Six More Big Ideas
Published on Jan 11, 2018
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MORE DECKS TO EXPLORE
PRESENTATION OUTLINE
Social Emotional Component
Big Idea #7
A carefully planned social emotional component in every primary classroom. Mindess, Chen, and Brenner (2008) ask these key questions: “What can primary grade teachers do to help children master social-emotional skills? How do we make these skills an integral part of the curriculum, thereby supporting academic learning and lifelong development? How best can we implement social-emotional curricula and thus make a difference in children’s lives-- present and future?
A carefully planned social emotional component in every primary classroom. Mindess, Chen, and Brenner (2008) ask these key questions: “What can primary grade teachers do to help children master social-emotional skills? How do we make these skills an integral part of the curriculum, thereby supporting academic learning and lifelong development? How best can we implement social-emotional curricula and thus make a difference in children’s lives-- present and future?
Photo by Rhendi Rukmana
Personalized Learning Environment
Big Idea #8
Creating a personalized learning environment so that content mastered in the pre-kindergarten classroom is acknowledged and students progress through the K-3 system – rather than repeating content already mastered.
Creating a personalized learning environment so that content mastered in the pre-kindergarten classroom is acknowledged and students progress through the K-3 system – rather than repeating content already mastered.
Photo by Joe Shillington
Hybrid Learning
Big Idea #9
Harnessing the power of technology to create a hybrid learning option to support engaged learners and provide materials that meet the students' level of knowledge and interest.
Harnessing the power of technology to create a hybrid learning option to support engaged learners and provide materials that meet the students' level of knowledge and interest.
Photo by Got Credit
Continutiy and Consistency
Big Idea #10
Establishing multi-dimensional continuity and consistency as students segue from pre-kindergarten into the K-3 environment. Whatever the instructional approach, learning is likely to be disrupted when children change grades if they are required to learn a new set of rules and a new way of thinking about what it means to do math. Consistency in particular practices or instructional routines (e.g., warm-up math activities, reading to each other in pairs, or discussing the meaning of text in a small group) may give children a feeling of familiarity, self-confidence, and self-efficacy. In addition to the need for consistency in pedagogy, continuity in the social context of the classroom, parent involvement, and curriculum are critical.
Establishing multi-dimensional continuity and consistency as students segue from pre-kindergarten into the K-3 environment. Whatever the instructional approach, learning is likely to be disrupted when children change grades if they are required to learn a new set of rules and a new way of thinking about what it means to do math. Consistency in particular practices or instructional routines (e.g., warm-up math activities, reading to each other in pairs, or discussing the meaning of text in a small group) may give children a feeling of familiarity, self-confidence, and self-efficacy. In addition to the need for consistency in pedagogy, continuity in the social context of the classroom, parent involvement, and curriculum are critical.
Photo by freddie marriage
Database
Big Idea #11
Developing a database that follows children birth through elementary school to document assessments, learning progressions, social emotional growth, and overall successes.
Developing a database that follows children birth through elementary school to document assessments, learning progressions, social emotional growth, and overall successes.
Photo by Bram Naus
Developemental Progressions
Big Idea #12
Research suggests the value of connecting concepts, skills, and learning approaches introduced in one grade to what children learned in the previous grade; thus, creating a detailed set of developmental progressions creates continuity in learning and lessens redundancy of instruction.
Research suggests the value of connecting concepts, skills, and learning approaches introduced in one grade to what children learned in the previous grade; thus, creating a detailed set of developmental progressions creates continuity in learning and lessens redundancy of instruction.
Photo by Llolker
