1. APPENDIX OVERVIEW Presenter Notes Learning Center Module
The Appendices are intended as a guide for the presenter. It may be necessary to share some of the information with individuals, teacher teams, district officials, or other ESD personnel depending on who might be interested in modifying the content of the module and/or those interested in participating in a book study session.
Included in the following section are appendices A-C
Appendix A
List of all handouts used in the module
Lists both those for individual participants and group activities
Listed in order of use
Appendix B
Suggested ways to modify the module
Ways to shorten to 3.5 hours
Ways to extend the module for PLC or individual study
Suggestions by domain for extending
Suggestions include two book studies included in Appendix C
Appendix C
Book Study: K Today Teaching and Learning in the Kindergarten Year
Study Guide Questions included
Only portion of book will be used for this module; will be utilized in other modules as well
Spring 2014

2. APPENDIX A: Module Handouts
Presenter Notes
Learning Center Module
APPENDIX A:
Module Handouts
Quick Write: Learning Centers What Are They? Slide 5 What is a Learning Center Definition?-Presenter Notes Slide 5
What is a Learning Center Definition Slide 6
WA FDK Legislation Slide 6
Student Benefits to Learning Center Activity Strips Slide 10
(cut apart and in a manilla envelope)
Scholastic Article, “Learning Centers, Part 1: Why They’re Important.” Slide 10
(1 copy/trainer)
Teacher’s Role in Play(1 copy/trainer) Slide 23
TPEP/Learning Standards Connections Slide 23
Bellingham Plan Do Review Description Slide 30
Exploring Centers Activity Materials: (10 in all-one for each center) Slide 31
Center Activity Placards
Center Descriptions
Questions to Promote Children’s Thinking
Learning Through Eyes of a Child(place correct pages with appropriate center)
State Learning Standards
Teacher’s Role in Play
Learning Center Exploration Recording Sheet Slide 31
Learning Center Scenarios Slide 34
(1-3 copies of each center’s scenario depending on # of participants in each group) Learning Center Scenarios Recording Sheet Slide 34
Learning Center Gallery Walk Take-Aways Slide 35
Strategies for Effective Centers Slide 37
(break document into the 4 groups and make copies based off of # of participants)
Differentiating Learning Centers Slide 41
Differentiation Strategies for Learning Centers Slide 41
Learning Center Module Closing Reflection Slide 43
Tools for Administrators
Tools for Teachers
Tips for Teachers
Blue indicates Individual Participant Handouts
Red indicates Group or Facilitator Handouts
Spring 2014

3. Module Differentiation Suggestions
Presenter Notes
Learning Center Module
APPENDIX B:
Module Differentiation Suggestions
Suggestions for Modifying the Module to a 3 ½ hour session:
Opening and Entry Task
Use Slides 1-5
Slides Eliminate the Activities (slides 6 and 10-15) and focus on the what and why (information only)
Play
Use Slides 19-26
Eliminate Slide 26 (video)
Plan, Do, Review
Use Slide 28-30
Exploring Learning Centers
Shorten activity on Slide 31 to 40 minutes
Eliminate Slide 33 (video)
Eliminate Slides Scenarios and Gallery Walk Activities
Strategies for Effective Use of Learning Centers / Differentiations
If time, do activity on Slide 37. If not, refer participants to Tools for Teachers document
Use 40 (information only)
Eliminate Slide 41 (Activity)
Eliminate Slide 42-43
Closing and Reflection
Use Slides 44-45
Spring 2014

4. Module Differentiation Suggestions (Cont.)
Presenter Notes
Learning Center Module
APPENDIX B:
Module Differentiation Suggestions (Cont.)
Suggestions for extending the module for possible PLC work or individual study by content focus area:
Intentional Teaching in Learning Centers
Book Study** See Appendix C
K Today; Teaching and Learning in the Kindergarten Year (2006)
Study Guide questions provided
New Jersey’s Literacy Learning in Centers: Kindergarten Workshop
To further explore the difference between learning centers and literacy centers (stations) p. 8 of 10
Embedding Standards in Learning Centers
Using the NC center posters as a resource, teachers create their own learning center posters to align with their state and local standards.
Executive Function
For more in-depth study of Executive Function and Self-Regulation
ing_and_practicing_executive_function_skills_with_children/
Regulation_Florez_OnlineJuly2011.pdf
Spring 2014

5. Module Differentiation Suggestions (Cont.)
Presenter Notes
Learning Center Module
APPENDIX B:
Module Differentiation Suggestions (Cont.)
Suggestions for extending the module for possible PLC work or individual study by content focus area:
Video Resource:
BC ministry of education full day kindergarten program guide videos (4 Part Series) can be found at the following link:
Program Guide:
Play
Article, Defining and Advocating for Play, from Young Children, May 2014 NAEYC Publication
Holding on to Play: Reflecting on Experiences as a Playful K-3 Teacher by Lisa Wood
Video: The Importance of Play from Kaboom Play and The Gesell Institute of Human Development
Kindergarten Matters: Intentional Play-Based Learning
Spring 2014

