Good Morning and Welcome Trainers!
Morning Eye Openers:
 Please Sign in
 Write your name on the tent card using the markers
 Complete participant survey
 Complete the Consensogram handout
Consensogram
Move to the charts:
 Review your rating/response from 1 (lowest) to 10 (highest)
 Place color coded dots in the appropriate column to reflect
your response to each statement
 Review the graph created for each question
Implementing the
Cycle of Intentional Teaching:
Training the Trainers Academy
Putting the Pieces Together:
Using the CT PCF and PAF in intentional teaching aligned to standards
Place: CRT
Dates: July 12, July 20, and August 10, 2011
Time: 8:30-3:30
Facilitators: Donna Rooney and Barbara Perrone
excerpted from CT State Department of Education in collaboration with the Regional Educational Service Centers
Intended Outcomes of Project
 Understand and apply the Cycle of Intentional Teaching
 Be knowledgeable about and be able to use the
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CT Preschool Curriculum and Assessment Frameworks
Be able to use learning standards, assessment information,
children’s interests and family and cultural contexts to
inform curriculum and instruction
Observe and objectively document children’s behaviors and
skills, including ways to organize notes and work samples
Assess children using the CT PAF and use the information to
plan for class instruction
Individualize for children, including those with an IEP
Be able to share information with families and receiving
teachers
Overview of Three Days
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Day 1
Overview of Curriculum, Cycle of Intentional Teaching,
CT Preschool Curriculum Framework and Planning and
Implementing Curriculum
 Day 2
Observing, Recording and Documenting – Intentional Assessment
CT Preschool Assessment Framework
 Day 3
Recording and Documenting Observations
Using Assessment to Inform Teaching
Intentional Teaching
Training Outcomes for Day 1
Participants will:
 Understand the Cycle of Intentional Teaching as it relates
to learning standards informing curriculum and
instruction
 Understand the components of curriculum
 Be knowledgeable about the CT Preschool Curriculum
Framework
 Implement Phase 1 of the Cycle of Intentional TeachingPlanning and Implementing
Overview of Intentional Teaching Goals:
To provide support to staff in using the CT Preschool Curriculum and
Assessment Frameworks and to be more intentional in teaching related to
learning standards.
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Provide three days of training
Coach and facilitate
Support collaborative team planning and time allocation
Develop and review Learning Experience Plans
Use assessment data to plan instruction
Use assessment data to provide on-going professional
development
 Provide focused support
Binder
Optimal Learning Environment
GROUP NORMS:
 Respect for your prior experience and respect for others in
the room
 Cell phones in “manner mode”
 Complete engagement
 Full participation in all activities and complete attendance for
duration of seminar
 Active listening so you are able to respond when called upon
 No side conversations, activities, or work
Team Resumes:
Greet your team colleagues
 Choose a Team Name
 Cumulative years of experience in education
 Other work experiences of that add to the group’s
dynamic
 Hobbies or interests
 Team Logo: Design a symbol for your team
 Post your resume when you are finished
Debrief of Consensogram
 What do you notice about the graphs?
 What objective statements can you make about
the information?
When I think of “intentional”,
I think of…
As teachers, what do you think of?
The Ongoing Cycle of Intentional Teaching
Relationship of the
Cycle of Intentional Teaching
to
NAEYC Accreditation Standards and Criteria
Knowledge advances by steps and
NOT by leaps.
-Thomas Macaulay
The Early Childhood Paradigm Shift
“Developmentally Appropriate Practice” has focused on
• how children learn, and
• the needs of individual children.
Curriculum planning has tended to be activity driven,
evaluating success of activities in terms of children’s
interest rather than the activity’s impact on children’s
learning.
To address the imbalance in early childhood education,
teachers must pay more attention to connecting:
• learning objectives,
• instructional experiences, and
• assessment.
Defining Curriculum
With colleagues in your small group, write a
definition of curriculum.
Defining Curriculum
“…curriculum includes the goals for the knowledge and
skills to be acquired by children and the plans for
learning experiences through which such knowledge
and skills will be achieved.” NAEYC Early Childhood
Program Standards and Accreditation Criteria, (2005).
NAEYC.
Defining Curriculum
Head Start definition
Curriculum means a written plan that includes:
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the goals for children’s development and
learning;
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the experiences through which they will
achieve these goals;
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what staff and parents do to help children
achieve these goals; and
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the materials needed to support the
implementation of the curriculum.
Defining Curriculum
“Curriculum is the specific blueprint for learning
that is derived from desired results – that is
content and performance standards. Curriculum
takes content and shapes it into a plan for how to
conduct effective and engaging teaching and
learning.”
McTigue, Jay and Grant Wiggins (2005). Understanding by Design,
Expanded 2nd Edition. Alexandria, VA: Association for Supervision and
Curriculum Development.
Essential Curriculum
Planning Components
Teacher
Interaction
Ongoing
Assessment
Processes &
Experiences
CURRICULUM
Content
Performance
Standards
Environment
Materials,
Scheduling
Source: A Guide to Early Childhood
Program Development, CT SDE,
2007
What is important for young children to
learn during the preschool years?
CT Preschool Curriculum
Framework
CURRICULUM
Performance
Standards
Source: A Guide to Early Childhood
Program Development, CT SDE,
2007
Guiding Principles
of CT Preschool Curriculum Framework
 Early learning and development is multidimensional
and interrelated
 Young children are capable and competent
 Children exhibit individual differences in rate of
development and skill acquisition
 Families are the primary educators of their young
children
 Young children learn through active exploration of
their environment
Critical Features
 Comprehensive
 Aligns with the K-12 Curriculum Frameworks and the
Grade 4 CMT
 Engages teachers and children in active exploration
 Emphasizes oral language
 Emphasizes higher order thinking and integration of basic
skills
Scavenger Hunt:
Connecting the Dots
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What are the four domains found in the Framework?
