1. LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Foundational Ideas Module How Can the Principles of Learning Help Preschoolers Get Smarter?

2. LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh 2 Intended Learning To introduce the Principles of Learning as a way to support rigorous implementation of high quality early childhood programs. To study examples of how the Principles of Learning support young children to develop good habits of speaking and listening.

3. LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh 3 Principles of Learning Organizing for Effort Clear Expectations Fair and Credible Evaluation Recognition of Accomplishment Academic Rigor in a Thinking Curriculum Accountable Talk ® Practices Socializing Intelligence Self-Management of Learning Learning as Apprenticeship Accountable Talk ® is a registered trademark of the University of Pittsburgh

4. LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh 4 Today’s Focus Accountable Talk ® Practices Clear Expectations Academic Rigor in a Thinking Curriculum Socializing Intelligence

5. LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh 5 Accountable Talk ® Practices

6. LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh 6 Accountable Talk Features and Indicators Accountability to the Learning Community Actively participate in classroom talk. Listen attentively. Build on each others’ ideas. Clarify ideas. Accountability to Knowledge Back up ideas by providing examples from books and real life. Use specific and accurate language. Work hard to “get it right.” Accountability to Rigorous Thinking Question and wonder. Explain the thinking behind ideas. Ask others to explain the thinking behind their ideas.

7. LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh 7 Studying Accountable Talk Practices Title: Water Talk Teachers: Claire Dougherty, Teacher Yvonne Girela-Derrick, Assistant Siham Tadros, Assistant Grade: Preschool School:PS 295 Principal: Tina Volpe District:New York City Date:5/00

8. LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh 8 Norms for Discussing a Video Clip Goal of all professional conversations: to advance our own learning, not “fix” the practice of others Facilitator chooses lens for study. Agree to read/watch through the designated lens. Cite specific examples from text or video. Build on others’ ideas. Use language that is respectful of those in video and in group.

9. LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh 9 Studying Accountable Talk Practices Task: Discussion Questions 1. In what ways are these children supported to be accountable to the learning community? 2. How is the children’s learning supported by Accountable Talk practices? Take notes so you can refer to specific language the teacher and children use.

10. LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh 10 Summary Points: Studying Accountable Talk Practices In what ways are these children supported to be accountable to the learning community? The teacher works to include all children. “Any other ideas?” “Christopher, did you use water at all today?” Bilingual teachers assist Spanish-speaker to share ideas. “[Let’s hear] from someone who I don’t think that had a chance.” The teacher prompts children to elaborate and build on each others’ ideas “What other uses do you have for that water that comes out of the hose?” “Any other ideas why a dog might need water?”

11. LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh 11 Studying Accountable Talk Practices Title: Crickets Teacher: Melissa Ramirez Grade: Preschool School:Ysleta Pre-K Center Principal: Celia Salazar District:Ysleta Independent School District, El Paso, Texas Date:5/00

12. LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh 12 Summary Points: Studying Accountable Talk Practices In what ways are these children being supported to be accountable to knowledge? The teacher helps Christina use specific and accurate knowledge by providing the correct term for a body part: “abdomen.” Both children referred to knowledge from a prior discussion and retrieved the storybook to demonstrate the cricket sound.

13. LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh 13 Summary Points: Studying Accountable Talk Practices How is the children’s learning supported by Accountable Talk discourse? Their thinking is made explicit by putting it into words. Their thinking is made sharper by elaborating and clarifying their words. Their learning is advanced by hearing and reflecting on the other children’s ideas.

14. LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh 14 Clear Expectations

15. LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh 15 Clear Expectations 1. Expectations for participation in learning activities and classroom routines are made clear to children. 2. Children can name these guidelines and can describe the steps for participating in classroom routines. 3. Children can say whether they are following the guidelines and routines. 4. Families are informed about the goal for children to become increasingly independent during the preschool year.

16. LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh 16 Studying Clear Expectations Title: Alex’s Spill Teacher: Kathy Keller Grade: Preschool School:Shady Lane School Pittsburgh, PA Director: Ann Loney Date:5/00

17. LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh 17 Studying Clear Expectations Questions: What evidence do you see that children know the expectations for snack time ? How is the children’s learning supported by Clear Expectations?

18. LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh 18 Summary Points: Evidence of Clear Expectations 1. What evidence do you see that children know the expectations for snack time? The children know what kind of language to use at the snack table - “Please pass the water.” The children collectively explain what steps to follow in response to the snack accident - “Get a paper towel.” “And clean it up.” Alex knows exactly what steps to take and is able to carry these out independently - “I spilled and I have to clean it up.” The teacher’s role is minimal - “What do we do when we spill the juice?”

19. LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh 19 2. How is the children’s learning supported by Clear Expectations? Sense of independence and self-efficacy Increased ability to cooperate with peers Enables educators to focus on other goals Summary Points: Evidence of Clear Expectations

20. LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh 20 Academic Rigor in a Thinking Curriculum

21. LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh 21 Academic Rigor in a Thinking Curriculum Commitment to a knowledge core Curriculum builds skills and concepts over time Teaching and assessment focus on mastery of core skills and concepts High thinking demand Raise questions and solve problems Learning opportunities in every area of the curriculum require children to “think hard” Extended projects Explain and back up ideas Children reflect on their own learning Active use of knowledge Make hypotheses and test them Apply prior knowledge Answer “why” and “how” questions while reading, during special learning activities, and during day-to-day experiences

22. LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh 22 Studying Academic Rigor Titles: Philip Talks about the Orchestra Philip Wonders about Sheet Music Visitor: Jerlean Daniel Grade: Preschool District:Shady Lane School Pittsburgh, PA Year:5/00

23. LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh 23 Studying Academic Rigor Questions: 1. In what ways is this child engaging with rigorous content? 2. In what ways is this child actively engaged in learning? 3. How is children’s learning supported by Academic Rigor?

24. LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh 24 Summary Points: Academic Rigor 1. In what ways is Philip engaging with rigorous content? The field trip and subsequent learning opportunities are organized around content that is challenging and unfamiliar to most preschoolers. Philip’s vocabulary is specific and accurate. He demonstrates that he has learned many new words and how these words relate to each other.

25. LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh 25 Summary Points: Academic Rigor 2. In what ways is Philip actively engaged in learning? Philip explains how the orchestra is organized and how it functions. He uses many symbolic systems– language, a picture, and gestures– to express his understanding. He raises a question about how the orchestra functions, and solves his problem by seeking information from a knowledgeable adult.

26. LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh 26 Summary Points: Academic Rigor How is children’s learning supported by Academic Rigor? A rich store of content knowledge is built. The more you know, the more you are able to learn.

27. LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh 27 Socializing Intelligence

28. LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh 28 Socializing Intelligence 1. Each child believes that he/she has a right and obligation to understand and make sense of the world. 2. Children expect to actively to analyze problems, ask questions, get information. 3. Children know how and when to get help.

29. LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh 29 Applying Socializing Intelligence Question: In what ways is this the principle of Socializing Intelligence evident in the conversation between Philip and the visiting teacher?

30. LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh 30 Evidence of Socializing Intelligence: Philip Talks about the Orchestra Philip expects to understand how the orchestra is organized and how it functions. He knew when there was an aspect of the performance that was confusing to him, and he knew that he had the intelligence to understand it and the right to ask for help. The teacher asks questions that convey her confidence that Philip is capable of understanding how the orchestra works. The teacher responds to Philip’s question by directing him to information that might help him resolve it on his own, rather than “giving away” the answer.

31. LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh 31 Principles of Learning Organizing for Effort Clear Expectations Fair and Credible Evaluation Recognition of Accomplishment Academic Rigor in a Thinking Curriculum Accountable Talk ® Practices Socializing Intelligence Self-Management of Learning Learning as Apprenticeship

32. LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh 32 In Closing The Principles of Learning support the implementation of rigorous and joyful preschool programs.