Kindergarten in the 21st Century
Published on Dec 04, 2015
Kindergarten in the 21st Century. Our group looked at all the possibilities and needs of students in this changing world.
MORE DECKS TO EXPLORE
PRESENTATION OUTLINE
We have...
Photo by Nina Matthews Photography
How will we do THis?
Play
"...is the work of childhood" - Fred Rogers
Play leads to
PErsonalized
Teach me what I need?
SEE me
- My identity
- My culture in your culture
- The person I strive to be
Relevance
Does the learning interest me?
I learn based on what's happening around me
- today
- on my calendar
- in my environment and community
- in my culture
Choices
When, where, how, and what will I learn?
I Need to learn
- at home, in school, and outside my classroom
- guided by my interests and questions
- from documentation of my learning
- with multiple options for sharing my learning
Photo by Robert S. Donovan
PRactice
Can I try it again?
I need time to...
- try another way
- try with new materials
- be deliberate
- notice my mistakes and fix them
- interact with others outside my classroom
Divergent Thinking - An Essential Capacity for Creativity
Sir Ken Robinson views divergent thinking as an essential capacity for creativity. He discussed a study from the book, Break Point and Beyond which explored divergent thinking in kindergartners.
https://www.youtube.com/watch?v=zDZFcDGpL4U#t=18
https://www.youtube.com/watch?v=zDZFcDGpL4U#t=18
I need and want it all
Integrated
The Real World
Work should apply outside the classroom
My work Needs to be
- created, published, and viewed
- inside and outside my classroom
- Ongoing and flexible as my world changes
- Assessed authentically
Transforming Environments
into spaces of possibilities
Spaces that are
- Flexible and changing
- Transparent and Appealing
- Organized and Uncluttered
Spaces for
- Large and small gatherings
- Large and small movement
- Loud and quiet activities
Spaces created to stimulate
- Real world and digital interaction
- Learning indoors and out
- Communication and collaboration
- Creativity
Spaces include
- Views of nature
- Portable furniture
- Quick access to gardens and outdoors
- Portable digital tools to record and share learning
Commitment
to learning vs. scores
View and Approach the child
"Not as a target for instruction, but as an active apprentice to learning." (Hewett, 2001)
Project based Learning
- students drive learning through inquiry
- students collaborate with teachers
- research, plan and create
- in physical and digital world
- projects reflect student learning
Daily Schedules
- Are flexible with large blocks for learning
- Flow with the young child's need for:
- play indoors and out, nutrition,
- social development, and active & quiet times
- Allow teachers to reflect and collaborate
Photo by Mancha Extraña
Development Schedules
- Start school when ready vs. a birth date
- Honor child's pace vs. a manual's
- Advance by skills and competencies
- vs. grade levels
Multiple ages, multiple teachers... Supports
- Relationships
- Individualized Learning and pace
- Strong social & emotional development
- Research on class size for young children
- Flexibility for grade level advancement
Photo by Ed Yourdon
Teacher training to
- Spark creativity, thinking, planning (Project Based Approach)
- Transform technology use from S/A to M/R on the SAMR Framework
- Integrate content areas and the arts naturally
- Welcome the global world inside their classroom
- Document learning with intention
Building capacity
- to re-priortize and unclutter
- to collaborate digitally and consistently
- to honor the learning process
- to honor the young child
Photo by rishibando
LET'S GET STARTED
Photo by Stuck in Customs
