1. Engaging Learners in the Early Years Research-Informed, Evidence-based Decision Making Early Childhood Professionals

2. Day 2 Making Learning Visible Assessment as Learning

3. Day One Key Point Review : In six groups of five, look at the puzzle pieces in your envelop and determine which two pieces are a match. You should have 12 pairs. In six groups of five, look at the puzzle pieces in your envelop and determine which two pieces are a match. You should have 12 pairs. Discuss as a group what each pair represents from our previous work on Day one, and why it is important for you to understand this as a teacher of young children. Discuss as a group what each pair represents from our previous work on Day one, and why it is important for you to understand this as a teacher of young children.

4. Learning and Play How Children Learn…. and how they play.

5. Facilitating Children’s Play Provide long uninterrupted periods (45–60 minutes minimum) Provide long uninterrupted periods (45–60 minutes minimum) Provide a variety of materials to stimulate different kinds of play. Provide a variety of materials to stimulate different kinds of play. Provide loose parts for play, both indoors and out, and encourage children to manipulate the environment and objects to support their play Provide loose parts for play, both indoors and out, and encourage children to manipulate the environment and objects to support their play Ensure that all children have access to play opportunities and are included in play. Ensure that all children have access to play opportunities and are included in play. Take an interest in their play, asking questions, offering suggestions, and engaging eagerly as co-players when invited. (serve and return) Take an interest in their play, asking questions, offering suggestions, and engaging eagerly as co-players when invited. (serve and return)

6. Facilitating the learning We know that children think and learn differently than adults. We know that children think and learn differently than adults. They need opportunities to investigate the world and come to know themselves by doing this. They need opportunities to investigate the world and come to know themselves by doing this. We need problem rich classrooms, that allow them to formulate strong theories about how the world works with rich, authentic materials. We need problem rich classrooms, that allow them to formulate strong theories about how the world works with rich, authentic materials. They need to be able to be engaged socially and creatively and learn together in meaningful way. They need to be able to be engaged socially and creatively and learn together in meaningful way.

7. 21 st Century Learning Environments Bransford, Brown & Cocking, 2000

8. Health Break 15 minutes

9. Designing the Learning Topic day to day work knowledge building new understanding new topic

10. Evidence of Learning Watch the video of grade two science project. How did the students get to this point in their learning? What do you think the teacher did, the students did and how is the learning visible? Watch the video of grade two science project. How did the students get to this point in their learning? What do you think the teacher did, the students did and how is the learning visible?

12. Building Understanding Together

13. Hitting the Bull’s Eye

15. Feedback Loops Guide Improvements in Learning

16. Scaffolding is Important Sawyer, 2006; Greeno, 2006

17. The BIG idea… Enduring Understanding

18. Consider the BIG “3” Consider the 3 big ideas that we have talked about 1. What does a safe and caring, low stress learning environment look like? 2. How are children playing and learning through play? What is the ensuring understands (what really matters for children) to be able to know and do? 3. How is the learning visible so that you know where to take them?

19. LUNCH!!!

20. Trying it out Begin to think about one “BIG” enduring understanding you want children to learn. Consider using the template to start to begin to frame how you want this learning to look. You may need to reevaluate your daily schedule and reorganize your physical environment. Please use the curriculum resources available and consider working collaboratively. Begin to think about one “BIG” enduring understanding you want children to learn. Consider using the template to start to begin to frame how you want this learning to look. You may need to reevaluate your daily schedule and reorganize your physical environment. Please use the curriculum resources available and consider working collaboratively.

21. Play Matters Play nourishes every aspect of children’s development—it forms the foundation of intellectual, social, physical, and emotional skills necessary for success in school and in life. Play “paves the way for learning.” Play nourishes every aspect of children’s development—it forms the foundation of intellectual, social, physical, and emotional skills necessary for success in school and in life. Play “paves the way for learning.” Adele Diamond

22. Next Steps Preparing to bring back the stories from your classroom to this group – it can be in any format you wish eg. pictures, artifacts, video, etc. Preparing to bring back the stories from your classroom to this group – it can be in any format you wish eg. pictures, artifacts, video, etc. Next meeting date November 23rd Next meeting date November 23rd Website: www.galileo.org/pl/earlylearning Website: www.galileo.org/pl/earlylearningwww.galileo.org/pl/earlylearning Teacher landing page – PSDEarlyLearning Wiki Teacher landing page – PSDEarlyLearning Wiki

23. Ticket Out Feedback Post It Notes What’s something that you’ve discovered that you can’t wait to “play” with in your context? What’s something that you’ve discovered that you can’t wait to “play” with in your context? What’s the most exhilarating idea you’ve encountered? What’s the most exhilarating idea you’ve encountered? What suggestions do you have for improving this series? What suggestions do you have for improving this series? What questions do you still have? What questions do you still have?

24. Designing Spaces for Play-based Learning Design the ideal play-based space for early learners Design the ideal play-based space for early learners Physical layout of space Physical layout of space Different areas to support different types of learning Different areas to support different types of learning Materials available in each space Materials available in each space How the design and materials support play- based learning? How the design and materials support play- based learning?

25. Feedback about Design of Physical Space Are there different types of spaces to accommodate different types of play? Are there different types of interesting materials available? How does the space reflect the research related to play-based learning? What elements of this design could be incorporate into your context? How might children respond to these changes? Pg. 13

26. In what ways do the assessment practices address what you said was important for student learning? In what ways do the assessment practices address what you said was important for student learning? How well does your assessment information capture the breadth and complexity of children’s learning and development? How well does your assessment information capture the breadth and complexity of children’s learning and development? How well do you analyze your assessment information to show children’s learning? How well do you analyze your assessment information to show children’s learning? How well do you use the information you gain about children’s learning to promote ongoing learning? How well do you use the information you gain about children’s learning to promote ongoing learning?