November 8, 2012Amy Carriere

cesa10.k12.wi.us/qnet

Those interested in connecting

regarding PI34, and PDP come sit and visit!

Session ObjectivesPractice using the Teaching CycleShow examples of 6 Simple Ways to AssessPractice using tools to help with Goals and Planning

Wisconsin Model Early Learning StandardsHead Start Child OutcomesCreative 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 AssessParent InterviewsSelf PortraitsAnecdotal RecordsScribbling Drawing Writing SamplesDevelopmental ChecklistsAudio or Video Recordings

The Teaching Cycle

Take your observations and lets apply them…

Digging deeper into Planning and Curriculum Goals

The Teaching Cycle

Learning AboutScientific Skills

Problem SolvingReasoningCommunicationConnectionsRepresentation

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 GroupsBring 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 DirectionsYou will have 15 minutes at your first poster

and 10 min at each additional rotationAs 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 Outeach 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 learningBring Folders, Nametags and Standards

books

Those taking it for Tier 3 or University CreditI need to see this month’s homework

Self AssessmentChild Observation for this month

Next month you will need to bringChild Observation for the monthAction plan for the month

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