1. Language Acquisition: Effectiveness of Collaboration on Teacher Practices and Beliefs Kara-Lisa Mitchell In fulfillment of the requirements for the MAED in Contemporary Montessori Studies St. Catherine University St. Paul, Minnesota Presented November 26, 2013 To colleagues at the UC Davis MIND Institute Collaboratively creating a Useful Words handbook for parents and teachers of early language learners

2. 1 AUTHENTIC MONTESSORI INTRODUCTION METHODS RESULTS 2 3 4 DISCUSSION 5

3. What is? Authentic Montessori

4. There are many other components of the method. I have a complete list if you are interested.

5. Language as it pertains to the 5 basic components Child choice –Vocalizing choices gives a child the ability to solve problems and let others know what they want and need Certified teachers –Teachers that are certified in the method know the appropriate language in conjunction with the materials, along with the correct tone of voice Prepared environment –When the teacher is not directly teaching, the environment is rich with materials to explore and name. There are also areas set up for peer interaction to occur. Teaching Independence –What better way to get needs met, than to be able to communicate Teaching peace in a peaceful environment –The language of peace includes all the lessons of grace and courtesy that foster healthy social relationships in the classroom

6. The Importance of Teaching Language A National Standard “The first 3 years of life, when the brain is developing and maturing, is the most intensive period for acquiring speech and language skills. These skills develop best in a world that is rich with sounds, sights, and consistent exposure to the speech and language of others. There appear to be critical periods for speech and language development in infants and young children when the brain is best able to absorb language. If these critical periods are allowed to pass without exposure to language, it will be more difficult to learn.” (NIH, 2010). Embedded in the Montessori Curriculum “Although language is considered one of the four basic curriculum areas in a Montessori class, it spans every other area; it is an integral part of each curriculum area as well as a special area in and of itself. … in the Montessori prepared environment, it [language] takes on a specific well-planned aspect which did not previously characterize it” (Zell Rigg, 2013).

7. INTRODUCTION Useful Words Handbook

8. Beginning the Collaboration on the Useful Words Handbook: How it came about … What I had to do to get this started: Find a school and match my research to their needs Identify school needs, i.e., teacher exposure to teaching language to early language learners Formulate an interesting question and aligning my interests with the school needs. Create a procedure. I had the idea to use collaboration on a Useful Words Handbook to effect frequency of teaching certain phrases and also effect awareness and teacher beliefs about the importance of teaching language in all circumstances

9. Research questions The Primary Question Would collaboratively creating a Useful Words handbook for teachers increase the number of language teaching opportunities that could occur during the day? The Secondary Question Will this work also change teacher attitudes and awareness about collaborating with each other and teaching language throughout the day? “Participants across educational teams suggested that the collaborative process allowed team members to share their expertise and perspectives in developing a holistic view of the child” (Hunt, Soto, Maier, Liboiron, & Soung, 2004).

10. A study conducted at the University of Virginia found that, “Kindergarten teachers will change their practice when they believe the change will increase student achievement, when they are given opportunities to collaborate with their co- workers, and when the changes are supported by the administration” (Maschal, 2003).

11. Belief Achievement Administrative Support A Change Opportunity Collaboration Change in Teaching Practices Belief in increased achievement Support from Administration Opportunity to collaborate What is Needed for Change?

12. METHODS WHAT HAS KARA-LISA BEEN DOING EVERY WEDNESDAY MORNING? The Collaboration

13. Assess Culture and Ethos Initial Observations Issue Survey Frequency data begins Baseline Frequency Data Begin weekly chapters Collect participation artifacts Collaboration Frequency Data Collect participation artifacts Editing Post collaboration Add text title Four Phases of the Research

14. Initial Observations at the school Variability in Montessori Education There can be significant differences between schools that teach the Montessori method. There are various accredited training programs. The Purpose of these Observations (1) to build rapport with the teachers, (2) to learn the daily schedule and the general flow of classroom activities, (3) to allow the children to get used to a new adult in the room, and (4) to observe the ethos and culture of the classroom and the school.

15. Pre-Collaboration Survey Baseline Data Collection Baseline data collection began in the classroom to assess the number of language teaching opportunities that occur at specific intervals in the day. These data collection intervals were 3 minutes long per teacher per interval. The data collection occurred during circle time, transition/playtime, and work time. Codes for frequency were recorded on a data sheet, a data table was created for each teacher for each interval, and each minute of each interval was coded separately. Baseline Data Collection Baseline data collection began in the classroom to assess the number of language teaching opportunities that occur at specific intervals in the day. These data collection intervals were 3 minutes long per teacher per interval. The data collection occurred during circle time, transition/playtime, and work time. Codes for frequency were recorded on a data sheet, a data table was created for each teacher for each interval, and each minute of each interval was coded separately. Topics in the survey (1)Teaching language throughout the day in different settings using different methods, and (2)Teacher views on collaboration. The survey included 9 items pertaining to language and 4 questions pertaining to collaboration.

