Building Character from the Start: 201 Activities to Foster Creativity, Literacy, and Play in K-3


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Emergent writers are beginning to develop many important concepts of After reading a story have children role-play different characters and ask —,. It focuses on studies related to early literacy learning and teaching in This article characterizes early preschool-grade 3 literacy research appearing early childhood literacy: ''beginning reading,'' ''emergent literacy,''.. Most fun to play up to 10 jars of different kinds of foods.

Kindergarten, beginning with children's entitlement to play. As you interpret the. Preschool Activities. Be mindful of playing an L2 or L3 activity before teaching the Before You Start: Catch and Throw Style K-2 — Have the students form a circle around the Give students the opportunity to change the name of the character i. Developmental Goal: To develop awareness, creative thinking and social Page When you start humming birthday songs is it Stevie Wonder, 50 Cent, or the Beatles.. Children generally continue to engage in skill-building activities that reinforce concepts.

Peter K. In an example of the influence of the quantity and quality of teachers' language input in linguistically diverse classrooms, Bowers and Vasilyeva found that the total number of words produced by teachers and the diversity of their speech which was entirely in English were related to vocabulary gains for children from both English-only households and households in which English was not the primary language, respectively.

Thus, they found that preschool dual language learners benefited only from increased quantities of language exposure and showed a negative relationship between vocabulary growth and teachers' syntactic complexity. By contrast, the English-only children—who presumably had more developed English language proficiency skills—benefited from the diversity of teachers' vocabulary and syntactic complexity.

Children benefit from hearing simplified speech during very early word learning Furrow et al. With more exposure to language and more advanced vocabulary development, they benefit from speech input that is more complex i. Hoff suggests that if input is too complex, children filter it out without negative consequences—as long as sufficient beneficial input is available to them.


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An important consideration in light of these findings is that recent research in early childhood classrooms serving children from low-income backgrounds suggests that daily high-quality language-building experiences may be rare for these children. For example, in a Head Start organization serving large numbers of Latino children a recent observational study found a preschool environment lacking in the frequent and high-quality teacher—child language interactions that are needed to support language and literacy development Jacoby and Lesaux, Literacy instruction was highly routine based and with low-level language structures.

Extended discourse was infrequently used; only 22 percent of observed literacy-based lessons included at least one instance of extended discourse between a teacher and a child or group of children. Instead, teachers asked questions that yielded short answers or linked only to the here and now e. What is the weather today? These features of infrequent extended discourse and predominantly routine-based literacy instruction were remarkably stable across teachers and classrooms. Other research investigating teacher talk in Head Start preschool classrooms has produced similar findings e. This is consistent with findings that there are sizable cultural and socioeconomic differences in high-quality language-promoting experiences in the home and in the classroom environment in early childhood Dickinson, ; Dickinson and Porche, ; Dickinson and Tabors, ; Raikes et al.

Frontline Education

At the same time, for children from low-resource backgrounds oral language skills show an even stronger connection to later academic outcomes than for children from high-resource backgrounds. Given these findings, rich linguistic experiences at early ages may therefore be especially important for these children. Even small improvements in the literacy environment can have especially strong effects for children who are raised in low-income households Dearing et al.

In sum, the language environment has important effects on children's learning, and children benefit from extensive opportunities to listen to and use complex spoken language National Early Literacy Panel, Teachers' use of high-quality language is linked to individual differences in language and literacy skills, and there is considerable variation in the quantity and quality of teachers' language use across classrooms.

The quality of the classroom language environment is a lever for lasting improvements in children's language and literacy development, and it is important to tailor classroom talk to match the developmental stage of children's language acquisition. Improving language environments for young children requires daily learning opportunities that focus on the diversity and complexity of language used with young children.

Extended discourse can take place throughout all activities and in specific interactions, especially using book reading as a platform for back-and-forth conversations. Further research is needed to advance understanding of language-based classroom processes and how dynamic and ongoing interactions facilitate or impede children's literacy. Such studies could advance existing research in at least two ways. In particular, it could further elucidate how language-based social processes in the classroom affect literacy development for the many students who enter schools and other care and education settings with limited proficiency in English.

The majority of published studies focused on language-based interactions are focused on English-only learners, despite the fact that social processes can be experienced differently by different groups, even within the same setting Rogoff and Angelillo, ; Tseng and Seidman, In addition, prior research has measured a two-way process in a largely unidirectional manner—measuring speech only from parent to child or educator to student. It would be more valuable going forward if research were guided by the notion that the language-based interactions between students and educators mediate instruction, and were therefore to explore how communicative feedback loops, both adult—child and child—peer interactions, influence children's learning and development.

