontario students

• 13% are ELL• 10% born outside Canada• 22% speak languages other than English & French


KNOWLEDGE IS ONLY AS GOOD ASITS INTELLIGENT APPLICATION

SCHMOKER, 2006


MCKINSEY & COMPANYHOW THE WORLD'S MOST

IMPROVED SCHOOL SYSTEMS KEEPGETTING BETTER (2010). P. 47

“Ontario, which ... has a relatively large school system of nearly 5,000 schools, 120,000 teachers, and 2.2 million students, is among the world's highest-performing school systems. It consistently achieves top-quartile mathematics scores and top-decimal reading scores in PISA.”


VISION

∗ “Ontario is committed to the success and well-being of every student and child. Learners in the province's education system will develop the knowledge, skills and characteristics that will lead them to become personally successful, economically productive and actively engaged citizens.

∗ Ontario will cultivate and continuously develop a high-quality teaching profession and strong leadership at all levels of the system. Our education system will be characterized by high expectations and success for all. It will be responsive, high quality, accessible and integrated from early learning and child care to adult education.

∗ Together, we will build on past achievements and move forward with ambitious goals.” (Ministry of Education, 2015)


OUR RENEWED GOALS FOREDUCATION ARE:

∗ Achieving Excellence: Children and students of all ages will achieve high levels of academic performance, acquire valuable skills and demonstrate good citizenship. Educators will be supported in learning continuously and will be recognized as among the best in the world.

∗ Ensuring Equity: All children and students will be inspired to reach their full potential, with access to rich learning experiences that begin at birth and continue into adulthood.

∗ Promoting Well-Being: All children and students will develop enhanced mental and physical health, a positive sense of self and belonging, and the skills to make positive choices.

∗ Enhancing Public Confidence: Ontarians will continue to have confidence in a publicly funded education system that helps develop new generations of confident, capable and caring citizens.B, Freedman, KS, 2016

http://www.edu.gov.on.ca/eng/about/great.html

http://www.edu.gov.on.ca/eng/about/equity.html

http://www.edu.gov.on.ca/eng/about/wellBeing.html

http://www.edu.gov.on.ca/eng/about/confidence.html

Think of one change that happened with children this year,

That you were proud of or that brought you joy.

Why and how did it happen?Discuss


Celebration MatrixWHAT MADE IT SUCCESSFUL, ENABLERS?

INDICATORS THAT IT WAS SUCCESSFUL(Evidence, Look fors – sounds like, looks like)

POSSIBLE BARRIERS OR DISTRACTORS

B. Freedman, Norway, 2015

HATTIE

“…the most powerful way of thinking about ateacher’s role is for teachers to see themselvesas evaluators of their effects on students.”(2012). (think educator)


“Children’s brains develop at an outstanding rate” impacted by genetics & their environment –

nurturing & stimulatingHow does learning happen? P. 4


∗ The first one thousand days of a person’s life is a window of opportunity for investments that will lead to health and productivity. The quality of nurturing environments, in particular, preschool experiences and the interactions with adults and peers during childhood, shapes cognitive and socio-emotional skills.

∗ Childhood cognitive abilities provide a foundation for adult cognitive functions. This means that successful brain development ensures that children develop basic cognitive abilities. The so-called “fluid abilities” (such as memory, reasoning, speed of thought and problem solving ability), which underlie high-level cognitive processes, are used to acquire new knowledge, tackle novel problems, and reasoning.


Why You Matter

https://twitter.com/intent/tweet?text=The+first+one+thousand+days+of+a+person%E2%80%99s+life+is+a+window+of+opportunity&url=http://tinyurl.com/h4m2vur&via=worldbank

http://www.researchgate.net/publication/224811015_Childhood_socioeconomic_status_and_adult_brain_size_Childhood_socioeconomic_status_influences_adult_hippocampal_size

∗ Optimal brain development provides an individual with a greater number of neurons, more synapses (neural connections), and multiple pathways to perform any given task. Such “neuronal redundancy” comes in handy when a person is faced with deleterious brain aging.

∗ Studies and increasingly interventions across several disciplines –neuroscience, health, education, economics, and psychology-provide evidence that early and sustained investments in human development are key for our neurons, our brains, for us as individuals, and for our societies. They lay the foundations for our capacity to achieve and to function well despite social or even biological obstacles throughout one’s life course.


Resilient Brain

http://www.tandfonline.com/doi/pdf/10.1076/jcen.25.5.614.14581

The First 1,000 days Matter∗ Enriching learning & social environments and

adequate nutrition∗ Quality early learning is critical to build brain’s

potential and resilience∗ Fluid Abilities – memory, reasoning, speed of thought,

problem solving – if you master these – lifelong and impacts other areas

∗ Positive fluid abilities can determine cognitive aging trajectories


James Heckman, World Bank

Evidence Informed Interventions:∗ Kenya – books to poor households as stimulation∗ Col0mbia – stimulation through play and purposeful

talk∗ Bangladesh – teaching parents to play and sing –to

boost brain development


World Bank Funded Studies

TIDETasks involving and/or questions posed to students during the observations.

