learning objectives participants will discuss ways to integrate themes throughout their classroom....
TRANSCRIPT
Learning ObjectivesParticipants will discuss ways to integrate
themes throughout their classroom.Participants will come up with their own
ideas to increase the power of their instruction
Participants will create lesson plans that integrate their weekly themes and come up with ideas to plan an environment that will benefit the children that they teach
What does it mean to integrate themes?Participants will come up with a definition for
integration. Why is it important to integrate themes in an
early childhood setting.
When integrating themes, remember:Cover all areas of learning and do not
undermine othersWill the integration improve learning for the
childrenWhat do children already know; what is their
background knowledgeConsider ways to integrate by using various
strategies: whole group, small group, individual, or center time
Areas of the ClassroomGet into small groups and list the various
areas in your preschool classroom. Groups will discuss their answers. Things to think about:
What areas did you forget?Do you plan for activities in each area?Check your own biases: for instance, do you
not allow children to play in the water table because you don’t like the mess, etc.?
Review the Creative Curriculum handoutThrough using Creative Curriculum, we want
the children in our care to:Develop positive social skillsDevelop thinking skills and become
investigativeBe confidentWant to learn and love to learn
How can we increase the power of our instruction:Integrating language, literacy and
mathematics into the various areas of the classroom.
One way to do this is to combine two or more areas of learning. For instance, use a story to teach about math concepts; extend the plot by adding math material to various areas of the classroom.
Incorporate writing into math activities. For example, the teacher could chart the results of the findings that children make in a measurement activity
Deciding on preschool learning contextHandout – Features of three different
preschool learning contexts from Increasing the Power of Instruction by Judith Schickedanz.
Teachers should incorporate whole group, small group and center time throughout their day
Review handout to decide what activities should be in each context.
Use this handout as a guide to plan lessons.
InstructionWhen planning activities, instruction should
be interesting, meaningful and engagingFind out what the children are interested in
and plan accordinglyIf children are not interested in what you are
teaching, then they will not learn
Activity – Lesson Planning ActivityParticipants will work in groups of 3 to 4 and
create meaningful lesson plans for a weekly theme in February or March.
Please see monthly theme sheet to choose a theme.
Handout – extended lesson plansPlease use the learning standards to guide your
lessonsReminder – incorporate the theme into all areas of
the classroom.
Review of lessonsGroups will share their ideas with the classFeedback and questions
Using Stories to Integrate LearningRead Inch by Inch by Leo LionniHow can we use this book to increase instruction?Discuss well-intentioned but ineffective way to use
the bookHow can we use the story not only to teach math
concepts, but also increase literacy and languageStories can be predictable – they have characters,
plot, setting and a problem that characters are trying to solve
Cognitive skills are needed to understand what a character is doing; children rely on their prior knowledge
Teacher’s RoleHelp students draw on their background
knowledge by asking questionsSupport them as they try to figure out what is
happening in the story by asking open-ended questions
Extend their thinking by saying, “So you think the little bird was trying to figure out how to get away from the big bird.”
Teachers can think and wonder out loud when they are reading to children, model comprehension strategies that good readers use
Good ReadersDo a picture walk before you begin the storyAsk the children to predict what is happening in
the picturesWhen you read, ask the children to continue to
predictThink aloud as you readModel to the children that good readers reread
if they do not understand something. Vocabulary words – when you come upon words,
make sure the children understand the words – this extends their vocabulary and language skills
Math Vocabulary:Handout – discuss the importance of helping
children understand math vocabulary words. Learning math words will help children to
learn math and also extend their understanding of stories and vocabulary
Reading Inch by Inch Introduce story – get the children interestedProvide a basic overview of the plotTalk about the pictures in the bookDiscuss the story at the end and extend the
children’s thoughtsRead the book a second time; ask the children what
they remember about the story and go from therePose questions to encourage higher level thinking
skillsRead the story a third timeExtend the story with activities
Group Time/Circle TimeTeacher-guided instruction that introduce
children to a topic.Morning meetings – sing songs, share poems,
listen to predictable storybooks, play games that incorporate math, language and literacy.
Having two distinct group times (20 minutes each) instead of one long one (45 minutes) is more appropriate.
Activity – Circle Time Participants will work in small groups to
discuss what they do during circle time. How do they incorporate the themes into their group time? What challenges do they encounter?
Each group will come up with a circle time activity to share with the whole group
Idea: handout – word clues games
Small Group ActivitiesTeacher chooses and plans activities for
children to participate inGood opportunity for teacher to observe
children and write observations on childrenSmall group activities can occur during center
time, when teachers take a small group of children to an area and work on a specific activity. For instance, it may be a math activity – example, if children are learning about shapes/geometry; the teacher can create a shape game that children play together.
Center TimeChildren should have opportunities to choose
what center they would like to go toLearning opportunities arise as children play and
work hands-on with learning materialsTeachers should be facilitating center time;
responding and supporting choices that children make
If children play with material in unanticipated ways, teachers should support children’s exploration and ideas
When teachers engage in thoughtful conversations during this time, learning occurs
TeachersShould move around the classroom and
interact and support childrenOne teacher can serve as a floater and go to
various centers, extending children’s playAnother teacher may be set up in one area
that needs more support, while also overseeing other centers
Centers should be introduced during whole group time so that children have an understanding of what to do at each center
Control Board/Activity BoardActivity boards can be created to help
children choose their centerThe activity board can portray a picture and
words of the center, and then there could be four name holders where children can place their names if they choose to go there
Materials needed: velcro; name tags; digital camera to take pictures of each center.
Benefits to using Activity Boards Supports integration of math, language and
literacyChildren are reading the print and signsChildren are problem-solving to see how many
more children can go to a center, etc.How many pockets, how many nametagsChildren have conversations regarding how
many children can be at a center; or if they want to play with a friend, they may try to find a center that would accommodate both of them – social concern
Activity – Think of Spontaneous Play that occurs during center timeParticipants will be in groups of 3 to 4 and
discuss situations that arise during center time where math, literacy and language is integrated in the various centers.
Example – children in the dramatic play area having a birthday party for a doll.
Questions and CommentsDiscussion to include any questions or
comments regarding integrating preschool themes.
Resources: Increasing the Power of Instruction, by Judith A. Schickedanz