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Transcript: Segment 10:
Taking a Tour of the Teacher Guide
Now participants will do small group activity. They will get in groups of twos or threes and are encouraged to read the curriculum guide, to do a scavenger hunt selecting useful information that they found in the curriculum guide, and to look at activities that they could use in their classroom. In addition, we talked about science, integrating the early childhood standards and Gardner’s multiple intelligence information and so much more.
F:
We’re going back to your place mats you have in front of you. Turn to the next page. You see a theme song, and that theme song will be on your DVD or your CD. Turn to the next page. You see some goals from this—about this workshop. Now, this workshop can be up to three hours long, but I would ask to cut it to an hour. So, we’re doing mostly activities today and not so much of the reading. So, but look on that first page and see if you see anything that just sort of sticks out.
F:
It’s a big, big world.
F:
Science.
F:
The website.
F:
Science. What does it say about science?
F:
Scientific enquiries.
F:
Okay. Scientific enquiries. Do you think preschoolers need to learn about science?
Group:
Yes.
F:
Why?
M:
Because they learn with what they feel, hear, learn, touch.
F:
That’s right. You are so smart. Because preschoolers learn with their five senses. So, it’s real important that science is very much a part of everything they do. What else do you see that sort of just stuck out, that you said, “Oh, wow?”
F:
The website.
F:
The website. Wow. Good, I’m glad. So, that means you’ll get a chance to go to the website. Do you have computers in your classroom?
F:
Yes.
M:
No.
F:
Okay, some of you do.
M:
Not like that.
F:
Some of you do. And are they available for you to go online.
M:
No, not in the classroom.
F:
We have one in a staff lounge.
F:
Okay. So, you can go online with a computer, but also maybe you can download some activities for your children. Okay. Turn to the next page. Now, this is where you’re going to do your scavenger hunt, on paper first. I want you to take the next two minutes to look on that paper with a friend and just—on the next sheet of paper—and just pick what you see in that safari side. Okay? Ready?
[INAUDIBLE COMMENTS]
F:
Okay. Just looking through that safari guide and seeing some things, just looking to see what you’re seeing…
F:
Do you want us to write it down?
F:
If you want to write it down, you can because this is your guide. Are you ready? Set, go.
[INAUDIBLE COMMENTS]
F:
Time’s up. Well, now, did you find anything interesting in that curriculum? Because I heard a lot of talking. I heard a lot of discussing. I saw a lot of smiles. I saw some eyebrows raise. So, that lets me know you were learning something as you were reading. So, let’s come over here in the back this time, and you share with us what you saw and what you learned.
M:
Well, I learned that when—when going to different places, you want to have your name tags, so you know who the kids are. The environment, share what’s going on. Let the kids, if they get excited, ask them questions about what might happen next.
F:
____.
F:
Well, actually, I learned something; I also have a question. That value is in teaching in three different ways, visually, through audio and this…
F:
Kinesthetic.
F:
Kinesthetic is what exactly?
F:
Movement.
F:
Okay, movement.
F:
[LAUGHS]
F:
And you can tell, I’m a kinesthetic learner. I have not stood still the entire time. And I never stood still when I was here; I was always moving. So, you have children in your classroom who are kinesthetic learners. They are always moving. Even if you tell them to stand still, they are doing this because they’re kinesthetic learners—they learn as they move.
M:
Kinesthetic.
F:
Kinesthetic. Anybody else at that table?
F:
I thought it was interesting how they fit to your particular theme, like three times, so that children __ can really learn __.
F:
So, the whole thing about repetition. Because we think they get it one time because, as an adult, we only want to teach it one time because, after awhile, sometimes it gets boring. But, for children, you’ll find out that they want you to do it over and over and over again. Okay. Over here. Green and yellow.
F:
I learned about the introduction where you would be able to mention different things to the children about what you’re doing and about the station airs [ph], about when it would be on TV. I saw different things about still having activities with children to do with science, and I keep seeing science, science and more science. That’s what I see on this—on this page.
F:
How—that’s a good point—how many are familiar with the early childhood standards called “Foundations”? This is what DPI, the Department of Public Instruction, is now using for early childhood teachers. And it’s a whole set of standards that you are required—that you will be required to use, especially if you have a More at Four classroom. But there are standards in here that match like—like Department of Public Instruction, teachers have to have standards that match the national course of study. You also have them for early childhood teachers, and this is going to be the new norm for early childhood teachers. So, I’ll see if I can get you a copy of this. It’s pretty thick, as you can see, but there’s a lot of different information in here. And so, this will meet the Division of Child Development guidelines as well. Okay. Over here, brown and green.
F:
Um, modeling, reflecting and sharing.
F:
I like those words. Can you say that again? Stand up and say it.
F:
Modeling.
F:
Stand up first and look at all the __ [LAUGHTER]. Now say it.
F:
Modeling, reflecting and sharing.
F:
Okay [LAUGHTER]. Now, she wasn’t expecting that, but didn’t it get you guys laughing. Did it also get you to think? Because, sometimes, you sit down too long and you—you get tired, and your brain just stops thinking, so movement is really important for four-year-olds and for children in general. Okay. And ___.
F:
Oh, we were together.
F:
Oh, y’all were together. Okay [LAUGHTER]. No one said the fact that I thought you were going to pick out, and it is under the introducing It’s a Big, Big World 15 minute segment, it says, “The guiding educational principle for ‘It’s a Big, Big World’ is science isn’t a bunch of facts, it’s a process of discovery.”
F:
I saw that. I saw that, but I was still thinking I just saw science, science, science.
F:
So, it’s on the page after you greet your participants that page, and then it goes to introducing It’s a Big, Big World 15 minute, right under there, it says “Characters, stories, music [ph],” and then it says, “The guiding principle.” Do you see it? You might want to underline that because that is what the whole focus of this show is on. It is a research-based program, and the idea is to get you thinking and then to recognize that science is a process of learning. We’re not necessarily worried about the finished product as much so as we are the process of learning.
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