Instructional Strategies to make the task and learning clear

Eye of the Learner. Are students engaged? Are they attentive and compliant to the task?

Design of the classroom – resources, cuing systems –Learning Goals, Rubrics/Success Criteria, Academic Vocabulary, anchor charts, desks, technology.


Purpose

∗ Patterns and trends across the school∗ Credible observational data to share with staff∗ Tool to monitor implementation of the improvement

plan∗ Flexibility of using different lenses = customized∗ Administrators more credible, purposefully present in

learning spaces∗ Provide possible areas for ongoing professional

learning


WHAT DO WE WANT FOR OURLEARNERS?

Same for young children as for older studentsIntentionality & thought Evidence-basedDifferentiated – abilities, interests, cultures, languagesData-drivenThink Impact


THERE ARE MULTIPLE PATHWAYS TOLEARNING

∗ Provoke curiosity by reading aloud, using artifacts or pictures – grab the teachable moments

∗ Model questioning - Formulate questions that will get them to talk and share

∗ Students ask questions - what are they curious about

∗ Plan how they can unpack the question(s)


PATHWAYS

∗ Plan, inquire, explore and discover∗ Talk∗ Report their findings∗ Share∗ Celebrate and make the learning visible


Looking first at the literacy outcomes/goals with indicators:∗ Which are most relevant to you in your

classes/groups? Select from either the Pre-K or JK/SK depending on your expertise

∗ Which need to be modified?∗ What is missing?∗ What needs to be added?

∗ Record on chart paper & post


Early Learning & Look-for Indicators

∗ What draws children into play and exploration?∗ How do you know each child is engaged?∗ What are the opportunities for voice and choice

during the average day?∗ How are children’s lived experiences and cultural

experiences and values reflected in their learning?∗ How do/can you integrate complexity in what you do

in classes?∗ What are you reading in your read-alouds?

Queries


To Overcome Multiple Risk Factors∗ Rigour∗ Community & Parental Involvement∗ Targeted support∗ Special programs including remedial∗ Reduce inequalities in Early Education∗ Gendered interventions∗ NLL – Norwegian Language Learners∗ Inspiration


Low Performing Students: Why They Fall Behind & How to Help Them –OECD, 2016

ChildFamily

Educators

Belonging

Engagement

Well-being

Expression


4 Pillars for Optimal Development

Principles:∗ Positive experiences∗ Partnerships with families∗ Respect for diversity and equity∗ Intentional planned program∗ Play and inquiry are learning approaches (play-based learning)∗ Knowledgeable, reflective educators, current with evidence-

informed practices∗ How does learning happen, p.10

ELECT = Early Learning for Every Child Today


Family

Environment

CHILD

Educators

Learning through Contexts


∗ The researchers used data from an early childhood longitudinal study in 1998 and 2011 to compare kindergarten classrooms between 1998 and 2010. The sample included 2,500 public school kindergarten teachers in 1998 and 2,700 in 2010.

∗ Specifically, they found that kindergarten teachers in 2010 had much higher expectations of their students than teachers in 1998 and their classrooms had become more similar to first-grade classes from the '90s.

∗ For example, teachers in 2010 were much more likely to believe academic instruction should begin before kindergarten, including a 33 percent increase in the number of teachers who believed students should know the alphabet and how to use a pencil before beginning kindergarten.

∗ Teachers in 2010 were also significantly more likely to think students should leave kindergarten knowing how to read. In 1998, 31 percent of teachers believed their students should learn to read in kindergarten, while that figure jumped to 80 percent in 2010. ∗ University of Virginia, 2015

Change in Expectations


∗ "Children in poverty are more likely to experience trauma and toxic stress, have less access to early learning experiences and hear 30 million fewer words by age 3 than affluent children," Sara Mead, Bellwether Education Partners, on the impact of Head Start. Mead has conducted extensive research on Head Start and other early learning childhood policies.∗ http://www.usnews.com/news/articles/2015/10/07/prescho

ol-program-for-low-income-students-lacks-sustained-benefits

Equity Issues


∗ "Achievement gaps for disadvantaged youngsters emerge as early as 9 months in age, and by the time they enter kindergarten, they are already behind," Mead said. "Given these challenges, all children in poverty need access to high-quality early learning programs.”

∗ For gains to be sustained you need high quality primary education to reinforce and grow the learning

Equity Issues


∗ Public education should be fair, equitable, and accessible. But what do fairness, equity, and access look like?

