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  • Science for Young LearnersCreating Engaging and Inclusive

    Learning Environments

    Joan S. Bissell, CSU Chancellors OfficeKimberly A. Norman, CSU FullertonJanice Myck-Wayne, CSU Fullerton

    4th Annual Transitional Kindergarten Conference

    Sacramento, CA

    November 7, 2014

  • Overview

    What we know

    Keys to teaching science to young children

    Science standards and practices in TK

    Exploration of science resources

    Inclusive practices to engage all children

  • A Head Start on Science

    Diversity in Our Future STEM Leaders

    Encouraging a sense of wonder among our

    youngest scientists:

    Young children learn about science through play

    Science and invention come naturally for young children

    Science is in all parts of the classroom and outdoorsSTEM Learning is Everywhereand

    Lab coats and goggles are magical

  • ALL KIDS INVESTIGATING AND

    DISCOVERING SCIENCE

    Research on science learning among 4-year-olds:

    Science activities and materials need to be culturally relevant, part of a childs world

    Every child, regardless of language or special needs, can excel in science and engineering

    Science supports ELshands-on investigations, manipulatives, drawing, graphing, cognates

  • Next Generation Science Standards

    (NGSS) for Young Learners

    Scientific and Engineering Practices:

    Asking questions, defining problems

    Developing and using models

    Planning and conducting investigations

    Using mathematical thinking

    Analyzing and interpreting data

    Constructing explanations, designing solutions

  • TK Classroom Research: Challenges but not

    Obstacles to World-Class Science

    The mystery and joy of STEM can be achieved:

    Children need their own materials to explore Play dough is OKan engineering adventure Time for trial and error, excitement and fun Discovering is better than right answers Listen to children, follow their interests, ask

    genuine questions, give time to answer

    Developmentally appropriate practice!

  • KEY IDEAS

    Teaching Science to Young Children

    7

  • 8

    Making Connections

  • Teachers of TK children. . .

    Capitalize on childrens natural curiosity.

    Encourage and be responsive to questions.

    Provide opportunities for open-ended inquiries.

    Establish an environment that promotes exploration.

    Engage children in meaningful hands-on experiences.

    Utilize both indoor and outdoor settings.

    Ensure coherence rather than offer isolated experiences.

    Ground experiences in what children know and want to

    know.

    Facilitate progress toward achievement of standards.

    9Science for Young Learners Module (2013). CSU Transitional Kindergarten Project. http://teachingcommons.cdl.edu/tk/

  • Teachers of TK children. . .

    Appreciate the value of play. Know that children build conceptual understandings through play.

    Recognize that children engage in scientific practices during play.

    Expand childrens language by using scientific terms (hand lens, chrysalis).

    Integrate the curriculum. For example, Share literature that supports concept development & generates

    interest.

    Have children write and dictate to the teacher their observations.

    Engage children in counting and measuring.

    Support children in expressing scientific understandings through dramatizations or visual images.

    10Science for Young Learners Module (2013). CSU Transitional Kindergarten Project. http://teachingcommons.cdl.edu/tk/

  • Teachers of TK children. . .

    Provide multiple means for all children to engage.

    Ensure the childrens health and safety when working with materials.

    Connect to homes and communities.

    Link classroom science experiences to childrens non-school lives.

    Involve families in science learning experiences, at school or at home.

    Invite community members into the classroom and inform families about community science resources.

    11Science for Young Learners Module (2013). CSU Transitional Kindergarten Project. http://teachingcommons.cdl.edu/tk/

  • Examination of Standards and Practices

    12

    TK bridges the path between preschool and

    kindergarten.

  • Preschool Learning Foundations

    4 Strands

    1. Scientific & Engineering Practices (select)

    Ask questions, define problems

    Develop and use models

    Plan and conduct investigations

    Analyze and interpret data

    Construct explanations, design solutions

    Argue from evidence

    2. Crosscutting Concepts (select) Patterns

    Cause / effect

    Scale, proportion & quantity

    3. Disciplinary Core Ideas Physical Science

    Life Science

    Earth & Space Science

    Engineering & Technology

    Framework for K-12, NGSS

    3 Dimensions

    1. Scientific Inquiry

    Make observations

    Ask questions

    Plan investigations

    Gather and interpret

    information

    Propose explanations

    Communicate findings and

    ideas

    2. Physical Sciences

    3. Life Sciences

    4. Earth Sciences

    13

  • Exploration of Resources and Practices

    14

  • A CLOSER LOOK AT

    INCLUSION

    Creating spaces where all children explore, engage, and learn

    15

  • Universal Design for Learning (UDL)

    A commitment to increasing access to everyday learning

    experiences for all children.