16. Coding System Definitions Language Teaching Opportunity Instruction Only LTO is defined as: A teacher’s verbal response to a child’s verbal or non-verbal communication and includes a description, a narration, and/or verbal model; may or may not be in conjunction with an instruction. IO is defined as: A direct instruction given in response to a child’s behavior within 5 seconds of initiation. LTO IO

17. Collaboration Phase Included weekly A written letter about the week with information about the collaboration A chapter for the handbook about the weekly topic with blank spaces for the teachers to participate in the creation of the handbook A weekly visit to model teaching language opportunities and continue data collection HandbookTopics Tone of voice Asking for help Politely saying No Identifying feelings “This is my soft voice.” “No thank you.” “I need a hug.” “I feel sad.” “Please help me.”

18. Editing (Post-Collaboration) Phase Continue Frequency Data collection No new topics added Continue writing weekly communication letter Provide quotes and language lists for teacher feedback Issue post collaboration survey Satisfaction interview conducted off site

19. RESULTS Information Gathered

20. LTO/IO during Circle Time Teacher 1Teacher 2

21. LTO/IO during Work Time Teacher 1Teacher 2

22. LTO/IO during Transition/Playtime Teacher 1Teacher 2

23. LTO average across phases Teacher 1Teacher 2

24. IO average across phases Teacher 1Teacher 2

25. Teacher Participation Results of the weekly written communications Date Response Teacher 1 Response Teacher 2 9/23/201310 10/2/201311 10/9/201310 10/16/201310 10/23/201310 10/30/201311 11/6/201310 sum of written/electronic responses 72 Percentage of written participation 100%29%

26. Pre/Post Collaboration Survey Results Teacher 1 Survey Average Language Teaching Opinion score Average Collaboration Opinion Score 138 214 % change in score0% change Teacher 2 Survey Average Language Teaching Opinion score Average Collaboration Opinion Score 14012 23814 % change in score-5% change17% change

27. Post-Collaboration Interview In general, the interview revealed: Positives –Teachers appreciated new information about teaching language –There was an overall positive feeling about giving the children a voice –Comfort levels increased over time Areas for Consideration – A need for more time for communication during the collaboration. –Areas of confusion and ambiguity –A desire for more information in the weekly chapters regarding practical activities

28. DISCUSSION What We Learned

29. Teaching Language Opportunities The data show that language teaching opportunities increased in the classroom. –This could be due to a number of different variables.

30. Collaboration Overall, the data show that the collaboration for the handbook was ambiguous. These results are congruent with findings that teachers find the collaborative process ambiguous and challenging (Dooner, Mandzuk, & Clifton, 2008). Teachers identified the desire for more information without having to generate ideas. Initiating the process with the directors was necessary; however, it may have been more useful had the teachers identified a project, such as a song book.

31. Areas to investigate further Would collaborating with teachers to create a weekly Useful Words Newsletter for families increase awareness around teaching language, in addition to increasing the school/home connection? Would a Useful Words storybook series increase the number of particular target phrases produced by children in a class of two-year-olds during certain times of day?

32. Importance to my work at the MIND Through this collaboration, I gained a deeper understanding of the ethos and culture of the preschool classroom as it relates to collaborating with outside resources. In addition, I learned the application of Montessori theory to language development.

33. References Dooner, A.-M., Mandzuk, D., & Clifton, R. A. (2008). Stages of collaboration and the realities of professional learning communities. Teacher and Teacher Education, 564-574. Hunt, P., Soto, G., Maier, J., Liboiron, N., & Soung, B. (2004, January 1). Collaborative Teaming to Support Preschoolers With Severe DiabilitiesWho Are Placed in General Education Early Childhood Programs. Topics in Early Childhood Special Education, 24, 123-142. doi:DOI: 10.1177/02711214040240030101 Maschal, M. B. (2003). Kindergarten Teachers' Perceptions of Staff Development, Change in Practice, and Development of Phonological Awareness in At-Risk: A Qualitative Study. University of Virginia, Curry School of Education. Ann Arbor: UMI. Retrieved July 12, 2013 NIH. (2010, September). Speech and language developmental milestones. Retrieved from National Institute on Deafness and Other Communication Disorders: http://www.nidcd.nih.gov/health/voice/pages/speechandlanguage.aspx http://www.nidcd.nih.gov/health/voice/pages/speechandlanguage.aspx Zell Rigg, P. (2013). Language arts manual volume 1 early childhood. San Leandro: Montessori Research and Development.

34. Acknowledgments I deeply appreciate the support of the Early Start Lab in my educational journey.