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PRACTICES THAT
REALLY WORK FOR
KINDERS
EFFECTIVE INSTRUCTION
BUT THEY ARE ONLY 5!
ANYONE WHOS NEVER TAUGHT KINDERGARTEN
(AND MAYBE US ON A REALLY BAD DAY)
K5 FOR LIFE!
ATTEND TO THIS
FOUR AREAS
WHERE WE CAN REALLY BE
EFFECTIVE
SMALL
GROUP/COOPERATIVE
LEARNING
CONSTRUCTIVIST
PERSPECTIVES
NOTE
TAKING/SUMMARIZING
NONLINGUISTIC
REPRESENTATIONS
SMALL GROUP COOPERATIVE LEARNING
1. STUDENTS INTERACT FACE-TO-FACE
 ARE YOUR GROUPS TRULY INTERACTING, OR THEY ALL JUST WORKING ON THE
SAME THING INDEPENDENTLY?
2. POSITIVE INTERDEPENDENCE
 DO THEY NEED EACH OTHER? WHERE IS THEIR SUPPORT AND GUIDANCE COMING
FROM? EACH OTHER?
3. COLLABORATIVE SKILLS ARE NECESSARY
 IS EVERYONE INVOLVED? ARE THEY PROVIDING EACH OTHER FEEDBACK?
DRAWING CONCLUSIONS AS A GROUP?
4. MEMBERS MONITOR GROUP PROCESSES AND RELATIONSHIPS
 ARE THEY CONDUCTING SELF-ASSESSMENT OF THEIR PROGRESS?
THE FIVE ELEMENTS*
*HOY, A. W., & HOY, W. K. (2013) INSTRUCTIONAL LEADERSHIP: A RESEARCH-BASED
GUIDE TO LEARNING IN SCHOOLS (4TH ED.). NJ: PEARSON EDUCATION. PAGE 132
GROUPING
ABILITY GROUPING
 USE SCORES FROM THE MOST
RECENT ASSESSMENT
 THIS MEANS GROUPS MAY
CHANGE WEEKLY
 DO NOT SEAT OR WORK
TOGETHER OUTSIDE OF YOUR
GROUP
 THIS MEANS AT CENTER
TIME!
 THESE SHOULD CONTAIN
MIXED-ABILITY GROUPS
ANY DISCIPLINE, SKILL, OR CONCEPT
SHOULD BE TAUGHT IN SEVERAL
APPROPRIATE WAYS (BUT NOT EIGHT
WAYS EVERY TIME).
HOY & HOY (2013)
MULTIPLE INTELLIGENCEHOW CAN WE ADD TO OUR CO-OP
LEARNING?
THE MAGIC 8
Logical-Mathematical Sensitivity to discerning logic and number patterns
Linguistic Sensitivity to sounds, rhythms, word meanings
Musical Appreciation of forms of musical expression
Spatial Ability to perceive visual and spatial world accurately
Interpersonal Ability to read the moods and motivations of others
Intrapersonal Self-awareness, of strengths and weaknesses
Naturalist
Ability to use categories and systems to understand
the natural world
Bodily-Kinesthetic Control body movements, handle objects skillfully
*HOY, A. W., & HOY, W. K. (2013) INSTRUCTIONAL LEADERSHIP: A RESEARCH-BASED GUIDE TO LEARNING IN
SCHOOLS (4TH ED.). NJ: PEARSON EDUCATION. PAGE 62
CONSTRUCTIVIST PERSPECTIVES
 INQUIRY
 FUZZY ILL-STRUCTURED PROBLEMS - EXPERIMENT
 PROBLEM-BASED
 OBJECTIVE IS TO FIND THE SOLUTION; APPROPRIATE
RESOURCES
 COGNITIVE APPRENTICESHIPS
 OBSERVATION, SCAFFOLDING, SUPPORT
 COOPERATION
 COLLABORATION, SOCIAL SUPPORT
MANIPULATIVES, HANDS-ON, ORGANIC
*HOY, A. W., & HOY, W. K. (2013) INSTRUCTIONAL LEADERSHIP: A RESEARCH-BASED GUIDE TO
LEARNING IN SCHOOLS (4TH ED.). NJ: PEARSON EDUCATION. PAGE 125-130
CONSTRUCTIVIST PERSPECTIVE
CONSTRUCTIVIST SAMPLE
 ALLOWS STUDENT CHOICE
 RECORD KEEPING FOR
ACCOUNTABILITY
 NON-LINGUISTIC
REPRESENTATION
CONSTRUCTIVIST PERSPECTIVE
CONSTRUCTIVIST SAMPLE
 ROOM FOR ERROR
 SCAFFOLDING, GUIDING LETTER
BLOCKS
 NON-LINGUISTIC
REPRESENTATION
 ADD LETTER TILES TO BUILD
AND RECORD
 WORK IN PAIRS, ASSIGNING
ROLES
NOTE-TAKING AND SUMMARIZING
SUMMARIZING IS THE PROCESS OF DISTILLING INFORMATION
DOWN TO ITS MOST SALIENT POINTS TO AID IN UNDERSTANDING,
MEMORIZING, AND LEARNING THE RELEVANT MATERIAL.