Taking into account the student's contribution to the classroom language environment is particularly important in light of evidence that teachers modify their speech to conform to their students' limited language proficiency levels, potentially leading to a lower-quality language environment that impedes students' language growth Ellis, ; see Huttenlocher et al. More specifically, Justice and colleagues suggest that future research examine teacher—child language interactions in a multidimensional way to explore how syntactic complexity, cognitive demand, and even linguistic form e.

Finally, greater understanding is needed of the ways in which the classroom language processes described in this section might act as a foundational mediator of the efficacy of interventions focused on learning outcomes in other domains and subject areas. Alongside student—educator interactions, studies show that peer-to-peer interactions in the classroom may also have positive impacts on children's vocabulary and expressive language abilities.

Children spend a significant amount of time interacting with other children in classroom settings, and a study examining the language growth and abilities of 4-year-olds in prekindergarten classrooms found that peers who have higher language abilities positively affect other children's language development. This study also found that children with advanced language skills will receive greater benefits from interacting with peers who also have advanced language skills Mashburn et al.

These findings are similar to another study showing that peer interactions in the classroom, along with the ability level of the peers, have positive effects on the child's cognitive, prereading, expressive language skills Henry and Rickman, In order to achieve these benefits, however, the preschool classrooms need to be designed so that peers can interact with one another, and include activities such as reading books and engaging in play together.

Children with teachers who organize the day with optimal amounts of time for peer-to-peer interactions may achieve greater language growth Mashburn et al. For children whose home language is not the predominant language of their school, educators and schools need to ensure the development of English proficiency. Both parents and preschool teachers can be particularly useful in improving these children's depth of vocabulary Aukrust, ; Roberts, At the same time, children can be helped to both build and maintain their first language while adding language and literacy skills in English Espinosa, In support of this as a long-term goal are the potential advantages of being bilingual, including maintaining a cultural and linguistic heritage and conferring an advantage in the ability to communicate with a broader population in future social, educational, and work environments.

Additionally, an emerging field of research, albeit with mixed results to date, explores potential advantages of being bilingual that are linked more directly to cognitive development, starting in early childhood and extending to preserving cognitive function and delaying the symptoms of dementia in the elderly Bialystok, ; de Bruin et al. Bilingual or multilingual children are faced with more communicative challenges than their monolingual peers.

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A child who frequently experiences failure to be understood or to understand may be driven to pay more attention to context, paralinguistic cues, and gestures in order to interpret an utterance, and thus become better at reading such cues. The result may be improved development of theory of mind and understanding of pragmatics Yow and Markman, a , b. In addition, the need to continually suppress one language for another affords ongoing practice in inhibitory or executive control, which could confer advantages on a range of inhibitory control tasks in children and helps preserve this fundamental ability in aging adults Bialystok, ; Bialystok and Craik, ; Bialystok et al.

One challenge in the education of dual language learners is that they sometimes are classified along with children with special needs. One reason for this is the lack of good assessment tools to help distinguish the nature of the difficulties experienced by dual language learners—whether due to a learning disability or to the fact that learning a second language is difficult, takes time, and develops differently in different children Hamayan et al.

Transforming the Workforce for Children Birth Through Age 8: A Unifying Foundation.

Children's early knowledge of mathematics is surprisingly important, and it strongly predicts later success in mathematics Denton and West, ; Koponen et al. Mathematics knowledge in preschool predicts mathematics achievement even into high school National Mathematics Advisory Panel, ; NRC, ; Stevenson and Newman, Mathematics ability and language ability also are interrelated as mutually reinforcing skills Duncan et al. Indeed, mathematical thinking reaches beyond competence with numbers and shapes to form a foundation for general cognition and learning Clements and Sarama, ; Sarama et al.

Mathematics therefore appears to be a core subject and a core component of thinking and learning Duncan and Magnuson, ; Duncan et al. Given its general importance to academic success Sadler and Tai, , children need a robust foundation in mathematics knowledge in their earliest years. Multiple analyses suggest that mathematics learning should begin early, especially for children at risk for later difficulties in school Byrnes and Wasik, ; Clements and Sarama, Well before first grade, children can learn the skills and concepts that support more complex mathematics understanding later.

