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Planning & building curriculum constructor
The document discusses the role of early childhood teachers in shaping curriculum and emphasizes the importance of adapting teaching strategies to meet children's diverse needs. It highlights the complexity of curriculum, which includes content, pedagogy, assessment, and goals, while advocating for play as a critical component of early education. Additionally, it stresses the need for teachers to balance academic and social-emotional learning to foster student success.
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Planning & building curriculum constructor
- 1. Planning & Building The Early Childhood Teacher as Curriculum Constructor Lutheran Educator’s Conference PSW District LCMS – November 2014 Drew D. Gerdes
- 2. So…You Are ATeacher… What does this mean? What does this involve? Who do you teach?
- 3. How Often HaveYou Heard… “What is your curriculum?” Do they really know what this means when they ask?
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- 5. Curriculum Spend afew moments with neighbors sharing what you feel “curriculum means”. Be prepared to share with the whole group!
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- 7. Why? If youutilize one of the previous curriculum programs…WHY? What do you like or dislike? Is it the best choice? What would you do if it didn’t exist?
- 8. Look Into AMirror… YOU are the biggest factor in whether a “curriculum” is effective or useful. You make a big difference in what happens in the classroom!!
- 9. We Are Smart! Sometimes EC folks and ELE folks “bonk heads” when it comes to curriculum. Curricular Areas
- 10. A System “Curriculum”is really a system – a set of critical elements: Curriculum Child Assessment Program Evaluation
- 11. What Is It? Curriculum… A complex idea containing multiple components, such as content, pedagogy, goals, and instructional practices. Influenced by… Society values, content standards, accountability systems, research findings, culture and language, individual children’s characteristics.
- 12. Comprehensive… Social andemotional competence Positive approaches to learning Includes cultural and linguistic continuity Curriculum that is goal-oriented and incorporates concepts based on current research fosters children’s learning and development. How is this done?
- 13. So…What Should IDo? Basically, we should ask… “What should children learn through the curricular experiences I share in my classroom?” Well…it depends…
- 14. Standards - Goals Age-level learning goals or standards Take a look at what they are… What do you already do in your classroom that achieves this goal?
- 15. You And IAre Different We all have unique gifts and talents.
- 16. What Does WebsterSay? Curriculum is a noun…it’s a thing!! The subjects comprising a course of study. Something you do!!!
- 17. Do you have? Files filled with themes you use in the classroom Books, books, and more books – that you read Books that you use to find ideas and activities Things, things, and more things
- 18. Do You… Openup your file each year and do the same thing? Use your file as a guide and determine what to use based on the needs of your students?
- 19. So Much! Therereally is so much to consider when thinking about “curriculum” and how it connects to what is happening in the classroom. Teacher vs. Student
- 20. Curriculum Guide Specificallyshares what you intend to teach. Allows for accountability. Include state standards – and how you will follow through with them. Don’t forget to include teaching the faith!
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- 22. High-Stakes Teaching Formany children, the academic part of school is fairly easy and will be learned over time. What is difficult is everything else a child needs to be successful in life. Self-Regulation Inhibitory Control Executive Functioning Emotional Intelligence Resiliency Social Skills
- 23. Freedom Within Boundaries How the curriculum is implemented – the exact activities that are done in the classroom – are really up to the teacher! Remember the mirror?
- 24. Effectiveness Are childrenactive and engaged? How are the children involved that will help them develop positive attitudes toward learning?
- 25. Effectiveness Are goalsclear and shared by all? Do all stakeholders share and understand the same goals? Are strategies and activities coherent?
- 26. Effectiveness Is thecurriculum organized around principles of child development and learning? Developmentally Appropriate Practices
- 27. Effectiveness Is contentlearned through investigation, play, and focused, intentional teaching? Prove it! What can you provide as evidence?
- 28. Effectiveness Does teachingbuild on prior learning and experiences? Home Community Culture Language
- 29. Effectiveness Is thecurriculum comprehensive? Well-being Motor development Social-emotional Subject matter FAITH!!! (more areas later)
- 30. Effectiveness Are professional standards used to validate subject matter? How has it been determined that students should learn this?
