Children Where They Are. Challenging Children to...
Transcript of Children Where They Are. Challenging Children to...
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Reaching Children Where They Are. Challenging Children to Succeed.
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REACHING CHILDREN WHERE THEY ARE.
CHALLENGING CHILDREN TO SUCCEED.
Stuart J. MurphyVisual Learning Author and Consultant
Boston, MA
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Visual Learning Author and Consultant Boston, MA
HarperCollins Children’s Books:
MathStart
Charlesbridge Publishing:
I SEE I LEARN
Pearson Education:
enVisionMATH Pearson High School Mathematics
digits I SEE I LEARN at School
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Reaching Children, Challenging Children.
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Reaching Children, Challenging Children.
The development of positive behaviors and social/emotional skills lead to success in
school and in life.
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Reaching Children, Challenging Children.
The development of positive behaviors and social/emotional skills lead to success in
school and in life.
Positive behaviors support the goals of early childhood guidelines and
frameworks.
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Reaching Children, Challenging Children.
The development of positive behaviors and social/emotional skills lead to success in
school and in life.
Positive behaviors support the goals of early childhood guidelines and
frameworks.
Creative approaches to learning help to promote positive social/emotional skills.
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The development of positive behaviors
and social/emotional
skills
lead to success in school
and in life.
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“When Kindergarten teachers are surveyed about their students, they say that the biggest
problem they face is not children who don’t know their letters and numbers; it is kids who
don’t know how to manage their tempers or calm themselves down after a provocation.”
Paul Tough, How Children Succeed: Grit, Curiosity, and the Hidden Power
of Character, 2012.
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Our young children need to develop strong social/emotional skills in order to interact in
positive ways with others, develop a productive disposition toward learning, and
persevere in the work associated with school and in life.
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“Self‐regulation is significant in the development of early literacy learning
competencies. Before children can learn early literacy behaviors and strategies, they must
be able to self‐regulate their behaviors. We cannot over emphasize the importance of this
critical, foundational skill. Teachers must be aware that self‐regulation is the number one precursor to literacy acquisition.”
Venn and Jahn: Teaching and Learning in Preschool: Using Individually
Appropriate Practices In Early Childhood Literacy Instruction, International
Reading Association, 2003
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Behavior modeling
is an effective approach to teaching social/emotional skills to young
students.
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“Telling children about the virtue is never as powerful as showing what the quality looks
like. It is important to give young children the option of seeing pro‐social models so that
they can witness and imitate the behaviors that are represented.”
Michele Borba: Building Moral Intelligence: The Seven Essential Virtues that
Teach Kids To Do the Right Thing, 2001
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�The Role of StoriesReading books that demonstrate positive
behaviors is an effective strategy to use in the classroom. “Research verifies that kids learn
self‐control not only from directly watching parents, teachers, and their peers, but by
observing characters in books and other media.”
The characters serve as role models
for children.
Venn and Jahn: Teaching and Learning in Preschool: Using Individually
Appropriate Practices In Early Childhood Literacy Instruction, International
Reading Association, 2003
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�The Role of Stories“Read‐alouds and shared reading provide
wonderful opportunities for children to hear and discuss the emotions and social
interactions of the characters in books.”
Venn and Jahn: Teaching and Learning in Preschool: Using Individually
Appropriate Practices In Early Childhood Literacy Instruction, International
Reading Association, 2003
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�The Role of Stories
Children who are read to become better readers.
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I See I Learn at School:
• Social Skills• Emotional Skills
• Health and Safety Skills• Cognitive Skills
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Positive behaviors support
the goals of early childhood guidelines
and frameworks.
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Positive behaviors support
the goals of early childhood guidelines
and frameworks.
The Head Start Child Development and Early Learning Framework
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Positive behaviors support
the goals of early childhood guidelines
and frameworks.
The Head Start Child Development and Early Learning Framework
The Common Core State Standards
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Positive behaviors support
the goals of early childhood guidelines
and frameworks.