Particularly important areas of mathematics for young children to learn include number, which includes whole number, operations, and relations; geometry; spatial thinking; and measurement. Children also need to develop proficiency in processes for both general and specific mathematical reasoning NRC, If given opportunities to learn, young children possess a remarkably broad, complex, and sophisticated—albeit informal—knowledge of mathematics Baroody, ; Clarke et al.

In their free play, almost all preschoolers engage in substantial amounts of premathematical activity. They count objects; compare magnitudes; and explore patterns, shapes, and spatial relations. Importantly, this is true regardless of a child's income level or gender Seo and Ginsburg, Preschoolers can also, for example, learn to invent solutions to simple arithmetic problems Sarama and Clements, High-quality mathematics education can help children realize their potential in mathematics achievement Doig et al. However, without such education starting, and continuing throughout, the early years, many children will be on a trajectory in which they will have great difficulty catching up to their peers Rouse et al.

As discussed further in Chapter 6 , early childhood classrooms typically are ill suited to helping children learn mathematics and underestimate their ability to do so. In some cases, children can even experience a regression on some mathematics skills during prekindergarten and kindergarten Farran et al. Mathematics needs to be conceptualized as more than skills, and its content as more than counting and simple shapes. Without building a robust understanding of mathematics in the early years, children too often come to believe that math is a guessing game and a system of rules without reason Munn, Both education and experience can make a difference, as evidenced by data from the latest international Trends in International Mathematics and Science Study, which added data collection on early mathematics education Mullis et al.

Students with higher mathematics achievement at fourth and sixth grades had parents who reported that they often engaged their children in early numeracy activities and that their children had attended preprimary education and started school able to do early numeracy tasks e.

Those children who had attended preschool or kindergarten had higher achievement, while the 13 percent who had attended no preprimary school had much lower average mathematics achievement Mullis et al. Children move through a developmental progression in specific mathematical domains, which informs learning trajectories as important tools for supporting learning and teaching. Box illustrates the concept of a developmental progression through the example of subitizing , an oft-neglected mathematical goal for young children.

Research shows that subitizing, the rapid and accurate recognition of the number in a small group, is one of the main abilities very young children should develop Palmer and Baroody, ; Reigosa-Crespo et al. Through subitizing, children can discover critical properties of number, such as conservation and compensation Clements and Sarama, ; Maclellan, and develop such capabilities as unitizing and arithmetic. Subitizing is not the only way children think and learn about number. Counting is the other method of quantification.

It is the first and most basic mathematical algorithm and one of the more critical early mathematics competencies Aunola et al. Chapter 6 includes examples from a complete learning trajectory—goal, developmental progression, and instructional activities—for counting Clements and Sarama, Subitizing: A Developmental Progression.

For example, very young children possess approximate number systems ANSs that allow them to discriminate large and small sets, more Children with special needs in learning mathematics fall into two categories. Those with mathematical difficulties struggle to learn mathematics for any reason; this category may apply to as many as percent of students Berch and Mazzocco, Those with specific mathematics learning disabilities are more severe cases; these students have a memory or cognitive deficit that interferes with their ability to learn math Geary, This category may apply to about percent Berch and Mazzocco, ; Mazzocco and Myers, In one study, this classification persisted in third grade for 63 percent of those classified as having mathematics learning disabilities in kindergarten Mazzocco and Myers, Mathematics learning disabilities, while assumed to have a genetic basis, currently are defined by students' behaviors—yet with ongoing debate among experts about what those behaviors are.

One consistent finding is that students with mathematics learning disabilities have difficulty retrieving basic arithmetic facts quickly. This has been hypothesized to be the result of an inability to store or retrieve facts and impairments in visual-spatial representation. As early as kindergarten, limited working memory and speed of cognitive processing may be problems for these children Geary et al.

Many young children with learning disabilities in reading show a similar rapid-naming deficit for letters and words Siegel and Mazabel, ; Steacy et al. Another possibility is that a lack of higher-order, or executive, control of verbal material causes difficulty learning basic arithmetic facts or combinations. For example, students with mathematics learning disabilities may have difficulty inhibiting irrelevant associations. One explanation for the difficulty students with mathematics learning disabilities have learning basic arithmetic combinations might be delays in understanding counting.