∗ Discuss in terms of your current education context ……

To Consider


EQUITY IN NORWAY

∗ We are impressed with the principle of the Barnehager –providing high quality care and education for young children. As we have noted, research evidence shows that early childhood education is particularly effective when it is made available for disadvantaged children.

∗ This suggests that the equity of the whole system could be improved if free or very low cost pre-primary provision were to be made available for such children

EQUITY IN EDUCATION: THEMATIC REVIEW, OECD, 2004


∗ Physical Health & Well- Being∗ Social Competence∗ Emotional Maturity∗ Language & Cognition∗ Communication & General Knowledge

∗ Offord Centre, McMaster University, Ontario, Canada

Early Development Index


∗ Data on 690 children – 52% girls enrolled in FDK∗ Used the Early Development Instrument – EDI∗ Students enrolled in FDK were more prepared to enter

grade 1 –”school readiness”∗ Enrollment in FDK reduced risks in social competencies

(10.5% to 5.8%) – supports self-regulation∗ Reduced risks in language and cognition (15.8% to 4.3%)∗ Reduced risks in communication (10.5% to 5.8%)

Full-Day Kindergarten (FDK) in Ontario


TALK AND THINK

Student Discussions about text improve their comprehension and high level thinking skills.

∗ Ask penetrating questions for rich discussions∗ Critical to add vocabulary∗ Want to build comprehension

Gambrell, 2004


MOVING TO GRAND CONVERSATIONS

Traditional questions posed:∗ Teacher initiated∗ Traditionally short, fast paced, closed &

affirming knowledge∗ Little space for conversation, interpretative

space or discovery∗ Feedback is corrective (wrong answer) or

affirmative (good job) – not probing of thinkingo Serafini, 2008o Eds & Wells, 1989


BUILD RICH TALK FOR GRANDCONVERSATIONS

∗ Relevant and interesting∗ Have to develop academic vocabulary∗ Sufficiently challenging to require diverse opinions

about concepts raised∗ Picture books – visually inviting and open-ended∗ Model conversational skills through ‘think-alouds’∗ Requires time for students to converse with one

another∗ Invitational prompts for drilling down in thinking –

tell me more, why do you think that?


LITERACYTALKING, LISTENING, READING

AND WRITING

BALANCED LITERACY

∗ Read-alouds∗ Guided groups∗ Instructional conversations∗ Independent reading/looking at picture

books independently∗ Levelled books – “just right”∗ Student choice


∗ Typically 8-10 pages created as shared or interactive writing (for K it could be shorter)

∗ Begins with pictures or illustrations drawn by the teacher and/or students that interest and provoke and are meaningful to students∗ Can be fiction or non-fiction

∗ Displayed on the walls – visible learning –“environmental print” that creates a rich language environment

∗ Add photos of students doing the creating to document the learning

WALL STORIES –MIRIAM TREHEARNE


∗ The students draw pictures & illustrations that go with the story

∗ The students recall and recount the stories using simple print∗ Can be a centre activity∗ Used for a shared interactive activity∗ Beginning of concepts of print∗ Gives students personal connections to

literacy

WALL STORIES


∗ Concepts of print∗ High frequency words∗ Recognition of their name and their

classmates∗ Letter & sound recognition∗ Word/family∗ Phonological awareness∗ Vocabulary development∗ Fluency∗ Confidence

LITERACY


TALK AND RESPONDCOMMUNICATE:

ORACY, VOCABULARY, OTHERPOINTS OF VIEW, EVIDENCE

GRAND CONVERSATIONS

INQUIRY CYCLE PROVOKINGTHINKING

Stage 1

Stage 2

Stage 3Stage 4

Stage 5


INQUIRY IN 5 PHASES

∗ Phase 1• Engage or provoke curiosity and creativity – artifact/picture

∗ Phase 2• Formulate questions –I wonder, I am curious about, I think, why?

∗ Phase 3• Children plan the inquiry in stages to discover the answers to their

questions∗ Phase 4

• Plan to action – explore & discover∗ Phase 5

• Report, reflect & CELEBRATEo Miriam Trehearne, 2013


CONSTRUCTIVIST APPROACH

PLAY AND LEARNING ARE NOT MUTUALLYEXCLUSIVE.