6. APPENDIX C: Suggested Book Study
Presenter Notes
Learning Center Module
APPENDIX C:
Suggested Book Study
Created to accompany FDK Module Series
K Today: Teaching & Learning in the Kindergarten Year
Dominic F. Gullo, D. Ed. (2006)
Washington DC: National Association for the Education of Young Children
North Carolina Department of Public Instruction
Primary Team 2008
This resource has been chosen for use with multiple FDK modules.
For Learning Environment Module # 3, Chapter 7, 8, 9, 10, and 11 are the suggested reading for this book study for their focus on active learning in content areas.
A portion of Chapter 6 is included with this module as well. .
Other chapters will be included within other FDK Modules.
Spring 2014

7. Appendix C: Suggested Book Study Questions
Presenter Notes
Learning Center Module
Appendix C: Suggested Book Study Questions
Chapter 6: Teaching in the Kindergarten Year by Cate Heroman & Carol Copple
In the first scenario (page 59), how does the kindergarten teacher support children’s success?
What are general elements of an effective physical environment for kindergarten children?
What are some ideas related to setting up learning centers?
How do children use skills and concepts in play within those learning centers?
Why is the organization of the school day so important for kindergarten children?
Describe what it means to “scaffold” a child’s learning. How does that happen within the context of a learning center?
Describe some instructional strategies that a teacher should have in his/her “tool belt” and that are effective when used in the context of a learning center.
Describe and compare the benefits and purposes of the following learning contexts…
Whole group
Small group
Learning centers
Daily routines
How are the ideas in this chapter important to my professional life? How can I use what I read?
Reflections:
Spring 2014

8. Appendix C: Suggested Book Study Questions
Presenter Notes
Learning Center Module
Appendix C: Suggested Book Study Questions
(Cont.)
Chapter 7: Language and Literacy in Kindergarten by Dorothy Strickland
What are key ideas concerning language and literacy development?
How are the standards for language and literacy addressed in an effective Kindergarten classroom?
What salient points are found in the curriculum components and instructional strategies chart?
Why is it important to scaffold literacy experiences?
What other opportunities could be used for language and literacy learning?
How can literacy experiences be addressed and developed within a learning center?
What is the purpose of literacy assessment?
What are some of the critical issues in literacy requiring examination at the policy level? What are your views on these issues?
How are the ideas in this chapter important to my professional life? How can I use what I read?
Reflections:
Spring 2014

9. Appendix C: Suggested Book Study Questions
Presenter Notes
Learning Center Module
Appendix C: Suggested Book Study Questions
(Cont.)
Chapter 8: Mathematics in Kindergarten by Julie Sarama & Douglas H. Clements
Discuss the three general suggestions for practice included in this chapter.
Describe several ways in which you support each of the five areas of math using a center-based approach.
Number and Operations
Geometry
Measurement
Patterning & Algebraic Thinking
Data Analysis
How can mathematical experiences be addressed and developed within learning centers?
How are the ideas in this chapter important to my professional life? How can I use what I read?
Reflections:
Spring 2014

10. Appendix C: Suggested Book Study Questions
Presenter Notes
Learning Center Module
Appendix C: Suggested Book Study Questions
(Cont.)
Chapter 9: Science in Kindergarten by Ingrid Chalufour & Karen Worth
Identify the key components of Inquiry.
What important skills and abilities are developed through inquiry?
What are the unifying concepts or big ideas in science?
What attitudes and dispositions are supported in a science-rich kindergarten?
What are the four parts of a framework for teaching science?
What are the criteria used in developing science curriculum materials?
How can scientific inquiry-based experiences be addressed and developed within a learning center?
Explain the importance of the roles teachers play when engaging a class in science inquiry.
How are the ideas in this chapter important to my professional life? How can I use what I read?
Reflections:
Spring 2014

11. Appendix C: Suggested Book Study Questions
Presenter Notes
Learning Center Module
Appendix C: Suggested Book Study Questions
(Cont.)
Chapter 10: Social Studies in Kindergarten by Gayle Mindes
What is the primary purpose of social studies?
What is the “school self” and how is it developed?
Why is community building an essential part of social studies for young children?
How do you develop good citizenship in your classroom?
What are the tools for learning that children can acquire through an integrated theme-based approach?
What are the steps involved in planning and developing an integrated, theme-based approach to teaching social studies?
How have you utilized the strategies mentioned on pages in your kindergarten classroom?
How can social studies experiences be addressed and developed within a learning center?
How are the ideas in this chapter important to my professional life? How can I use what I read?
Reflections:
Spring 2014

12. Appendix C: Suggested Book Study Questions
Presenter Notes
Learning Center Module
Appendix C: Suggested Book Study Questions
(Cont.)
Chapter 11: Creative Expression and Thought in Kindergarten by Mary Renck-Jalongo & Joan Packer Isenberg
How is creative thought and expression manifested?
Discuss the three misunderstandings about young children’s creativity? What are your views?
What life habits can children develop through creative expression? How do you offer opportunities for children to develop these habits in your classroom?
What makes a learning experience creative and why? What sorts of experiences provide the most potential for creative expression? The least potential for creative expression?
Describe several classroom features that promote creativity in children.
List the five questions that can help teachers promote creative thought in kindergarten children.
What do children need in order to develop creatively?
How can teachers foster creativity while meeting national and state standards?
What changes can you make in your kindergarten program that will more effectively support the development of creative expression?
How can creative expression be addressed and developed within learning centers?
How are the ideas in this chapter important to my professional life? How can I use what I read?
Reflections:
Spring 2014