1. Introduction to the HighScope Curriculum

2. Objectives Identify the elements of a high quality program
Learn the ingredients of active learning
Identify the factors of intrinsic motivation
Discuss the learning cycle and how it relates to intrinsic motivation

3. Who We Are and What We Do
What struck you about the work HighScope does?
What was something you did not know about HighScope?

4. HighScope Curriculum A set of teaching practices for adults
Content for children’s learning in all areas of development
An assessment system to measure program quality and evaluate what children learn
A training model to prepare teachers to use the curriculum

5. Wheel of Learning ADULT-CHILD ASSESSMENT INTERACTIONS ACTIVE LEARNING
ENVIRONMENT
DAILY ROUTINE

6. Elements of Quality
In your table groups create a list of words or phrases that would describe a high quality program.

7. Elements of Quality Child development curriculum Low enrollment limits
Staff trained in early childhood development
Supervisory support & in-service training
Involvement of parents as partners
Sensitivity to non-educational needs of children
Developmentally appropriate evaluation procedures

8. Learning About Apples

10. CREATE A Group Definition for Active Learning

11. Ingredients of Active Learning
Materials
Manipulation
Choice
Child Language and Thought
Adult Scaffolding
Create a mnemonic device to help you remember the 5 ingredients of active learning.

12. Looking for Active Learning
Watch the classroom clip Making a School Bus and look for examples of active learning

13. Mrs. Turner’s Small-Group Time

14. Hobbies
Turn to a partner and talk about something you like to do and why.

15. Types of Motivation
Extrinsic Motivation: Individuals are motivated by the need to receive rewards or punishments to alter their behavior. Drive comes from outside
Intrinsic Motivation: Individual’s behavior arises from his or her own needs, not how others will respond. Drive comes from within

16. Intrinsic Motivation Interest Enjoyment Control Probability of success
Feelings of competence and self-confidence

17. Learning Cycle
Play
Enjoy
Repeat Play
Risk taking
Mastery
All is well

18. See self as a competent knitter
My Learning Cycle
Knit a scarf
See self as a competent knitter
Knit a sweater

19. Objectives Identify and experience different types of play
Recognize characteristics unique to young children’s thinking and reasoning
Apply the horizontal approach to teaching children

20. Spirit of Playfulness
What are your fondest memories of play as a child?
Which ingredients of active learning were present?
Do children today experience the same types of play? Why or why not?

21. Types of Play
Constructive
Exploratory
Games
Pretend

22. Building a Brain

23. Our Brain

24. Neural Pruning
Connections that are used over and over get stronger and faster.
Connections that are not used, die out.

25. Group Discussion
Based on what we experienced in the yarn activity, what do children need to grow their brains?

26. The Importance of Play in Brain Development
Play allows children to:
Explore, create, & develop imagination
Discover their own areas of interest.
Learn how to work together
Build active, healthy bodies and brains.

27. How Preschoolers’ Thinking Differs from Adult Thinking

28. Egocentrism
Young children see the world only from their own view point.
“If I can’t see you, you can’t see me.”
“I would like a doll for my birthday so my mom should want one too.”

29. Animism
If something moves (e.g., water, clothes flapping in the breeze) or if it somehow looks alive (e.g., headlights of a car at night), it must be alive.
“Look, the water is running to get in my shoes.”

30. Concrete Definitions
Words have concrete, literal meanings related to things children have experienced.
When a child hears that his birthday is “just around the corner,” he may want to look around the corner.

31. Judging By Appearances
Children base judgments about number and amount completely on appearances.
Alicia and Monica both took the same size cracker from the basket, but Alicia broke hers into two pieces and Monica broke hers into many smaller pieces. Alicia is upset because Monica has “more crackers.”

32. Focus on Here and Now
Children cannot see the relationship between the way something was and how it’s transformed – sometimes called “slide show thinking.”
A child watches her brother put on a scary mask. The child is then scared of the “monster” because she cannot make a connection between her brother and the “monster.”

33. Blending Intuitive and Scientific Thought
Children incorporate newly-learned scientific information with their own perception.
Melanie’s mother says, “It’s morning.” Melanie replies, “No, it’s still dark, it’s night.” She goes to the window and pulls open the curtain. “Now it’s light. I made it morning.”

34. What Characteristic is This?

35. What Characteristic is This?

36. What Characteristic is This?

37. What Characteristic is This?

38. What Characteristic is This?

39. Thinking and Reasoning in My Classroom
With your table group, share examples of each characteristic you’ve experienced in your classroom

40. Constructing Knowledge

41. Answers

42. Learning a New Task
We have experienced cutting round or rectangular cakes.
We try to cut the cake based on what we already know.
We can’t fit these new rules and this weird cake shape into our existing knowledge about cutting cakes.
We have to change what we know about cutting cakes (learn a new way).

43. Piaget’s Concepts:
Assimilation - trying to fit new input into an existing mental frame-work; resistance to change -- Trying to cut the cake
Disequilibrium - a state of intellectual imbalance; inner conflict (“problem”); provides motivation to find a solution -- Can’t cut the cake

44. Piaget’s Concepts cont.
Accommodation - modifying an existing mental framework to accept new input; need for change -- Turn the knife to cut the cake
Equilibrium - a state of intellectual balance; inner contentment; solution of conflict/problem results in new understanding -- New way to cut the cake

45. Approaches to Education
Vertical Approach
Horizontal Approach TN
Can Do T N
Can’t do

46. Nora’s Use of Scissors With a partner, read the story about Nora
Discuss how you would help Nora master the use of scissors
Share ideas with entire group

47. Real life situations like Nora’s
With your group, think of a situation that has happened or is happening in your own program similar to Nora.
Brainstorm support ideas using the horizontal approach to teaching.

48. Thinking and Reasoning Implementation Plan