1. What’s So Unique About Kindergarten? Thoughts for Technology Teachers

2. Outcomes Participants will... Gain familiarity with the nature of kindergarten students and best practices for effective interactions with them Draft ideas for getting off to a great start in kindergarten Begin to think about the necessity for differentiation in kindergarten instruction Gain familiarity with the metacognition curriculum Learn about the project approach, and how supporting it may define the technology teacher’s work with kindergarten teams and students.

3. Early Childhood Programs Staff Tracy Jones, Coordinatorx6843 Lisa J. Davis, Instructional Facilitatorx5659 Rachel Cook, Resource Teacherx6686 Jeannie Veale, Administrative Secretaryx5693 (beginning April 2)

4. Write one word or a short phrase that describes a 5-year old.

5. Activity 1: Rolling Marbles

6. Tips from Early Childhood Practitioners Thinking about the first 2-3 weeks of school, what tips would you find most helpful? Talk with a partner about the few tips that stand out to you.

7. Activity 2: Starting a 1st Day Skeleton Plan Based on tips from EC Practitioners and your understanding of the role of the technology teacher, begin to write a skeleton plan for the 1st session or lesson with a kindergarten class. Include: –Preplanning steps (What you need to find out in order to proceed with the lesson.) –Length of session (if you have an option) –Objective/s –Lesson procedure/s –Evaluation

8. Scheduling Parameters Technology - “One possibility”

9. Curriculum Highlights Differentiation in Kindergarten Metacognition Science, Social Studies, and Health through the Project Approach

10. Differentiated Instruction Language Arts –Three (or four) reading groups based on assessments and observations Mathematics –Switch classes for targeted instruction or provide supplements or extensions Computer Basics –Observe what students do easily, are challenged with

11. Technology Differentiation Example

14. Metacognition “It is possible to have a brain and not have a mind. A brain is inherited; a mind is developed.” R. Feuerstein What? Helping students think about their thinking Why? To make learning, working, problem solving more efficient and effective Where? Throughout the day on any task When? With strong, clear examples first (then most of the time)

15. Cognitive Functions Self Regulating Comparing Looking carefully Role taking Being precise and accurate Sequencing

16. Activity 3: Reflecting on Cognitive Functions Used in Activity 1, Rolling Marbles Review the cognitive function sheet/s and icon/s. Discuss how you used the cognitive function during the marbles activity. Share out: Briefly introduce your cognitive function and how you used it.

17. The Project Approach with Health, Science, and Social Studies (Also referred to as Inquiry-Based Projects) An in-depth investigation of a real world topic that invites students to be very active learners. Students are more actively involved when the topic of investigation is based on their interest.

18. Implications for Technology Teachers Collaborate and coordinate with K teachers/team about the topic of study. Along with the media specialist, support the teachers and students with accessing relevant, developmentally appropriate information. Support the students in working with the information and representing their learning. NOTE: The order of these investigations may not always be sequenced with the Health, Science, and Social Studies units as provided in the curriculum.

19. Questions