    An approach to designing environments

    (& curriculum, learning activities, materials..)

    that accommodate the widest possible range of abilities

    and experiences.

    Practices that provide multiple and varied ways to teach

    and learn.

    Resources: CAST www.cast.org; DEC/NAEYC Position Statement, 2009

    16

  • Video

  • Adapting the Lesson/Activity

    3 Types of

    ADAPTATIONS

    CurricularAdapt what is

    taught/learned

    InstructionalAdapt how it is

    taught/learned (&

    how learning is

    demonstrated

    EnvironmentalAdapt where,

    when, &/or with

    whom it is

    taught/learned

    Janney & Snell, 2000 (modified to emphasize learning)

  • CurricularAdapt what is

    taught/learned

    InstructionalAdapt how it is

    taught/learned &how

    learning is

    demonstrated

    EnvironmentalAdapt where,

    when, &/or with

    whom it is

    taught/learned

    Supplementary

    Add to general

    curriculum

    Simplified

    Change difficulty

    or reduce number

    of objectives

    Alternative

    Teach and embed

    functional skills

    Janney & Snell, 2000 (modified to emphasize learning)

    Adapting the Lesson/Activity

  • Input

    Difficulty, amount,

    modality, format,

    materials

    Output

    Difficulty, amount,

    modality, format,

    materials

    Janney & Snell, 2000 (modified to emphasize learning)

    CurricularAdapt what is

    taught/learned

    InstructionalAdapt how it is

    taught/learned &how

    learning is

    demonstrated

    EnvironmentalAdapt where,

    when, &/or with

    whom it is

    taught/learned

    Adapting the Lesson/Activity

  • Where

    Adapt the locationWhen

    Adapt the scheduleWho

    Adapt groupings,

    staffing

    Janney & Snell, 2000 (modified to emphasize learning)

    CurricularAdapt what is

    taught/learned

    InstructionalAdapt how it is

    taught/learned &how

    learning is

    demonstrated

    EnvironmentalAdapt where,

    when, &/or with

    whom it is

    taught/learned

    Adapting the Lesson/Activity

  • Reflect Apply - Extend

    22

  • Resources

    California Preschool Learning Foundations, Volume 3. (2012). http://www.cde.ca.gov/sp/cd/re/documents/preschoolfoundationsvol3.pdf

    California State University (CSU) Transitional Kindergarten Community. TK Modules for Teachers, Instructional Cases for Administrators, and Additional Resources. http://teachingcommons.cdl.edu/tk

    Center for Applied Special Technology (CAST). (2006, March 12). Universal design for learning. Retrieved from http://www.cast.org/udl/

    Conizeo, K., & French, L. (2002). Capitalizing on childrens fascination with the everyday world to foster language and literacy development. Young Children, (September), 12-18.

    English Language Arts/English Language Development (ELA/ELD) Framework. (2014). http://www.cde.ca.gov/ci/rl/cf/elaeldfrmwrksbeadopted.asp (adopted 7/9/2014; pre-publication)

    Fraser-Abder, P. (2011). Teaching emerging scientists: Fostering scientific inquiry with diverse learners in Grades K-2. Boston: Pearson.

    Hamlin, M., & Wisneski, D. B. (2012). Supporting the scientific thinking and inquiry of toddlers and preschoolers through play. Young Children, (May), 82-88.

    Hoisington, C., Chalufour, I., Winokur, J., & Clark-Chiarelli, N. (2014). Promoting childrens science inquiry through water investigations. Young Children, (September), 72-79.

    McNair, S. (Ed.) (2006). Start young! Early childhood science activities. Arlington, VA: National Science Teachers Association.

    23Adapted from the Science for Young Learners Module (2013). CSU Transitional Kindergarten Project. http://teachingcommons.cdl.edu/tk/

  • Resources (continued)

    National Professional Development Center on Inclusion. (2011). Research synthesis poin