These students may not fully understand counting nor recognize errors in counting as late as second grade. Other experts, however, claim that a lack of specific competencies, such as subitizing, is more important Berch and Mazzocco, Some evidence suggests that it is possible to predict which kindergartners are at risk for mathematics learning disabilities based on skill including reading numerals, number constancy, magnitude judgments of one-digit numbers, or mental addition of one-digit numbers Mazzocco and Thompson, However, until more is known, students should be classified as having mathematics learning disabilities only with great caution and after good mathematics instruction has been provided.

Such labeling in the earliest years could do more harm than good Clements and Sarama, It can appear that language is less of a concern in mathematics compared to other subjects because it is assumed to be based on numbers or symbols, but this is not the case Clements et al. In fact, children learn math mainly from oral language, rather than from mathematical symbolism or textbooks Janzen, Vocabulary and knowledge of print are both predictors of later numeracy Purpura et al.

Similarly, growth in mathematics from kindergarten to third grade is related to both early numerical skills and phonological processing Vukovic, In one study of linguistically and ethnically diverse children aged years, language ability predicted gains in geometry, probability, and data analysis but not in arithmetic or algebra controlling for reading ability, visual—spatial working memory, and gender Vukovic and Lesaux, Thus, language may affect how children make meaning of mathematics but not its complex arithmetic procedures. Moreover, there is an important bidirectional relationship between learning in mathematics and language Sarama et al.

Each has related developmental milestones. Children learn number words at the same time as other linguistic labels. Most children recognize by the age of 2 which words are for numbers and use them only in appropriate contexts Fuson, Each also has related developmental patterns, with learning progressing along similar paths. In both, children recognize the whole before its parts. In learning language, this is word before syllable, syllable before rime-onset, and rime-onset before phoneme see also Anthony et al.

Similarly in mathematics, numbers are first conceptualized as unbreakable categories and then later as composites e. By 6 years old in most cultures, children have been exposed to symbol representations that are both alphabetic and numerical, and they begin to be able to segment words into phonemes and numbers into singletons e. The ability to identify the component nature of words and numbers predicts the ability to read Adams, ; Stanovich and Siegel, and to compute Geary, , Furthermore, there appear to be shared competencies between the two subject areas.

For example, preschoolers' narrative abilities i. Beginning mathematics scores have been shown to be highly predictive of subsequent achievement in both reading and mathematics although beginning reading skills such as letter recognition, word identification, and word sounds were shown to be highly predictive of later reading advanced competencies such as evaluation but not mathematics learning Duncan et al. A causal relationship between rich mathematics learning and developing language and literacy skills is supported by a randomized study of the effects of a math curriculum called Building Blocks on prekindergarten children's letter recognition and oral language skills.

Building Blocks children performed the same as the children in the control group on letter recognition and on three oral language subscales but outperformed them on four subscales: ability to recall key words, use of complex utterances, willingness to reproduce narratives independently, and inference Sarama et al. These skills had no explicit relation to the math curriculum.

Similarly, a study of 5- to 7-year-olds showed that an early mathematics and logical-mathematical intervention increased later scores in English by 14 percentile points Shayer and Adhami, Time on task or time on instruction does affect learning, which naturally leads to consideration of potential conflicts or tradeoffs between time spent on different subjects e.

Indeed, a frequent concern is that introducing a mathematics curriculum may decrease the time devoted to language and literacy, impeding children's development in those areas, which are heavily emphasized in early learning goals see Clements and Sarama, ; Farran et al. However, this assumes that mathematics activities will not have a positive effect on language and literacy. Yet as described here, evidence from both educational and psychological research suggests the potential for high-quality instruction in each to have mutual benefits for learning in both subjects.

Rich mathematical activities, such as discussing multiple solutions and solving narrative story problems, can help lay the groundwork for literacy through language development, while rich literacy activities can help lay the groundwork for mathematics development Sarama et al. For mathematics learning in children who are dual language learners, the language, not just the vocabulary, of mathematics need to be addressed Clements and Sarama, Challenges for dual language learners include both technical vocabulary, which can range in how similar or distinct terms are from everyday language, and the use of complex noun phrases.

On the other hand, bilingual children often can understand a mathematical idea more readily because, after using different terms for it in different languages, they comprehend that the mathematical idea is abstract, and not tied to a specific term see Secada, At a minimum, their teachers need to connect everyday language with the language of math Janzen, Instructional practices for teaching mathematics with dual language learners are discussed further in Chapter 6. For subject-matter content knowledge and proficiency, children learn best when supported along a trajectory with three components: 1 their understanding of the subject-matter content itself, 2 their progress through predictable developmental levels and patterns of thinking related to their understanding of the content, and 3 instructional tasks and strategies that adults who work with children can employ to promote that learning at each level.