YES, ITS POSSIBLE IN KINDERGARTEN
DEAN, C. B., HUBBELL, E. R., PITLER, H., & STONE, B. (2012) CLASSROOM INSTRUCTION
THE WORKS: RESEARCH-BASED STRATEGIES FOR INCREASING STUDENT ACHIEVEMENT
(2ND ED.). CO: MID-CONTINENT RESEARCH ON EDUCATION AND LEARNING.
OPPORTUNITIES IN KINDERGARTEN
 STORY WEBS
 CLOSE READING
 GRAPHIC ORGANIZERS
DEAN, ET AL. (2012)
NOTE-TAKING AND SUMMARIZING
COMPASSIONATE APPLES
 OPENED THE DOOR TO A
CONVERSATION ABOUT FICTION
VS. NON-FICTION
 ISOLATING WORDS AS PART OF
A SENTENCE
 LETTER AND WORD DICTATION
 NON-LINGUISTIC
REPRESENTATION CREATED BY
STUDENTS
NON-LINGUISTIC REPRESENTATIONS
 BUILDS SOLID MEMORIES
 VIA THE CONVERSION OF WORDS TO IMAGES
 WRITING JOURNAL
 MAKE PHYSICAL MODELS OR MANIPULATIVES
 TEACH THEM TO USE (EX. ALPHA TILES)
 THEN HAVE THEM MAKE THEM (EX. PLAY DOUGH CUT OUTS)
 KINESTHETIC ACTIVITIES
 ROLE-PLAYING
 ACTING OUT VOCABULARY WORDS
 GRAPHIC ORGANIZERS
 COMBINE LINGUISTIC AND NON-LINGUISTIC REPRESENTATIONS
COMMUNICATION WITHOUT WORDS
DEAN, C. B., HUBBELL, E. R., PITLER, H., & STONE, B. (2012) CLASSROOM INSTRUCTION
THE WORKS: RESEARCH-BASED STRATEGIES FOR INCREASING STUDENT ACHIEVEMENT
(2ND ED.). CO: MID-CONTINENT RESEARCH ON EDUCATION AND LEARNING.
NON-LINGUISTIC REPRESENTATION
HELP THEM DEMONSTRATE THEIR
KNOWLEDGE
 ALLOW THEM TO DRAW
ANSWERS RATHER THAN
WRITE, WHEN THE ACTUAL
WRITING IS NOT THE ASSESSED
OBJECTIVE
 IN SOME CASES, A TRUER FORM
OF ASSESSMENT
 CAN BE ADAPTED FOR CUT &
PASTE SORTING, WRITING AND
DRAWING IN ORDER TO
DIFFERENTIATE OR GROW WITH
THE STUDENTS.
REFERENCES
DEAN, C. B., HUBBELL, E. R., PITLER, H., & STONE, B. (2012) CLASSROOM INSTRUCTION THE WORKS:
RESEARCH-BASED STRATEGIES FOR INCREASING STUDENT ACHIEVEMENT (2ND ED.). CO: MID-
CONTINENT RESEARCH ON EDUCATION AND LEARNING.
HOY, A. W., & HOY, W. K. (2013) INSTRUCTIONAL LEADERSHIP: A RESEARCH-BASED GUIDE TO
LEARNING IN SCHOOLS (4TH ED.). NJ: PEARSON EDUCATION.
