Prepared and presented by: Jill Javelosa- 11/06/2018 Alvarez (ELS - PDF document

Prepared and presented by: Jill Javelosa- 11/06/2018 Alvarez (ELS York Region) •Ice-Breaker •Playful Math Presentation •Table Activities •Summary 1

The way we view others changes the way we interact with them . It all starts with Your IMAGE of the Child. HOW WE VIEW Prepared and presented by: Jill Javelosa- 11/06/2018 Alvarez (ELS York Region) How Does Learning Happen? Ontario’s Pedagogy for the Early Years Children 2

Children: Prepared and presented by: Jill Javelosa- 11/06/2018 Alvarez (ELS York Region) competent, Capable of complex thinking, Curious and rich in potential How Does Learning Happen? Ontario’s Pedagogy for the Early Years Belove, 2 years old Belove, 2 years old Erill, 6 years old Erill, 6 years old 3

Families: Prepared and presented by: Jill Javelosa- 11/06/2018 Alvarez (ELS York Region) Experts who know Their children better Than anyone & have important information to share How Does Learning Happen? Ontario’s Pedagogy for the Early Years Early Brain Development: Dr. Jean Clinton Infant Mental Health: Dr. Chaya Kulkarni Self-Regulation: Dr. Stuart Shanker and Dr. Susan Hopkins Foods for the Brain: Nishta Saxena Emergent Literacy: Jill Javelosa-Alvarez Early Numeracy: Brenda Smith-Chant Music in the Early Years: Dr. Sean Hutchins and Catherine West (RCM ) Movement: Rae Pica Play: Pierre Harrison Technology: Lisa Guernsey Nature: Diane Kashin Physical Literacy: Lindsey Siple Positive Parenting: Shawna Lee Early Intervention: Marlene Green and Catherine Saul 4

great educator? Educators: and a a good educator between what is the difference Prepared and presented by: Jill Javelosa- 11/06/2018 Alvarez (ELS York Region) "My children and I have been traumatized by the way we were treated in the past few months because of the colour of our skin and our cultural beliefs. My 6yo child kept telling me ‘Mom, why are people treating us like this - we are human beings too.' Sometimes the pain is unbearable to the point of feeling hopeless. But programs like this give me hope that one day the world will be a kinder place for everyone." How Does Learning Happen? Ontario’s Pedagogy for the Early Years knowledgeable, reflective, resourceful, & Rich in experience 5

good educators teach. great educators learn. Prepared and presented by: Jill Javelosa- 11/06/2018 Alvarez (ELS York Region) This is How s ! 6

Prepared and presented by: Jill Javelosa- 11/06/2018 Alvarez (ELS York Region) People don’t care how much you know-- Until they know how much you care. The Early Years MATH Curriculum Problem solving Critical thinking Communication Content of Collaboration Learning Creativity Imagination Initiative Citizenship through Play and Inquiry 7

Prepared and presented by: Jill Javelosa- 11/06/2018 Alvarez (ELS York Region) What children know? What do children wonder about? What are their working theories about the world around them? How Does Learning Happen? 8

Prepared and presented by: Jill Javelosa- 11/06/2018 Alvarez (ELS York Region) What is pedagogy? It helps educators to: • look more carefully at what they do each and every day; • think about the why of their practice; • understand more deeply how their actions have an impact on children and their families. 9

Prepared and presented by: Jill Javelosa- 11/06/2018 Alvarez (ELS York Region) Numeracy skills in preschool years are powerful predictors of school-aged math performance 10

Prepared and presented by: Jill Javelosa- 11/06/2018 Alvarez (ELS York Region) Numeracy skills are More predictive than literacy skills in future career attainment. Better math performance is associated with attitude, especially attitude of adults (parents, teachers) ACTIVTY 11

Prepared and presented by: Jill Javelosa- 11/06/2018 Alvarez (ELS York Region) How Children Learn Math? Children learn math by building upon prior knowledge. 12

Prepared and presented by: Jill Javelosa- 11/06/2018 Alvarez (ELS York Region) ACTIViTY Children learn math when they use math language everyday. ACTIViTY Children learn math through concrete objects. ACTIViTY Children learn math through direct experiences and NOT rote counting. 13

Prepared and presented by: Jill Javelosa- 11/06/2018 Alvarez (ELS York Region) Math and Materials “Mathematical experiences can be narrowed down into two forms, play that involves mathematics and playing with mathematics itself. ” Samara and Clememts, 2009 14