For example:. Some principles of how children learn along a trajectory hold across subject-matter domains, but there are also substantive differences among subjects in the specific skills children need and in the learning trajectories. Both generalizable principles and subject-specific distinctions have implications for the knowledge and competencies needed to work with children.

An important factor in children's learning of subject-matter content is how each of the components of learning trajectories both requires and develops aspects of learning that are not content specific, such as critical reasoning, executive function, self-regulation, learning skills, positive dispositions toward learning, and relationships. Educators, developmental scientists, and economists have long known that academic achievement is a result of both the growth of specific knowledge and the development of general learning competencies that regulate how children enlist cognitive resources when they encounter learning challenges, motivate advances in learning, and strengthen children's self-confidence as learners.

These general learning competencies have been labeled and categorized in various ways. Individual differences in these competencies are important determinants of learning and academic motivation, and children's experiences at home and in the classroom contribute to some of these differences. This section examines these competencies as well as their interrelationships with the previously discussed subject-matter domains of language and literacy and mathematics.

Several cognitive control processes are important for planning and executing goal-directed activity, which is needed for successful learning e. These processes include, for example, short-term and working memory, attention control and shifting, cognitive flexibility changing thinking between different concepts and thinking about multiple concepts simultaneously , inhibitory control suppressing unproductive responses or strategies , and cognitive self-regulation. These processes also are closely related to emotion regulation, which is discussed later in the section on socioemotional development, and which also contributes to children's classroom success.

Other theoretical frameworks exist as well. As with the overall domains of development displayed earlier in Figure , the committee did not attempt to reconcile those different perspectives. This variation in perspectives makes it difficult to parse the literature produced by different fields of research and practice. In general, however, executive function appears to improve most rapidly in young children Best et al. Executive function processes appear to be partially dependent on the development of the prefrontal cortex the site of higher-order cognitive processes , notably through the preschool and kindergarten age range Bassett et al.

Short-term memory is the ability for short-term recall, such as of a sentence or important details from conversation and reading. Working memory allows children to hold in their memory information from multiple sources, whether heard or read, so they can use and link that information. Updating working memory is the ability to keep and use relevant information while engaging in another cognitively demanding task Conway et al.

Attention control is the ability to focus attention and disregard distracting stimuli e. Attention shifting and cognitive flexibility are often grouped. Cognitive flexibility capacities develop gradually throughout early childhood and have significant influences on children's social and academic competence. Cognitive flexibility is important, for example, for reading Duke and Block, Children who are better able to consider, at the same time, both letter-sound and semantic meaning information about words have better reading comprehension Cartwright, ; Cartwright et al.

Reading comprehension also appears to improve when children are taught about words with multiple meanings e. In addition, interventions in young children that focus on cognitive flexibility have shown significant benefits for reading comprehension Cartwright, Inhibitory control involves controlling a dominant response e. The skill of simple response inhibition withholding an initial, sometimes impulsive, response develops during infancy through toddlerhood.

Later in their first year, children can resolve conflict between their line of sight and their line of reaching Diamond, By about 30 months, they can successfully complete a spatial conflict task Rothbart and Rueda, From 3 to 5 years of age, complex response inhibition and response shifting develop, with attention shifting developing at about age 4 Bassett et al.

The most rapid increase in inhibitory control is between 5 and 8 years of age, although moderate improvements are seen up to young adulthood Best et al. Inhibitory control supports children's learning across subject-matter areas. As one example of its importance for mathematics, when the initial reading of a problem is not the correct one, children need to inhibit their impulse to answer incorrectly and carefully examine the problem. Three birds already flew away. How many birds were there from the start? Cognitive self-regulation is what helps children plan ahead, focus attention, and remember past experiences.

The construct of self-regulation and related concepts have a long history in psychology e. Most recently, researchers and educators have used the broad term self-regulation to refer to the processes involved in intentionally controlling attention, thinking, impulses, emotions, and behavior. In this way, self-regulation can be thought of in relation to several aspects of development, including the cognitive processes discussed here and the social and emotional processes discussed later in this chapter.