FREE RESOURCE: HTTPS://WWW.TEACHERSPAYTEACHERS.COM
 HTTPS://WWW.TEACHERSPAYTEACHERS.COM/PRODUCT/BUILD-IT-MATH-WRITING-CENTER-
FREEBIE-1043478
 HTTPS://WWW.TEACHERSPAYTEACHERS.COM/PRODUCT/FREE-CVC-SHORT-U-WRITE-THE-ROOM-
1968439
 HTTPS://WWW.TEACHERSPAYTEACHERS.COM/PRODUCT/NOUNS-EXPLORING-AND-ILLUSTRATING-
433825
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Practices that Really Work for Kinders

  • 1. PRACTICES THAT REALLY WORK FOR KINDERS EFFECTIVE INSTRUCTION
  • 2. BUT THEY ARE ONLY 5! ANYONE WHOS NEVER TAUGHT KINDERGARTEN (AND MAYBE US ON A REALLY BAD DAY) K5 FOR LIFE!
  • 3. ATTEND TO THIS FOUR AREAS WHERE WE CAN REALLY BE EFFECTIVE SMALL GROUP/COOPERATIVE LEARNING CONSTRUCTIVIST PERSPECTIVES NOTE TAKING/SUMMARIZING NONLINGUISTIC REPRESENTATIONS
  • 4. SMALL GROUP COOPERATIVE LEARNING 1. STUDENTS INTERACT FACE-TO-FACE ARE YOUR GROUPS TRULY INTERACTING, OR THEY ALL JUST WORKING ON THE SAME THING INDEPENDENTLY? 2. POSITIVE INTERDEPENDENCE DO THEY NEED EACH OTHER? WHERE IS THEIR SUPPORT AND GUIDANCE COMING FROM? EACH OTHER? 3. COLLABORATIVE SKILLS ARE NECESSARY IS EVERYONE INVOLVED? ARE THEY PROVIDING EACH OTHER FEEDBACK? DRAWING CONCLUSIONS AS A GROUP? 4. MEMBERS MONITOR GROUP PROCESSES AND RELATIONSHIPS ARE THEY CONDUCTING SELF-ASSESSMENT OF THEIR PROGRESS? THE FIVE ELEMENTS* *HOY, A. W., & HOY, W. K. (2013) INSTRUCTIONAL LEADERSHIP: A RESEARCH-BASED GUIDE TO LEARNING IN SCHOOLS (4TH ED.). NJ: PEARSON EDUCATION. PAGE 132
  • 5. GROUPING ABILITY GROUPING USE SCORES FROM THE MOST RECENT ASSESSMENT THIS MEANS GROUPS MAY CHANGE WEEKLY DO NOT SEAT OR WORK TOGETHER OUTSIDE OF YOUR GROUP THIS MEANS AT CENTER TIME! THESE SHOULD CONTAIN MIXED-ABILITY GROUPS
  • 6. ANY DISCIPLINE, SKILL, OR CONCEPT SHOULD BE TAUGHT IN SEVERAL APPROPRIATE WAYS (BUT NOT EIGHT WAYS EVERY TIME). HOY & HOY (2013)
  • 7. MULTIPLE INTELLIGENCEHOW CAN WE ADD TO OUR CO-OP LEARNING? THE MAGIC 8 Logical-Mathematical Sensitivity to discerning logic and number patterns Linguistic Sensitivity to sounds, rhythms, word meanings Musical Appreciation of forms of musical expression Spatial Ability to perceive visual and spatial world accurately Interpersonal Ability to read the moods and motivations of others Intrapersonal Self-awareness, of strengths and weaknesses Naturalist Ability to use categories and systems to understand the natural world Bodily-Kinesthetic Control body movements, handle objects skillfully *HOY, A. W., & HOY, W. K. (2013) INSTRUCTIONAL LEADERSHIP: A RESEARCH-BASED GUIDE TO LEARNING IN SCHOOLS (4TH ED.). NJ: PEARSON EDUCATION. PAGE 62
  • 8. CONSTRUCTIVIST PERSPECTIVES INQUIRY FUZZY ILL-STRUCTURED PROBLEMS - EXPERIMENT PROBLEM-BASED OBJECTIVE IS TO FIND THE SOLUTION; APPROPRIATE RESOURCES COGNITIVE APPRENTICESHIPS OBSERVATION, SCAFFOLDING, SUPPORT COOPERATION COLLABORATION, SOCIAL SUPPORT MANIPULATIVES, HANDS-ON, ORGANIC *HOY, A. W., & HOY, W. K. (2013) INSTRUCTIONAL LEADERSHIP: A RESEARCH-BASED GUIDE TO LEARNING IN SCHOOLS (4TH ED.). NJ: PEARSON EDUCATION. PAGE 125-130
