NC E ARLY L EARNING N ETWORK IS A JOINT PROJECT OF THE NC D EPARTMENT O F P UBLIC I NSTRUCTION, O FFICE O F E ARLY L EARNING AND UNC F RANK P ORTER G RAHAM C HILD D EVELOPMENT I NSTITUTE Effective Teacher Practices for Providing Targeted Social Emotional Supports 2015 Module 10: Teaching Problem Solving Skills

Review of Pre-learning Assignment 2 Respond to the questions below: Do you have any AHA thoughts after reading the article? How do you use problem-solving in your classroom and what challenges do you face? What is one area you’d like to improve and a strategy you use that is working well? What is an area in which you would like to “grow your brain”?

Problems Are Everywhere! 3

Positive Versus Negative Conflict 4

5

Bert and Ernie at the Movies 6 Insert video

Objectives Participants will: Understand what problem solving is Know the steps to teach problem solving to young children Understand how to use visual supports and strategies in teaching problem solving 7

Objectives Understanding the importance of involving families/caregivers in the teaching problem- solving skills Be able to articulate the relationship between instructional practices, Foundations for Early Learning and Development, and the North Carolina Professional Teaching Standards in regards to teaching problem solving skills 8

Instructional Practices Checklist 9 Included in your handouts

I Have a Problem…. 10

What Would You Do? 11 Find handout titled “What Would You Do?” Read scenarios and come up with solutions. Write down your solutions.

Toddler Rules If I want it, it's mine If it's in my hand, it's mine If I can take it away from you, it's mine If I had it a little while ago, it's mine If it's mine, it must never appear to be yours in any way If we are building something together, all the pieces are mine If it just looks like mine, it's mine If I think it's mine, it's mine If I give it to you and change my mind later, it's mine Once it's mine it will never belong to anyone else, no matter what Author: Unknown 12

Want to Share? 13

Problem Solving Steps Calm down (not always needed, but important when it is) Clarify/define the problem Brainstorm solutions Decide on a solution Evaluate the solution Try it out 14

Cool/Calm Down 15

Define the Problem 16

Activity: Clues and Problems 17 Find handout titled “Clues and Problems.” Read clues with a partner and determine the problem.

Brainstorm Solutions 18

Evaluate the Solution 19

Try It Out! 20

Instructional Practices Checklist 21 Included in your handouts

Problem Solving Video Insert video of Lisa B. 22

Visual Supports 23

Solution Kit and Cards 24

Video: Using the Solution Kit Insert SEFEL video 25

Solution Strategies Insert video of Doyle 26

Sharing Supports and Strategies 27 Choose either the Solution Kit or Problem Solving Steps cards. Cut out the cards. Punch a hole in upper corner of card. Attach card to ring.

Formative Assessment Insert video 5a of Winding Springs class 28

Formative Assessment 29 Find your handout titled, ‘Teaching Problem Solving Skills: Formative Assessment.’ Think about the activity on the video and collaborate with the people at your table to make notes on the worksheet about: – the learning target of the activity, – how you would know the activity was successful (criteria for success), – how you would collect data or document and analyze evidence, – descriptive feedback you could provide, and – the implications for instruction.

“Problematize” 30

Proactive Steps 31 Find handout titled “Proactive Steps to Teaching Problem Solving Skills.” Discuss your assigned strategy (on the note card) with your group. Identify an example of your strategy.

Family Engagement 32

Message in a Backpack 33

Foundations 34 Look at each of the 5 domains along with their subdomains, goals, and developmental indicators. Determine which goals in each subdomain are addressed by teaching problem-solving skills. Write down the goals in each domain that fit. Find the goals on the charts on the walls. Place sticky dots beside the goals you identified for each domain.

Relationship between Foundations and NC Standard Course of Study 35 Older Preschool Kindergarten ESD-6: Children use a variety of strategies to solve problems Approaches to Learning- Kindergarten: Students can effectively solve problems by defining goals, describing steps, and evaluating alternative strategies in both academic and social interactions

Teaching Standards 36

iPoints 37 Included in your handouts Find your iPoints for problem solving. Choose a partner you do not know. Assign roles - one will be the teacher, the other will be the administrator. “Teachers” explain to the administrator how you teach problem solving and how it ties back to Foundations and the Teaching Standards. “Administrators” ask clarifying questions.

Conclusion 38

Post-Learning Activity 39 Based on the self-assessment you completed in the pre-learning activity, select one area you would like to work on. List the three ways you hope to meet your goal. Examine your daily schedule and decide when you will intentionally teach problem solving skills. Write a lesson plan for teaching problem-solving skills. Include books, role play, puppets, etc. What visual supports will you use in your lesson plan to support children in the problem-solving process?

Questions? 40

References Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp ). New York, NY: Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of mental health. San Diego, CA: Academic Press, 1998). Bilmes, J. (2004). Beyond behavior management: The six life skills children need to thrive in today’s world. St. Paul, MN: Red Leaf Press. CSEFEL. (2014, April 9). Center on the Social Emotional Foundations of Early Learning. Retrieved from CSEFEL: Iowa State University Department of Human Development & Family Studies. (2013). Train-Coach-Train. Retrieved from Kreidler, W.J. & Whittall, S.T. (1999). Adventures in peacemaking: A conflict resolution activity guide for early childhood educators (2 nd ed.). Cambridge, MA: Educators for Social Responsibility. National Association for the Education of Young Children. (2012). Help your child become a great problem solver. Teaching Young Children, 5(3), 12. Retrieved from National Association for the Education of Young Children. (2013). Solving problems with your child. Teaching Young Children, 7(1), 12. Retrieved from North Carolina Department of Public Instruction. (2012). North Carolina Teacher Evaluation Process. Retrieved from model/ncees/instruments/teach-eval-manual.pdfhttp:// model/ncees/instruments/teach-eval-manual.pdf North Carolina Foundations Task Force. (2013). North Carolina foundations for early learning and development. Retrieved from Oertwig, S., & Holland, A. L. (2014). Improving instruction. In S. Ritchie & L. Gutmann (Eds.), FirstSchool: Transforming preK-3rd grade for African American, Latino, and low-income children (pp ). New York, NY: Teachers College Press. Pawlina, S. & Stanford, C. (September, 2011). Preschoolers grow their brains: Shifting mindsets for greater resiliency and better problem solving. Retrieved from Ritchie, S. and Gutman, L. (2014). First School: Transforming PreK-3 rd Grade for African American, Latino, and Low-Income Children. New York, NY: Teachers College Press. Sesame Street. (2007). Ernie and Bert at the movies: Tall hat lady. Retrieved from Shure, M.B. & Spivack, G. (1980). Interpersonal problem solving as a mediator of behavioral adjustment in preschool and kindergarten children. Journal of Applied Developmental Psychology, 1, Shure, M.B. & Spivack, G. (1982). Interpersonal problem-solving in young children: A cognitive approach to prevention. American Journal of Community Psychology, 10, Smith, C.A. (1993). The peaceful classroom: 162 easy activities to teach preschoolers compassion and cooperation. Beltsville, MD: Gryphon House. Webster-Stratton, C., & Hammond, M. (1997). Treating children with early-onset conduct problems: A comparison of child and parent training interventions. Journal of Consulting and Clinical Psychology, 65(1),