November 8, 2012 Amy Carriere cesa10.k12.wi.us/qnet Those interested in connecting regarding PI34, and PDP come sit and visit!

Session Objectives Practice using the Teaching Cycle Show examples of 6 Simple Ways to Assess Practice using tools to help with Goals and Planning Wisconsin Model Early Learning Standards Head Start Child Outcomes Creative Curriculum Child Indicators Explore indicators of early scientific skills and knowledge for infants and toddlers and Preschoolers Create opportunities for how infants and toddlers and Preschoolers acquire those concepts embedded within their routines

The Teaching Cycle

Simple Ways to Assess Parent Interviews Self Portraits Anecdotal Records Scribbling Drawing Writing Samples Developmental Checklists Audio or Video Recordings

The Teaching Cycle

Take your observations and lets apply them… Digging deeper into Planning and Curriculum Goals

The Teaching Cycle

Learning About Scientific Skills Problem Solving Reasoning Communication Connections Representation

So this is what it looks like in young children… raising questions about objects and events around them; exploring objects, materials, and events by acting upon them and noticing what happens; making careful observation of objects, organisms, and events using all of their senses; describing, comparing, sorting, classifying, and ordering in terms of observable characteristics and properties; using a variety of simple tools to extend their observations; engaging in simple investigations in which they make predictions, gather and interpret data, recognize simple patterns, and draw conclusions; recording observations, explanations, and ideas through multiple forms of representation including drawings, simple graphs, writing, and movement; working collaboratively with others; and sharing and discussing ideas and listening to new perspectives. (Worth & Grollman 2003, 18)

Inquiry and science is embedded throughout the child’s day; It cannot stand alone. It must connect to real life experiences.

Instructions for Dividing into Groups Bring your Standards book, Productive Questions Handout, Sid Science Kid “what can grown ups do” handout, grid if you want to take notes Decide if you are going to focus on Infant/Toddler or Preschool age (if you serve across the board, come in the middle) Now Divide those groups into four smaller groups (I should now have 8 total groups) A rep from each group needs to get a marker, MESS science packet for ideas

Activity Directions You will have 15 minutes at your first poster and 10 min at each additional rotation As a group read what time of day ( two posters for each time of day) you have, Then list/describe as many ideas/questions to explore as you can for each of the inquiry and science concepts underneath the area. For each idea listed let us know if it is an idea for I/T (infant/toddler) or P (preschool) or I/T/P (all).

Share Out each person gets three dots to put up on by his/her top three ideas to share, Top three with the most dots get shared out from each paper. As you are listening to the share outs, go back to the third step on the teaching cycle…would any of these ideas help the child I focused on reach his/her goal? Write it down as an action plan

Homework for Next Time: Bring observation of child engaged in inquiry or science learning Bring Folders, Nametags and Standards books

Those taking it for Tier 3 or University Credit I need to see this month’s homework Self Assessment Child Observation for this month Next month you will need to bring Child Observation for the month Action plan for the month

University Credit Registration and payment must be turned in tonight if taking it for University Credit