  • 9. CONSTRUCTIVIST PERSPECTIVE CONSTRUCTIVIST SAMPLE ALLOWS STUDENT CHOICE RECORD KEEPING FOR ACCOUNTABILITY NON-LINGUISTIC REPRESENTATION
  • 10. CONSTRUCTIVIST PERSPECTIVE CONSTRUCTIVIST SAMPLE ROOM FOR ERROR SCAFFOLDING, GUIDING LETTER BLOCKS NON-LINGUISTIC REPRESENTATION ADD LETTER TILES TO BUILD AND RECORD WORK IN PAIRS, ASSIGNING ROLES
  • 11. NOTE-TAKING AND SUMMARIZING SUMMARIZING IS THE PROCESS OF DISTILLING INFORMATION DOWN TO ITS MOST SALIENT POINTS TO AID IN UNDERSTANDING, MEMORIZING, AND LEARNING THE RELEVANT MATERIAL. YES, ITS POSSIBLE IN KINDERGARTEN DEAN, C. B., HUBBELL, E. R., PITLER, H., & STONE, B. (2012) CLASSROOM INSTRUCTION THE WORKS: RESEARCH-BASED STRATEGIES FOR INCREASING STUDENT ACHIEVEMENT (2ND ED.). CO: MID-CONTINENT RESEARCH ON EDUCATION AND LEARNING. OPPORTUNITIES IN KINDERGARTEN STORY WEBS CLOSE READING GRAPHIC ORGANIZERS DEAN, ET AL. (2012)
  • 12. NOTE-TAKING AND SUMMARIZING COMPASSIONATE APPLES OPENED THE DOOR TO A CONVERSATION ABOUT FICTION VS. NON-FICTION ISOLATING WORDS AS PART OF A SENTENCE LETTER AND WORD DICTATION NON-LINGUISTIC REPRESENTATION CREATED BY STUDENTS
  • 13. NON-LINGUISTIC REPRESENTATIONS BUILDS SOLID MEMORIES VIA THE CONVERSION OF WORDS TO IMAGES WRITING JOURNAL MAKE PHYSICAL MODELS OR MANIPULATIVES TEACH THEM TO USE (EX. ALPHA TILES) THEN HAVE THEM MAKE THEM (EX. PLAY DOUGH CUT OUTS) KINESTHETIC ACTIVITIES ROLE-PLAYING ACTING OUT VOCABULARY WORDS GRAPHIC ORGANIZERS COMBINE LINGUISTIC AND NON-LINGUISTIC REPRESENTATIONS COMMUNICATION WITHOUT WORDS DEAN, C. B., HUBBELL, E. R., PITLER, H., & STONE, B. (2012) CLASSROOM INSTRUCTION THE WORKS: RESEARCH-BASED STRATEGIES FOR INCREASING STUDENT ACHIEVEMENT (2ND ED.). CO: MID-CONTINENT RESEARCH ON EDUCATION AND LEARNING.
  • 14. NON-LINGUISTIC REPRESENTATION HELP THEM DEMONSTRATE THEIR KNOWLEDGE ALLOW THEM TO DRAW ANSWERS RATHER THAN WRITE, WHEN THE ACTUAL WRITING IS NOT THE ASSESSED OBJECTIVE IN SOME CASES, A TRUER FORM OF ASSESSMENT CAN BE ADAPTED FOR CUT & PASTE SORTING, WRITING AND DRAWING IN ORDER TO DIFFERENTIATE OR GROW WITH THE STUDENTS.
  • 15. REFERENCES DEAN, C. B., HUBBELL, E. R., PITLER, H., & STONE, B. (2012) CLASSROOM INSTRUCTION THE WORKS: RESEARCH-BASED STRATEGIES FOR INCREASING STUDENT ACHIEVEMENT (2ND ED.). CO: MID- CONTINENT RESEARCH ON EDUCATION AND LEARNING. HOY, A. W., & HOY, W. K. (2013) INSTRUCTIONAL LEADERSHIP: A RESEARCH-BASED GUIDE TO LEARNING IN SCHOOLS (4TH ED.). NJ: PEARSON EDUCATION. FREE RESOURCE: HTTPS://WWW.TEACHERSPAYTEACHERS.COM HTTPS://WWW.TEACHERSPAYTEACHERS.COM/PRODUCT/BUILD-IT-MATH-WRITING-CENTER- FREEBIE-1043478 HTTPS://WWW.TEACHERSPAYTEACHERS.COM/PRODUCT/FREE-CVC-SHORT-U-WRITE-THE-ROOM- 1968439 HTTPS://WWW.TEACHERSPAYTEACHERS.COM/PRODUCT/NOUNS-EXPLORING-AND-ILLUSTRATING- 433825