Pedagogy - Understanding by Design ED722

This week's readings and resources were focused on deeper learning and critical thinking. This has been timely as we are forming a pilot for teachers on Reggio Emilia inspired/Project Based curriculum for our pre-k program. Teachers assess students in authentic ways through anecdotals, checklists and children's work samples. The 4 year olds are assessed 3 times per year on pre-literacy skills such as Phonemic Awareness (rhyming, beginning and ending sounds and segmenting words), oral language, letter ID, and letter sound.

With the focus on Early Childhood education, teachers may be pushing these skills through drilling children. We want to use our current curriculum and the PreSchool Assessment Framework from the SDE, along with the project based concepts to create a more authentic arena for assessing children in this age group. The project based curriculum is one that promotes creativity, deeper learning and critical thinking as the teacher provides opportunities for children to participate in a learning experience over time with authentic materials. Paper and pencil assessments are never used in pre-k, and choice time (free play) occurs for 1/3 of the day.

The project approach will tie concepts from one center (subject area) to another rather than each center having it's own objective. For example if we are studying animals, the dramatic play area becomes a Vet Office or Pet shop; table games includes small plastic dogs whose characteristics can be compared and contrasted, and can be sorted or counted. Animal prints are discovered in the sand table, and story time books are based on animal stories or non-fiction animal books. The important concept for teachers as planners and facilitators lies in the questioning. We emphasize the importance of open ended questions, but the resources this week really shed anew light on the process.

Gary Wiggins' video of Understanding by Design was eye opening. It is true that often teachers' plans revolve around the short term goal, or worse...the skill to be taught. Turning the question around at the planning stage will alter the outcome, but will take some practice at this level, since we are focused on state standards AND child interests. Sometimes bridging the two is problematic. Ron Berger's work on Deeper Learning, and this week's assignment to look at student's work for deeper learning gave me an excellent perspective to inspire our teachers. Giving them exact examples of our goals for the pilot.

While watching this weeks DLMOOC Panel, I really resonated with Dr. Carissa Romero, when she stated that schools can be "places where children go to be judged." The Deeper Learning process brings the focus back to learning goals, where children share, discuss, offer support and critique each other's work; and where tasks are relevant and work has value and purpose.

Members of the DLMOOC submitted stories about their own experiences with Deeper Learning. My favorite was by Monica Ready: Story title: Curiosity and Grit at Napa High School"When kids lose their curiosity, they lose their determination to persevere, their grit. When students lose their grit, they lose their confidence. The act of persevering through challenges builds stamina, resilience, and confidence. If we don’t allow kids the opportunity to explore, imagine, attempt the unknown, fail, try again, and succeed, then we’ve lost the entrepreneurial mindset; we’ve lost what makes America successful: the ability to innovate.  

"Ron Berger offered powerful advice, "It's crazy to deny kids the opportunity to look at great work. If we want kids to create beautiful music, but never let them listen to beautiful music, how will they know what they are aiming for?" I'll add asking What the possibilities are? One of our pre-K teachers, Brenda Sullivan, knows the power of providing opportunities for children to see great work. She planned a unit for the children to study the works of great artists, transformed their dramatic play area into an art studio where famous works and children's work were displayed side by side. Many, varied art materials were available for the children to choose from, and Brenda gave "art lessons" in small groups on using the different mediums. The results were outstanding! The art teacher brought his 6th grade art students to visit the pre-k art studio. The children discussed their work with the 6th grade visitors and each other. Brenda continues to feature and artist of the week in her classroom throughout the year.