The Head Start Child Development and Early Learning Framework
The Common Core State Standards
Other National and State Guidelines
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The Head Start Child Development and Early Learning Framework has grown from eight domains to eleven. These “represent the
overarching areas of child development and early learning essential for school and long‐
term success.”
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• Physical Development & Health
• Social & Emotional Development
• Approaches to Learning• Language Development
• Literacy Knowledge & Skills• Mathematics Knowledge & Skills
• Science Knowledge & Skills• Creative Arts Expression• Logic & Reasoning• Social Studies Knowledge & Skills • English Language Development
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The Common Core State Standards (CCSS) is one of the most visible of the guidelines that have
been produced to provide common courses of study and common expectations
across
schools, cities, states, and the country.
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The Common Core State Standards (CCSS) is one of the most visible of the guidelines that have
been produced to provide common courses of study and common expectations
across
schools, cities, states, and the country.
Currently, a total of forty‐five states, the District of Columbia, four territories, and the
Department of Defense Education Activity have adopted the CCSS.
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The Ohio Early Learning and Development Standards
include such goals as “seek new
and varied experiences and challenges (take risks), demonstrate self‐direction
while
participating in a range of activities and routines, ask questions to seek explanations
about phenomena of interest, use creative and flexible thinking
to solve problems, and
engage in inventive social play.”
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The standards are designed to be robust
and relevant to the real world, reflecting the
knowledge and skills that our young people need for success in college and
careers. With American students fully prepared for the future, our communities
will be best positioned to compete successfully in the global economy.
Common Core State Standards: Mission Statement
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We want students to demonstrate a “productive disposition” toward learning –
“a habitual inclination to see the work they are doing as sensible, useful, and
worthwhile, coupled with a belief in diligence and one’s own efficacy.”
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Early Childhood Applications
• Developmentally Appropriate
• Considerate of the Individual Student
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Creative approaches
to learning help to promote positive
social/emotional skills.
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• Creative approaches are fundamental to engaging
young children in their learning.
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• We need to work together to infuse creativity
‐‐
artistic expression and
inventive thinking ‐‐
into our teachers every day instruction. Young students need
to be fully engaged
in creating models, writing stories, doodling and sketching, and using multiple means of expression to
think about their social/emotional skills.
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• Creative approaches to learning can help young students make connections to other
areas of knowledge and gain new understandings regarding the application
of social/emotional concepts to real world situations.
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Preparing Students for the Real World
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• Number of Patents in Force –
2012
• US
1,872,872
• Japan
1,270,367
• China
828,054
• S. Korea
624,419
• UK
599,062
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• Number of Patent Applications –
2012
• Japan
502,054
• US
400,769
• China
203,481
• S. Korea
172,342
• Germany
135,748
• UK
42,296
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• Kristin Ziemke‐Fastabend
First Grade
Burley Elementary School
Chicago, IL
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• Design ReviewRhode Island School of Design
RI Convention Center
February 27, 2013
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Airbnb American Eagle Outfitters Apple, Bloomingdale’s Coach
Comcast Converse Disney Facebook Fidelity Hasbro Herman Miller IBM
J. Crew JibJab Kohler Lego Levi‐ Strauss Martha Stewart Living Mass.
General Hospital Microsoft Nike Nokia Reebok Skidmore Owings and
Merrill Time Warner Urban Outfitters Victoria’s Secret Williams‐
Sonoma
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The Home Connection:
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The Home Connection:
Research shows that the home environment has a great influence on the development of
social/emotional skills. It is important that we partner with parents and other caregivers to
make them aware of what is being taught in the classroom.
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The Home Connection:
Research shows that the home environment has a great influence on the development of
social/emotional skills. It is important that we partner with parents and other caregivers to
make them aware of what is being taught in the classroom.
Teachers should meet with parents when possible to review the key areas of the
curriculum, including social/emotional skill development.
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“With students, parents and teachers all on the same page and working together for shared
goals, we can ensure that students make progress each year and graduate from school
prepared to succeed in college and in a modern workforce.”
Common Core State Standards, 2011
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Positive Behaviors
Supporting Standards
Creative Approaches
StudentSuccess
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Thank you!