Developmental psychobiological research and neuroimaging indicate that these subclasses are both neurally and behaviorally distinct while also being related and correlated Bassett et al. Together, these types of self-regulation allow children to persevere with tasks even when facing difficulties in problem solving or learning, fatigue, distraction, or decreased motivation Blair and Razza, ; Neuenschwander et al. It is thus unsurprising that kindergarten teachers believe self-regulation is as important as academics Bassok and Rorem, Both cognitive self-regulation and emotional self-regulation discussed later in this chapter contribute to socioemotional development and also play a role in learning.

Although the relationship between various features of cognitive self-regulation and academic achievement has been well documented for older students e. Children's self-regulation and their ability to successfully function in school settings are related in two ways. First, emotional self-regulation enables children to benefit from learning in various social contexts, including their capacities to manage emotions in interactions with educators as well as peers e. It also assists them in conforming to classroom rules and routines.

Second, cognitive self-regulation enables children to develop and make use of cognitive processes that are necessary for academic learning Anghel, Although most studies have focused on specific effects of either cognitive or emotional self-regulation, evidence suggests that the two are interconnected. This link is probably due to the commonality of the neurological mechanisms governing both emotional and cognitive self-regulation.

For example, children lacking emotion regulation are likely also to have problems with regulating cognitive processes, such as attention Derryberry and Reed, ; LeDoux, Moreover, earlier patterns in the development of emotion control have been shown to be predictive of children's later ability to exercise control over their cognitive functioning Blair, Several studies have shown positive correlations between self-regulation and achievement in young children e.

Preschoolers' cognitive self-regulation, including inhibitory control and attention shifting, were found to be related to measures of literacy and mathematics ability in kindergarten Blair and Razza, In another study, children with higher self-regulation, including attention, working memory, and inhibitory control, achieved at higher levels in literacy, language, and mathematics McClelland et al.

Interventions in the area of self-regulation have shown positive effects for reading achievement Best et al. Among struggling first graders in an effective reading intervention, those who were retained in grade showed significantly weaker self-regulation skills Dombek and Connor, Cognitive self-regulation appears to be strongly associated with academic learning Willoughby et al.

In addition, both cognitive and emotional self-regulation contribute to variance in attention, competence motivation, and persistence Bassett et al. In addition, differences in self-regulation competencies raise important issues related to disparities in educational achievement. The students of today need to be prepared to enter a world that requires them to be able to think critically, create, communicate and collaborate to solve meaningful problems. Problem-Based Learning and Challenge-Based Learning are two instructional strategies can accomplish these goals.

In this three-credit online course, through a series of lessons, videos, and various other activities, participants will learn the basic pedagogy, benefits and framework of Project-Based Learning and Challenged-Based Learning. This course is designed to help school leaders meet these challenges. They will also be expected to complete two 2 hours of online learning and sixteen 16 hours of job-embedded assignments.

All assignments, including the culminating project, must be submitted through CCIU's Learning Management System in order to receive course credit. Participants that successfully complete the course will receive thirty 30 Act 45 hours of credit. There will be opportunities to explore culturally responsive best practices related to the engagement of diverse families and communities in MTSS.

Participants will Identify the federal ESSA requirements for family engagement, define meaningful family engagement for English Learners' success and implement culturally responsive family and community engagement in their school context. Fee will be credited. The Wilson Reading System is now in its 4th Edition. This new edition has been updated extensively and the workshop will focus on using the new edition. This workshop is only for educators enrolling in Level 1 certification in the school year.

Literacy Connection

Participants may bring their own introductory set with them or order a 4th Edition Set directly from Wilson Language. An introductory set is not necessary to attend this workshop. Teachers of students with disabilities and Regular Education teachers with inclusive settings. Also appropriate for classroom teachers, reading specialists, IST, administrators, and paraprofessionals. Not appropriate for short-term and day-to-day substitutes. Creating a School Culture of Equity for All Act 45 Program Audience : Chester County Principals and Assistant Principals Description : The Principal Study Council offers Chester County principals multiple opportunities to grow their understanding of how adverse childhood experiences, the impact of implicit bias and student anxiety affect student success.

Through collaborative study and discourse on research-based practices, participants learn how cultural responsiveness, positive psychology and trauma-informed practices can lead to creating positive schools that reduce the risk factors associated with low academic achievement. At the October 24 kick-off meeting, author and education leader Jimmy Casas will share his insights into what it takes to cultivate a community of learners and strategies on how to reach disengaged students and ensure learners feel cared for, empowered and inspired to be their best.