- 31. Effectiveness When implemented, will this really benefit children? Will there be a wide range of benefits? How can you determine these benefits?
- 32. Assessment A high-qualitycurriculum also includes assessment. It’s not just formal testing! Observation, documentation of children’s work, checklists, rating scales, portfolios, etc.
- 33. Screenings Early identification and intervention for children with or at risk for disabilities can significantly affect outcomes. Vision School readiness
- 34. What Else? Doyou ever feel curriculum takes over your time, your teaching, and your classroom? It is important! But…is there anything else that should be included in the day-to-day interactions you have with children?
- 35. What Do YouThink? Many people think: IQ FQ/SQ EQ But, really, it should be: FQ/SQ EQ IQ (At least in my world )
- 36. Social/Emotional Intelligence Unfortunately,a curriculum will not always necessarily focus on really what is needed in the Social/Emotional Intelligence area. It’s all UP TO YOU!!!
- 37. Self-Regulation Children’s abilityto focus their attention, manage their thoughts and emotions, and inhibit some behaviors in favor of others. Kindergarten students who exhibit better self-regulation do better in academic subject areas. Higher levels of self-regulation are related to less deviant behavior.
- 38. Self-Regulation Higher levelsof SR forecast higher peer relationship quality in middle and high school. SR is critical for children to become engaged in academics, social interactions, and contexts that support future development.
- 39. Self-Regulation Relationships betweenkids and parents… A child’s self-regulatory ability influences the frequency and manner of parent interactions with children.
- 40. What Can ATeacher Do? Organize classroom environments as a means of managing behavior. Incorporate instructional strategies that are interesting and engaging. Cultivate extremely strong relationships between teacher-child and child-peers. EFFECTIVE INTERACTIONS ARE MORE INFLUENTIAL!
- 41. Teacher Role &Student Success When children are offered age-appropriate situations to be self-reliant and are taught routines in the classroom early, they show less dependency on the teacher.
- 42. Teacher Role &Student Success Self-regulation is more likely to be learned and exhibited in a positive classroom environment where there is little conflict, a high degree of closeness and support, and little dependency.
- 43. Teacher Roles For Student Success High-quality instruction involves microadaptations of TEACHER BEHAVIOR to meet the needs of individuals students.
- 44. It’s Up ToYou! Progress requires enhancing the quality of adult interactions so that they are better able to meet the social, emotional, and instructional needs of young children.
- 45. Got A HeadacheYet? “How will I ever be able to do all this?” LESS IS MORE!!! Remember… FQ/SQ EQ IQ Are you “in balance”?
- 46. Vygotsky The roleof the teacher is much more than teaching facts and skills – teachers shape a child’s development by helping them acquire the mental tools needed for their culture and environment. Child Development + Education = AMPLIFICATION
- 47. The “NEW” Curriculum You likely have a good sense of “what” should be done in a classroom regarding education. You likely know about child development. This all needs to be molded together!!!! Research is just now really telling us what the best early learning environments look like! We won’t ever have the final answer – but’s an adventure-filled journey!
- 48. Executive Functioning Processesof holding information in mind Inhibiting automatic responses to stimulation Flexibility Shifting attention between tasks
- 49. P…L…A…Y…!!!!!!!! Play isone of the most critical and crucial components of early childhood education, yet it is being taken away and replaced with components of education that are too advanced for young children.
- 50. Play Play shouldthe leading activity of early childhood students. Primary grades – intentional learning is the leading activity. Too much “push down”!
- 51. Discrepancy There isa big discrepancy between what we say we should teach and what we actually do in the classroom. Mature play HOW CAN YOU DO YOUR BEST? Less is more…
- 52. Action Plan WhatCan You Do? 1. Look at your Curriculum Guide – or find one! 2. Are you accomplishing what it says? 3. How so? What else are you doing to make sure your students have the opportunity to be successful in school/life?
- 53. Contact Me! Questions?Insights? Want to share? Drew D. Gerdes Messiah Lutheran School Weldon Spring, Missouri dgerdes@messiahnetwork.org Twitter: @ddgerdes Facebook: EducationEase