CLASS Music Videos

At our Reflective Practice group this month, we took a deep look at the Instructional Support/Facilitation of Learning and Development parts of the CLASS assessment.  After watching some old music videos that used cards, we created music videos for the CLASS assessment


Group 1 video


Group 2 video

Juggling

 

At a recent reflective practice group, we learned how to juggle.  We watched a YouTube video and then spent some time practicing.  We brainstormed what we would be need to be successful at juggling:

·         It is “doable”

·         It takes practice

·         Some people pick it up quicker or easier than others

·         We need to be present and focused

·         More training or help would make it more successful

·         Having someone who knows how coach us 1:1 would be helpful

·         We need to be patient with ourselves

·         We need to start with just one ball and slowly move to 2 before we can do all 3

·         We need to be persistent to master the skill

·         While we want to be able to do it “right now” we have to be patient.  It takes time.

 

 

We then discussed some of the things child care providers “juggle”:  paperwork, parents, planning,  DEL, transitions, cranky kids, diapering, potty training…  The list goes on.

 

Early Achievers adds a few more balls – open ended questions, conversations, arranging materials…

 

So we brainstormed what we would need to be able to do it:  (sounds familiar!)

 

·         It is “doable”

·         It takes practice

·         Some people pick it up quicker or easier than others

·         We need to be present and focused

·         More training or help would make it more successful

·         Having someone who knows how coach us 1:1 would be helpful

·         We need to be patient with ourselves

·         We need to start with just one ball and slowly move to 2 before we can do all 3

·         We need to be persistent to master the skill

·         While we want to be able to do it “right now” we have to be patient.  It takes time.

Now and Then

At a recent Reflective Practice Group meeting, we brainstormed about what teaching young children has looked like for the past 50 years, and how it is changing now based on current research:

Then

·         Lots of planning themes

·         Lots of teacher directed activities

·         Group art projects where they all look much the same

·         Group story times

·         “Teaching” children information

 

 

Now

·         Planning is individualized to each child

·         Following children’s lead

·         Individualized art – open art center for creativity

·         Stories more often with 1 child or small groups

·         Asking questions to get children to think for themselves

 

I wonder if we need a new term to represent the new approaches we see  in early learning.  The term “Teacher” still represents the “Then” approaches to many.  It signifies “instructions” rather than helping children learn to think for themselves.

What could that new term be?

Thinking and language facilitator? 
Reasoning coach?
Free play mentor?
Critical thinking specialist?

What do you think might represent the early learning “teacher” now?

ERS Labels

In conjunction with the ERS Mixology, consider using labels to make it VERY EASY for the UW to find the materials they are looking for when they do your assessment.

 

ERS Mixology

At a recent Reflective Practice Group, we discussed the importance of having the right "cocktail" of materials for the Environment Rating System (ERS). 

Top Ten List - How To Make Free Play Effective

 

At our Reflective Practice Group we discussed that Early Achievers uses a free play model and how to make that free play time most effective.  Here are a couple of “Top Ten” lists that came out of that discussion:

 

Top Ten suggestions to play effectively with children

1.        Talk WITH the children

2.       Be on the children’s eye level

3.       Smile, be happy, loving and excited

4.       Ask the children about what they are doing

5.       PLAY with the children – follow their lead

6.       Remind the children about all the play  options in the room

7.       Position yourself so you can see all the children

8.       Try to get around to play with each of the children

9.       Recognized each child’s individuality and learn about them

10.   Verbalize what the children are doing with extended language

 

Top Ten suggestions to play effectively with children

1.       Have conversations with the children

2.       Be at the children’s eye level

3.       Ask open ended questions

4.       Have child self-directed play

5.       Powerful interactions

6.       Plentiful materials

7.       Inviting toys

8.       Easily accessible materials

9.       Do singing, reading and play music instruments

10.   Have age appropriate materials

Getting Kids To Think

 

One of the keys to the CLASS assessment is getting kids to think.  We know one of the best ways to do that is to ask open ended questions.

Here is a brainstorm for you…

How many open ended questions can you think of that contain the word “think”?

 

I’ll get you started –

What do you think might happen next?

Why do you think that happened?

How did you think of that?

 

How many others can you think of for this list??

These are great back pocket questions for you to have to get kids to think, analyze, predict, etc.