At the October 24 kick-off session, author and education leader Jimmy Casas will share his insights into what it takes to cultivate equity and a community of learners. Culturize with Jimmy Casas: Every Student. Every Day.

Whatever It Takes. Join author and educational leader Jimmy Casas as he shares his insights into what it takes to cultivate equity and a community of learners. Educators will learn strategies for reaching disengaged students and ensuring that all learners feel cared for, empowered and inspired to be their best. Morning coffee and lunch is included. Gather and Grow is a unique, one-of-a-kind professional learning opportunity where educators have the opportunity to work together to generate new ideas and brainstorm solutions to complex classroom and instruction questions.

This session will offer a book tasting to learn about new children's literature titles and the opportunity to collaborate and connect with other early childhood educators. The Chester County Intermediate Unit is pleased to offer a 2-day intensive workshop at no-cost to introduce and prepare secondary educators to teach Carnegie Mellon University's CS Academy, a novel, world-class, online, interactive high school computer science curriculum that is entirely free.

Facilitated by a CMU CS Academy Certified Trainer, this workshop will provide a deep dive into the curriculum, as well as cover topics that include: CS pedagogy, collaborating in a CS classroom, empowering student creativity, and differentiating CS instruction for students with disabilities. This is a two-day event. Day one is Friday, October 25, Day two is Monday, October 28, Funded through a PAsmart Advancing Grant, this workshop is available at no-cost Note: During this professional learning activity, we may capture portions of the learning experience on video to showcase and market programs and services.

Location: Horizon Hub New. The STEM Immersion Excursion professional learning activity offers educators a unique opportunity to visit information technology, pharmaceutical technology, advanced manufacturing and health care employer worksites. Participants will tour three businesses and speak with small groups of employees about their experience. Come to the excursion and gather ideas about how to fulfill your K12 Comprehensive Guidance Plan. Let us help you make the connections to implement these critical plans for student success. Lunch will be included.

This 3-credit online course is designed to focus on successful teaching instruction and strategies for preschool to grade 3. Subject areas include the strategies for promoting; a comfortable learning environment, positive reinforcement, icebreakers, learning and literacy centers, organization skills for teacher and student, bulletin boards, successful subject area lessons math, language arts, social studies, science, art, music, physical education , and overall meaningful teaching and learning strategies.

Books by Susan Ragsdale

This course contains hundreds of activities and lessons that all teachers can access; and illustrates ways all students can participate in them. Books Alive! This online course is especially designed for teachers instructing students in grades pre-school through grade The focus of the class will be to create a setting that motivates both the teacher and the students to become "marinated" in good books.

Each participant will develop an alphabet book designed around a topic that they want to explore in more depth with the students i. Graphic organizers will be presented for extending reading and writing activities along songs and book teasers. Some projects will be created. In addition, participants will explore literacy websites and research articles.

Participants will share ways they bring books to life in their classroom. Books published after will be shared by participants telling how they would be used in the curriculum. This class walks a teacher, either novice or veteran, through structuring and organizing a classroom for success that can be applied at any time of the year. It will be great for the first time teacher just as much as for the seasoned professional! The book is an education staple for preparing effective teachers at all grade levels, pre-K through college, in all content areas.

The class will use the newest edition which is bigger, better, and bolder. This course will provide an educator's goldmine to pertinent information to make not only the first day of school but every day run smoothly adding other numerous strategies besides what's in the book. This may be one of the most amazing books on teaching practices you'll ever read!

The book will be sent a few days before the class begins. Included are discussions to promote healthy attitudes, beliefs and behaviors within culture. With both presentation and group interaction, participants will explore the power of biases, legacies and transgenerational loyalties.

In addition, they will identify forces that contribute to behaviors that build or decrease emotional health in individuals and systems. Considering the potential impact of vicarious and secondary trauma, compassion fatigue and burn-out, caregivers are provided with critical steps in identifying signs and symptoms of each. Additionally, practical skills and a commitment to self-care are an integral part of this interactive workshop.

CEUs will be available for licensed clinicians. Statistics tell us that a growing number of children in our schools have experienced traumatic events; our experience confirms the research. Working with children who have experienced traumatic events requires an understanding of what trauma does to the developing brain, and how that manifests itself to behavior seen in school. This workshop will provide an overview of these issues, as well as provide real-world examples of interventions that counselors can use in their schools. We will also discuss the vicarious effects that can occur with counselors and other helpers, and what we can do to prevent them.