WE REQUIRE INTENTIONALITY IN BOTH

∗ Bill de Blasio introducing universal pre-K for 69,000 age 4 NY children

∗ Teachers have minimal BA, support form social workers,

∗ Learning through play including for immigrant children learning in their maternal language and about maternal culture

∗ Gathering and analyzing data on effective learning practices

∗ Report on social and academic progress of students∗ David Kirp, 2016, How to make pre-K a success


Pre-Kindergarten NY City

∗ 1.3 billion active users on Facebook – if it was a country it would be #2

∗ 5.9 billion searches on Google/day∗ # of text messages is 2 times the total population of the

earth∗ 10 billion internet devices in 2012 (1984 it was 1,000)∗ 90% of world data has been generated in the last 2 years∗ Researchers predict 65% of students in grade 1-8 will hold

jobs that currently don’t exist (MacArthur Foundation Digital Media, 20120

∗ They will hold 10-14 jobs by 38 – US Department of Labour, 2014

∗ Between 2005-2012 – 35% of US couples met online

DIGITAL INTERCONNECTED WORLD


THOUGHTFUL USE OF TECHNOLOGY: PLAY, LEARN, CREATE:

∗ Is the activity developmentally appropriate?∗ Will the activity help the child grow, explore, learn and create?∗ Will there be a balance of the electronic and tactile play?∗ Are there manipulatives, Big Books, costumes, rocks/wood and

other learning stimulations to exploration and play?∗ Are there choices for children?∗ How will technology help the acquisition of literacy &

numeracy?∗ Miriam Trehearne, 2016∗ www.teachontario.ca – Explore –Teacher Talks∗ www.4teachers.org/testimony/gathers/


http://www.teachontario.ca/

∗ Young students can also be digitally literate∗ Finding connections to their school “work”

themselves – expanding the traditional modalities and content

∗ 50% are comfortable using internet to access information and play games

∗ Want to use gamified learning, apps, online materials∗ Project Tomorrow, 2014

ENGAGEMENT


∗ Clearly aligned to the learning goals – how will it boost student learning? How will it be monitored and measured?

∗ What are the norms established for safe acceptable use – who is teaching and who is monitoring – www.marc-center.org∗ Impulsivity, anonymity

∗ Learning is collaborative and inquiry based for all –adults and students, using evidence and student work

∗ Real-world and authentic connections∗ Importance of audience

TECHNOLOGY


http://www.marc-center.org/

∗ Educational content matters more than the technology – teachers have to make meaningful connections

∗ Children use the technology to play, to learn and to create

∗ Has to be meaningful∗ Has to be developmentally appropriate∗ Remember balance

EARLY YEARS & TECHNOLOGY


∗ Authentic context and activities∗ Guided practice∗ Group collaboration & reflection∗ Articulate the learning –recount,

recall, explain, question

SITUATED COGNITION


∗ Brainstorm in large/smaller groups ∗ All we know about the topic/event∗ the issues or events that might take place

∗ Predict what might happen∗ Formulate questions∗ Model prediction and questions∗ Examine and unpack difficult words∗ What do we know? What do we want to find out?∗ Relate connections to the text and previous

experiences∗ What did they learn? What surprised them?

PREVIEWING & PREDICTING TEXT– LARRY SCHWARTZ


∗ Number Sense and Numeration∗ Measurement, ∗ Geometry and Spatial Sense, ∗ Patterning∗ Data Management and Probability

∗ Ontario, Kindergarten Curriculum, p.92

Mathematical Frames


∗ problem-solving, ∗ reasoning and proving,∗ reflecting, ∗ selecting tools and strategies,∗ connecting,∗ representing, and∗ communicating

∗ Ontario, Kindergarten Curriculum, p.94

7 Processes in Mathematics


∗ Trustworthy leadership from senior team∗ Trusting stakeholders∗ Capable champions∗ Involved mid-level leaders = leading from the middle∗ Innovations supported = clear vision for change,

grounded in evidence∗ Accountable culture∗ Effective communication system thinking


Change requires: Judge & Douglas

∗ Integrating the needs of adults with the best interests of children

∗ Putting the needs of children first∗ Making critical decisions collectively with a focus on the

best needs/pathways for children∗ Making explanations transparent ∗ Explaining respectfully what is possible/permissible and

what is not


Relational Trust: Robinson, Hohepa, & Lloyd, 2009

∗ How the learning works? ∗ How to make learning happen? To support and sustain∗ How do you get the community to support and push the learning

including politicians?∗ How to include all?∗ Wondering – inquiry, provocation, and exploration and reflection∗ What is intentional play-based learning and how to make it happen?∗ Boys – gender-friendly strategies and interventions∗ What stands in the way of a child’s learning & how to overcome?∗ How to make schools more focused on learning as opposed to

teaching?∗ Working with TIDE


You Told Me

What change do you want to focus on this coming month?

Discuss…..


Create an if ….. Then ……. Statement for yourself

We cannot improve at scale, what we cannot measure.

How will you know the change is happening? Indicators


KINDERGARTEN THE EARLY YEARS MATTER - kslaring.no · The First 1,000 days Matter ∗Enriching...

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