Foundational Ideas Module
How Can the Principles of
Learning Help Preschoolers
Get Smarter?
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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.
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Principles of Learning
• Organizing for Effort
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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
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Today’s Focus
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Accountable Talk® Practices
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Clear Expectations
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Academic Rigor in a Thinking Curriculum
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Socializing Intelligence
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Accountable Talk® Practices
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Accountable Talk Features and Indicators
Accountability to the Learning Community
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Actively participate in classroom talk.
Listen attentively.
Build on each others’ ideas.
Clarify ideas.
• Accountability to Knowledge
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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
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Question and wonder.
Explain the thinking behind ideas.
Ask others to explain the thinking behind their ideas.
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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
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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.
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Studying Accountable Talk Practices
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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?
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Take notes so you can refer to specific language
the teacher and children use.
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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?”
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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
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Summary Points: Studying Accountable Talk Practices
• In what ways are these children being supported
to be accountable to knowledge?
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The teacher helps Christina use specific and
accurate knowledge by providing the correct term
for a body part: “abdomen.”
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Both children referred to knowledge from a prior
discussion and retrieved the storybook to
demonstrate the cricket sound.
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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.
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Clear Expectations
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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.
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Studying Clear Expectations
Title:
Alex’s Spill
Teacher:
Kathy Keller
Grade:
Preschool
School:
Shady Lane School
Pittsburgh, PA
Director:
Ann Loney
Date:
5/00
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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?
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Summary Points: Evidence of Clear
Expectations
1. What evidence do you see that children know the
expectations for snack time?
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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?”
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Summary Points: Evidence of Clear
Expectations
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
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Academic Rigor in a
Thinking Curriculum
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Academic Rigor in a Thinking Curriculum
• Commitment to a knowledge core
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Curriculum builds skills and concepts over time
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Teaching and assessment focus on mastery of core skills and concepts
• High thinking demand
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Raise questions and solve problems
Learning opportunities in every area of the curriculum require children to “think
hard”
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Extended projects
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Explain and back up ideas
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Children reflect on their own learning
• Active use of knowledge
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Make hypotheses and test them
Apply prior knowledge
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Answer “why” and “how” questions while reading, during special learning
activities, and during day-to-day experiences
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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
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Studying Academic Rigor
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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?
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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.
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Philip’s vocabulary is specific and accurate.
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He demonstrates that he has learned many new
words and how these words relate to each other.
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Summary Points: Academic Rigor
•
2. In what ways is Philip actively engaged in
learning?
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Philip explains how the orchestra is organized and
how it functions.
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He uses many symbolic systems– language, a
picture, and gestures– to express his
understanding.
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He raises a question about how the orchestra
functions, and solves his problem by seeking
information from a knowledgeable adult.
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Summary Points: Academic Rigor
• How is children’s learning supported by Academic
Rigor?
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A rich store of content knowledge is built.
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The more you know, the more you are able to learn.
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Socializing Intelligence
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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.
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Applying Socializing Intelligence
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Question:
In what ways is this the principle of Socializing
Intelligence evident in the conversation between Philip
and the visiting teacher?
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Evidence of Socializing Intelligence:
Philip Talks about the Orchestra
• Philip expects to understand how the orchestra is
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organized and how it functions.
• He knew when there was an aspect of the
performance
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that was confusing to him, and he knew that he
had the
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intelligence to understand it and the right to ask
for help.
• The teacher asks questions that convey her
confidence
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that Philip is capable of understanding how the
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orchestra works.
• The teacher responds to Philip’s question by directing
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him to information that might help him resolve it
on his
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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
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In Closing
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The Principles of Learning support the implementation
of rigorous and joyful preschool programs.
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