Open-Ended Questioning: Hypothetical

During the ILASCD PreK/K Conference, we discussed the use of open-ended questions in our early learning classrooms. Read the Open-Ended Questions: WHY post for the first part of our discussion. The first type of questioning we examined is analytical questioning- see the post on March 16th. The second type of questioning we dug into was reflective- see post on March 23rd.

Reminder: We want to ask students a variety of different types of questions to expand their thinking and vocabulary.

The third type of questioning we dug into was hypothetical questioning…

Example in a unit of study based on animals in the winter…

Open-Ended Questioning: Reflective

The second type of questioning we dug into was reflective questioning…

Based on a unit of study of animals in the winter, hibernation, and/or using a book such as Bear Snores On by Karma Wilson or Big Smelly Bear by Britta Teckentrup as a provocation, here are some sample reflective questions…

Open Ended Questions: Analytical Questioning

Open Ended Questions: WHY

Open-Ended Questioning
journeyintoearlychildhood.com

I greatly enjoyed chatting with everyone at the ILASCD conference on March 2nd regarding the use of open-ended questions. We first dug into the why of asking open ended questions…

The above are the most important reasons. However, we can also be validated in our strong belief of using open-ended questions when we examine the research. Starting with our “go-to” source for reliable, research based information: NAECY (National Association for the Education of Young Children)…

Two more sources of information on why to use open-ended questioning are two examples of assessments/evaluations that are often used in early childhood classrooms: ECERS (Early Childhood Education Rating Scale) and CLASS (CLassroom Assessment Scoring System by Teachstone)…

Another source of information to validate the importance of open-ended questioning is the Danielson Framework for Teaching…

Although there are many, many other sources of information of validation for open-ended questioning, the last one we are going to examine here is Pyramid Model…

On the next blog post, we will dig into four different types of questioning to help us dig into children’s creative and critical thinking through multiple directions.

Digger Deeper into Loose Parts Part 1

WOW- what an amazing conference! I am at the ILASCD PreK/K Conference and have so far met people from 6 different states. The news is definitely spreading that this is an absolutely fabulous conference and teachers fly in to attend it!!Thank you so much to all of the participants in my morning session on Loose Parts who provided me with such positive, specific feedback. A huge shout out to an awesome teacher on our PreK team who presented with me.As I promised in my last post, we will dig deeper into multiple ways to use loose parts.First idea: Build the Identity of Students using Loose Parts

Children create an image of themselves using loose parts. This process should take at least a week or two. It is an in-depth process of looking at themselves in a mirror and looking at each other. They are making many decisions about what is unique and special about themselves and how they can use the loose parts to reflect that uniqueness. Students can draw multiple images of their faces prior to choosing the loose parts and can set them aside prior to gluing to the pieces to reflect if those pieces truly reflect what they want to portray. The identity faces are hung in one location with a conversation about how the unique qualities of each student add to our classroom community and we are displayed together since we are a classroom family. A photo of the student and their name should be proudly displayed next to their portrait.

Loose Parts Update 2023

So excited to be a part of the ILASCD (Illinois Association of Supervision, Curriculum and Development) annual PreK/K Conference in March of 2023. This is an AMAZING conference!

This year, one of the topics in which I will be speaking, is that of Loose Parts.

The key points being shared include…

Using loose parts for…

Building student’s sense of identity

Promoting collaboration and communication

Encouraging children to wonder, test, and explore their ideas

Providing provocations to guide student’s wonderings

Allowing for free, creative expression

Ideas for storage, clean up, and resources will be shared as well. More posts with specifics on each way to use loose parts will be coming soon.

Deep Breathing Strategies

Teaching Deep Breathing

Why:

1.Breathing influences all other systems in our bodies. Slowing our breathing and being conscious of our breathing helps us to calm our nervous system. Therefore, this is a skill that students will need throughout their entire lives.

2. Easy to do anywhere – with no equipment- it is portable!

3. Produces a relaxed state of being

4. Can be calming

5. Improves oxygen to the brain which in turn improves our thinking ability

6. Provides us with a sense of control

How to Teach Deep Breathing:
Teach each technique – one at a time to the entire class when everyone is calm and in a good mood.
Show visuals of each technique and post them in a place where students can use them as reminders.
Practice, Practice, Practice at all times of the day. Students need lots and lots of practice so that the techniques can be used automatically in times of stress. It takes LOTS of practice to become an expert.
Teach students to recognize signs of stress, frustration, and anger such as face getting hot, clenched fists, heavy breathing, crying, sweating, scrunched eyebrows, pounding heart.
Teach students the difference between short, quick, shallow breaths and long, deep, calming breaths. We want students to be using deep breathing since short breaths can actually make anxious feelings increase.
Model and role-play different situations practicing self-talk such as “I am upset that he took my toy. I can breathe like a bear 7 times.” “I am nervous about the fire drill. I can take 7 bunny breaths.” “He cut in line. I can say, “It’s okay” and take 7 deep breaths.”
If students need energy, have them inhale for a count of 7 and breath out quickly- see lion’s breath in the document download.
If the students need to calm their minds and bodies, have them inhale for a count of 3 and exhale for a count of 6 or so (shorter inhale/longer exhale). See Calming Breaths in the document download.

ways-to-teach-deep-breathing-22-visual-cards Download

Kindness Month: BE KIND CHALLENGE (free download)

February is a great month to focus on kindness

as well as February 17th is National Kindness Day

Children are not always naturally kind. They need to be taught lots of different ways to show kindness as well as the importance of showing kindness. Children also need lots and lots of modeling of kindness from the adults in their lives.

Kindness Challenges…

ONE: Challenge yourself and your colleagues to show 20 acts of kindness throughout the month and share those with the students.

TWO: Challenge the students to find five things you do each day that show kindness. They need to tell what you did AND HOW it showed kindness.

THREE: Challenge for the students to think of the different ways to show and think about kindness- kindness to others, to our environment and to themselves!

Here is a free download of a FIVE DAY KINDNESS CHALLENGE- appropriate for grades K-3rd

five-day-kindness-challenge-sel-slides-for-in-person-or-at-home-learning-journeyintoearlychildhood.com_Download

Building Friendships through Transitions and Using Names

Aristotle once stated, “who would choose to live, even if possessed with all other things, without friends.”

Many of our students struggle with the basic components of building friendships such as asking to join in play, suggesting play “Let’s…”, sharing, taking turns, changing perspectives, cooperating, and using respectful language.

We, therefore, must directly teach friendship skills through intentional, deliberate discussions and opportunities throughout the day. These opportunities can be embedded into the activities and work that is already occurring in the classroom setting.