Four Domains
 Personal/Social – Approaches to learning, interactions
with others, conflict resolution, appreciating diversity
 Physical – Large and small muscle development, self-
care, safety, health and nutrition
 Cognitive – Scientific and logical-mathematical
thinking, language and literacy
 Creative expression and aesthetic development
Scavenger Hunt:
CT Preschool Curriculum Framework
Connecting the Dots
1. Find one Program Goal for each of the domains.
2. Give an example of one content standard for each
domain.
3. What is another word for a performance standard?
Scavenger Hunt:
CT Preschool Curriculum Framework
Connecting the Dots
What are two performance standards for the content standard
in Creative Expression/Aesthetic Development:
Preschool programs will provide children with
opportunities to represent fantasy and real-life
experiences through pretend play.
Scavenger Hunt:
CT Preschool Curriculum Framework
What are some examples of activities to develop use of eyehand coordination to successfully perform fine-motor
tasks for the content standard in Physical Development:
Preschool programs will provide children with
opportunities to use a variety of materials that
promote eye-hand coordination and small-muscle
development.
Connecting the
Dots of Teaching
& Learning:
An Alignment between
the CT Preschool
Curriculum & Assessment
Frameworks to Early
Childhood Curricula
Objective
The Alignment Curriculum four domains:
Personal & Social / Physical / Cognitive / Creative Expression
Personal & Social Tab
Program Goal:
What children should know and be able to do
The Personal & Social tab opens up to reveal
P&S Preschool Curriculum Framework (PCF) standards
What programs will do
Physical Tab
The Physical tab opens up to reveal
PHY Preschool Curriculum Framework (PCF) standards
Cognitive Tab
The Cognitive tab opens up to reveal
COG Preschool Curriculum Framework (PCF) standards
Creative Expression Tab
The Creative Expression tab opens up to reveal
CRE Preschool Curriculum Framework (PCF) standards
Looking at the Standards
Using the skills from the brainstorm activity on what
preschool children should learn and be able to do, with
your team find the CT standards (either content and/or
performance) that relate to the section assigned to your
team.
Phase 1
Performance Standards or learning
outcomes are the drivers,
children’s interests, projects, themes or
topics of study are the vehicles.
Teaching Plan
Activity
+
Teaching Strategies
_______________________
Learning Experiences
Reflecting on Current Practice
 In your small group, draw a ‘child’ that represents
the children in a class.
 Indicate on the ‘child’ what you consider as you
plan for the children's learning experiences.
 Do a gallery walk.
 Be prepared to share with the whole group.
Critical Elements for Learning
In your group review the assigned performance indicators.
How do the indicators address the following elements critical
for learning:
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Developing language
Learning through active engagement
Teaching higher order thinking
Teaching through conversation
Teachers:
Week: _____________________
Brainstorming Form
Blocks
Math/Manipulatives
Dramatic Play
Performance Standard:
Art
Outdoors
Literacy
Group Time
Routines/Transitions
Health/Safety
Science/Sensory/
Cooking
. Your weekly plans will include some activities that are not specifically related to the Performance Standards.
Brainstorming Form
Brainstorm learning experiences to
address the Performance Standard:
COG 6: Relates number to quantity
Planning Form
Performance Standard and Benchmarks
Teaching Plan
Learning Experience/Activity
Teaching Strategy:
Benchmark 1
Teaching Strategy:
Benchmark 2
Teaching Strategy:
Benchmark 3
Teaching Strategy:
Benchmark 4
Planning Form Activity
 In your small group, find the related goals and performance
indicators in the Curriculum Framework for the assigned
Performance Standard.
 Next brainstorm activities using the Brainstorming Form.
 Using the assigned Performance Standard, complete the
Planning Form.
 Consider the “children in your class” from the previous
activity when planning for their experiences.
 Use the PCF. PAF, resource books, SDE model and
Bloom’s Taxonomy.
NOTE:
Please be sure to come up with at least one
teaching strategy for each benchmark.
BLOOM’S REVISED TAXONOMY
Creating
Generating new ideas, products, or ways of viewing things
Designing, constructing, planning, producing, inventing.
Evaluating
Justifying a decision or course of action
Checking, hypothesizing, critiquing, experimenting, judging
Analyzing
Breaking information into parts to explore understandings and relationships
Comparing, organizing, deconstructing, interrogating, finding
Applying
Using information in another familiar situation
Implementing, carrying out, using, executing
Understanding
Explaining ideas or concepts
Interpreting, summarizing, paraphrasing, classifying, explaining
Remembering
Recalling information
Recognizing, listing, describing, retrieving, naming, finding
Program Work
 With your team, please select a Performance
Standard or two
 Over the next several weeks, plan with your staff
activities and teaching strategies related to the
standard(s)
 Keep notes about the process
 Be prepared to share (+), (-), and ideas when we
get back together
 Bring copies for each person of the planning
sheets/forms that you used
Café Questions
Agenda Day 2
Welcome/Overview/Program work Debrief
Observation and Documentation
Overview of the CT Preschool Assessment Framework
Completing Forms
Interpreting the Child Profile
Interpreting the Class Profile