Minnesota Tackles Full Day K: More than Hours © FirstSchool 2014 Dr. Sharon Ritchie Juliana Harris Minnesota Department of Education

Think back-When did you first know that you wanted to work with young children? Talk with colleagues at your table about that experience and where it has led. FirstSchool2014 Motivation to work with young children

Talk to the person sitting next to you:  What excites you about the move to Full Day K?  How will this change benefit the children in your classroom? FirstSchool2014 Full Day K

What does CARING look like in your Kindergarten classroom? FirstSchool2014 Culture of Caring

FirstSchool Instructional Practices for Achieving Equity A culture of caring needs to be in place before substantive learning can occur. It is foundational to child success as it ensures one feels safe, valued, and accepted. © FirstSchool 2014

How do children experience COMPETENCE in your Kindergarten classroom? FirstSchool2014 Culture of Competence

FirstSchool Instructional Practices for Achieving Equity A culture of competence ensures each child is a productive, successful, and contributing member of the team. © FirstSchool 2014

How do you help children achieve EXCELLENCE in your Kindergarten classroom? FirstSchool2014 Culture of Excellence

FirstSchool Instructional Practices for Achieving Equity A culture of excellence enables each learner to excel beyond minimal competencies. © FirstSchool 2014

FirstSchool2014 You have more time now: How do you plan to use it?

FirstSchool2014 Activity Setting Comparison

FirstSchool2014 Insert picture walk

Time for Lunch!!!

 Children who engaged in cooperative structures spent more time on task than did students working individually  Children working cooperatively tended to be more engaged, attach greater importance to success, and be less distracted and disruptive.  Cooperation, compared to competitive and individualistic efforts, tends to result in greater achievement, more positive relationships, and greater psychological health. Johnson and Johnson (2007) FirstSchool2014 Using Research to Guide Practice

A large body of research has shown that collaborative approaches to learning can be effective in producing achievement gains, promoting critical thinking, and enhancing problem solving in face-to-face learning contexts (e.g., Steffe, Cobb, & von Glasersfeld, 1988; King, 1989; Webb, 1989; Webb & Palincsar, 1996). However, research also shows how seldom interactive group work actually takes place. FirstSchool2014 What we know

 Heavy reliance on whole group and independent work  Culture of Silence  Lack of scaffolded support to build children’s awareness of themselves and their abilities to collaborate FirstSchool2014 Practices that hinder collaboration

FirstSchool2014 Reliance on whole group and independent learning

FirstSchool2014 Culture of Silence

FirstSchool2014 Lack of Scaffolded Support

FirstSchool2014 Gradual Release Instructional Model Fisher & Frey, 2007

FirstSchool2014 What does ‘we do it together’ look like?- Juliana’s slide show

What we know about self-regulation… As children develop self-regulation, they:  ignore distractions  focus and attend  delay gratification  persist in challenging situations  ask for help  control emotions and express them appropriately (McClelland, Acock, & Morrison, 2002).

The development of executive function helps children:  move between their own perspective and the perspective of another  recognize that others have needs  organize their own learning  thrive in a variety of learning environments FirstSchool2012 Executive Function

 Who has ownership?  Physical comfort  Materials and presentation  Participation in learning  Intentional Practice Makes Perfect  What daily practices support self regulation and executive function?  What daily practices hinder the development of self regulation and executive function? FirstSchool2012 Supporting Self Regulation and Executive Function

We need an approach to the early school experiences of boys that makes school a place where they find themselves smart and capable, and have the opportunity and motivation to develop knowledge, skills, and abilities FirstSchool2012 Making School a Place for Boys

 Resting brain of boys is sleeping.  Boys are more emotionally sensitive.  Young boys prefer real world connections.  Movement helps boys manage and relieve impulsive behavior. Some things we know about boys…

FirstSchool2014 Working Successfully with Boys

What grabbed you today?  What did you learn that will ensure that Minnesota Full Day Kindergarten does far more than just add hours to a child’s day? FirstSchool2014 Quick Write

FirstSchool2014

What ONE WORD describes Full Day Kick-Off for you?