Other dates are December 5, , March 25, , and April 8, Do you sometimes face the day with dread?

Well, come one come all! The Librarian Countywide workshop is just for you. You will be able to engage in networking and discussion too! This full-day workshop will be a time for librarians to network and engage in discussion around relevant topics for libraries across grade levels and schools. Spend time learning from one another through a question and answer panel made of a diverse group of librarians.

Explore instructional strategies that can be implemented immediately in your library and grow an understanding of how to connect these strategies to your current practices. Build relationships with colleagues across all grade levels by discussing current topics and sharing activities and experiences from your own library. A review of the current brain science will illustrate the connection between trauma, health, and development. An exploration of the signs and symptoms of trauma describing the overlap with developmental disabilities will be covered.

Trauma informed actions that school psychologists can take to promote learning, resources for professional development, and how schools can become trauma informed will be highlighted. As a member of the Violence Prevention Initiative, she creates and provides Trauma Informed Care trainings throughout the hospital network and community. Chester County Intermediate Unit maintains responsibility for the program s.

Demetrius Roberts and Dr. This session will engage participants in a variety of hands-on activities using low and high-tech instructional resources to explore strategies for developing and implementing student-centered learning. Join us as we dive into mindset-shifting discussions, engaging instructional strategies, and captivating design challenges that will support you as you craft learning experiences to engage all students in your classroom. Rigorous research shows that SEL can lead to improved academic achievement, employment, health, and well-being.

For schools, such benefits can help reduce opportunity gaps and create more supportive learning environments. This year's conference offers participants an opportunity to explore research and evidence-based strategies that can be implemented in their classrooms.

Intentionally chosen resources and instructional practices will be highlighted throughout the day that will help every professional integrate SEL and equitable practices in their work. Build a professional network with school health experts from around the county and state. The information, resources and tools available at this conference will provide school nurses with evidence-based approaches to help keep children healthy and in school so they can learn.

Note: You must make a selection in both session slots to register. The mission of the GoggleWorks is "to nurture the arts, foster creativity, promote education and enrich the community.

The Non-Public Schools Network is a professional learning opportunity for non-public educators to work together to generate new ideas and brainstorm solutions to complex classroom and instructional questions. These meetings are opportunities to engage in specific professional learning oriented to non-public schools and to learn from and work with fellow non-public school educators from across Chester County.

Open to non-public educators in Chester County Schools only. Location: Scared to tackle coding with your early learners? Learn how to code "unplugged" while introducing students to the language and process of computer programming. Participants will get hands-on experiences and practical examples to take home and implement immediately. The course is designed to address the various reasons African American students fall behind in academic achievement in literacy at an early age and remain behind in their reading and writing skill sets in the U.

The course will reveal the importance of understanding this topic in order to fully assist African American students, as well as enhancing awareness of one of the root causes for the literacy Black-White achievement gap. The course will also enlighten participants as to what role they can play to help conquer this challenge. Please bring a laptop to each session.

Laptops will be provided upon request. Unleash student creativity and independence while building communication skills necessary for future careers through video production. Explore ways to foster a culture of storytelling in your classroom that will engage all learners through different aspects of filming, editing and sharing video. Participants will receive a green screen to take back to their classrooms to transform learning.

Engage your students with hands-on project-based learning activities through design thinking. Guide your students to dive deeper through engaging activities that fosters student inquiry and authentic real-world learning.

Building Character from the Start: 201 Activities to Foster Creativity, Literacy, and Play in K-3 Building Character from the Start: 201 Activities to Foster Creativity, Literacy, and Play in K-3
Building Character from the Start: 201 Activities to Foster Creativity, Literacy, and Play in K-3 Building Character from the Start: 201 Activities to Foster Creativity, Literacy, and Play in K-3
Building Character from the Start: 201 Activities to Foster Creativity, Literacy, and Play in K-3 Building Character from the Start: 201 Activities to Foster Creativity, Literacy, and Play in K-3
Building Character from the Start: 201 Activities to Foster Creativity, Literacy, and Play in K-3 Building Character from the Start: 201 Activities to Foster Creativity, Literacy, and Play in K-3
Building Character from the Start: 201 Activities to Foster Creativity, Literacy, and Play in K-3 Building Character from the Start: 201 Activities to Foster Creativity, Literacy, and Play in K-3

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