Prepared and presented by: Jill Javelosa- 11/06/2018 Alvarez (ELS York Region) Sarama and Clements stress that “the importance of well-planned, free-choice play, appropriate to the ages of the children, should not be underestimated. Such play, if mathematized contributes to mathematics learning” Samara and Clememts, 2009 15

Prepared and presented by: Jill Javelosa- 11/06/2018 Alvarez (ELS York Region) J J J 16

Prepared and presented by: Jill Javelosa- 11/06/2018 Alvarez (ELS York Region) • There are special counting words • These words go in a set order • Each set gets a specific word • The last word represents ‘the number’ (the quantity of the set) • Play games where quantity is used (Snakes and Ladders, etc.) • Have children count to determine quantity in real-world activities 17

Prepared and presented by: Jill Javelosa- 11/06/2018 Alvarez (ELS York Region) • Teach children about money • Practice counting things that move (e.g. from car windows) • Teach the number words • Play the ‘next number’ game often (start from a middle number) • Teach using the number line 18

Prepared and presented by: Jill Javelosa- 11/06/2018 Alvarez (ELS York Region) • Ability to pay attention • Ability to remember information and its location • Ability to manage complex mental tasks • Play memory games like matching and concentration 19

Prepared and presented by: Jill Javelosa- 11/06/2018 Alvarez (ELS York Region) • Have children use their memory to go through steps (e.g. doing a task, following a recipe) • Learn to do real- world problems in their heads instead of using a calculator Reggio-Inspired Mathematics 20

Gives children a voice. Making Visible Learning Thinking and Prepared and presented by: Jill Javelosa- 11/06/2018 Alvarez (ELS York Region) • Connectedness to culture, community and environment • Use of natural materials (loose parts) • Use of an atelier to express the ‘100 languages of children. Pedagogical Documentation 21

Prepared and presented by: Jill Javelosa- 11/06/2018 Alvarez (ELS York Region) Provocations, or invitations, inspire and invite learners to explore, investigate and discover. It is intentional in their intended purpose, such as being based on a student’s interest or linked to curriculum or for assessment for learning purposes. 22

Prepared and presented by: Jill Javelosa- 11/06/2018 Alvarez (ELS York Region) •An interesting photo or book, •Nature (e.g. specimens) •Conceptual (e.g. changing seasons, light) •Old materials displayed in a new way, •An object (e.g. magnets, maps) •New creative mediums, •Questions •An event (e.g. a presentation, a holiday) Reggio-Inspired Math by Janice Novakowski Math Provocation provides an opportunity for students to engage in Math in a personal, meaningful way that creates opening for them to be participants in uncovering the curriculum. 23

Prepared and presented by: Jill Javelosa- 11/06/2018 Alvarez (ELS York Region) Can you stack 5 rocks? Direct Prompt A prompt, question or problem is provided by the teacher orally or included in the visual/written prompt Can you stack 5 rocks? with accompanying materials.. FOCUS: Counting 1-5, one-to-one correspondence, pattern (possibility), decomposing 5 24

Prepared and presented by: Jill Javelosa- 11/06/2018 Alvarez (ELS York Region) Can you make a pattern? Implied Prompt through Modeling A visual, model, suggestion or opening is provided with the accompanying Can you make a pattern? materials FOCUS: identifying, reproducing, extending, and creating repeating patterns. Other areas: one-to-one, counting 25

Prepared and presented by: Jill Javelosa- 11/06/2018 Alvarez (ELS York Region) Open Exploration An open invitation to exploration, with intentionally selected materials FOCUS: counting, one-to-one correspondence, representing numbers and relating numerals to quantity . Math Strands Number Sense and Numeration 26

Prepared and presented by: Jill Javelosa- 11/06/2018 Alvarez (ELS York Region) Involves understanding the concept of number, quantity, order, ways of representing numbers, one-to-one correspondence (that one object corresponds to one number), and counting. • One-to-one correspondence (one number for one object) • Stable order (we count 1, 2, 3, 4, … not 1, 2, 7, 5, …) • Cardinality (the last number counted tells how many) 27

Prepared and presented by: Jill Javelosa- 11/06/2018 Alvarez (ELS York Region) A child will know that there are different ways to represent a quantity – for example, 18 can be represented as 20 – 2 and as 15 + 3. How many ways can you make 7? What different ways could you count the petals of the flower? 28