Teacher trainings weeks 6 and 7

We are lumping together our previous two weeks, because with so much going on, the trainings were a bit out of order.

We visited Goa two weekends ago, and then some of our friends and family arrived in India to visit, so our trainings weren't exactly on schedule.

So, we focused the previous two weeks completely on assessment. We discussed what assessment is, why it's important, and how to assess.

Each school received a COR assessment guide that instructs how to observe, document, and score children on a range of topics including:
- Approaches to learning
- Social and Emotional Development
- Physical Development and Health
- Language, Literacy, and Communication
- Mathematics
- Creative Arts
- Science and Technology
- Social Studies
- English Language Learning

Under each main topic, there are several more specific items that teachers should look for while observing, totaling 36 items. We explained that to complete one child's assessment, they will be required to observe and document each of the 36 items, and then score the findings based on our COR guide. The assessment should be done in completion for each child at least 2 times per school year.

We stressed the importance of natural and authentic observation as opposed to formal testing to track our students' growth.

Learning this style of assessment takes time, so we decided to spend the rest of the time we have with the teachers just on this area of teaching.

We asked our teachers to spend the next week simply documenting what their children are doing. To write down as many notes as possible during free choice time, small group times, etc. Next week, we will work together on scoring the notes and talking about how to discuss the findings with parents.

Teacher training week 5

For our fifth week with the teachers, we used our time to review some of the skills we have worked on over the past four weeks. After going over open-endedness (a word we've just created) in every way possible, we decided to help the teachers put all of this information to good use.
Because we supplied them with so many new and useful materials, we helped the teachers think of creative, open-ended, and engaging activities to complete with the students.
The teachers have all put a large focus on alphabet recognition, so one activity we discussed with each school was the use of play dough to help learn about letters and literacy. We helped the schools write out activity plans using play dough and letter mats to allow the children to explore with. Because each child will be at a different level, we discussed the importance of allowing the children to make choices about how they will use the materials. Some children may attempt to form the letters with the play dough on top of the mat, some may recreate the letter next to the mat, some may make words, and some might just use the play dough to explore and create something else.

Remember, it's all about choice and meeting children where they are :)

After we dropped off the materials to the schools last week, the teachers jumped right into using them in their lessons and activities. The children were eager and proud to show us what they had made with their new play dough. Here's a photo:

On another note: We have been receiving great feedback from the teachers and schools about the new teaching methods! Last week, the teachers from KARE School informed us that now that they have introduced play-based and activity-based learning, the children ask for these activities daily, and they have already seen improvement in their classrooms and students :)

Teacher training week 4

This week we came bearing gifts, so to speak :)

Although we have been discussing the importance of engaging, open-ended activities, our teachers still were not able to carry out many activities due to lack of materials. Over the last few weeks, our U.S. volunteers have been gathering materials from various places around Hyderabad to donate to the few schools currently supported by our organization.

During the trainings, we presented the materials to the teachers and then discussed each individual toy or object, its possible uses in the classroom, and how it aides in healthy child development.

For example, we were very excited to bring our teachers play dough kits and teach them about all of the learning benefits that play dough can bring young children. When a child uses play dough, they are not simply creating something with no purpose. They are making small representations of real world objects, which is a great way to show abstract thinking skills. They are using their independence and creativity, which in turn leads to a sense of accomplishment and competence. Children are also strengthening the small muscles in their hands, which leads into being able to write and draw. They are able to release stress and anxiety by manipulating the dough, which can be very therapeutic for a child who is feeling overwhelmed. A child can also learn math and science skills through play dough while they are observing how the material moves and changes, and while they are counting, measuring, and sorting their creations. The possibilities are endless.

Not only did we bring the teachers store-bought materials, but we discussed the importance of authentic and real objects. We saved egg cartons, old boxes, magnetic objects, string, rubber bands, and many other materials for the teachers to use as aides. We also discussed how they can bring in old cooking utensils, old clothing, and old appliances from home (that would otherwise be recycled) for their children to use for dramatic play or during a small or large group time activity. When an object is something real that the child sees in their everyday life, their learning becomes that much more real. They are better able to connect to their world.

Here are some photos of our volunteers and teachers during one of the trainings this past week, and even some children using the new materials:

Teacher training week 3

We finished our week 3 training, and again, had some great results.
The teachers each told us how their activities went during the previous week, and with success, we moved onto our next training topic.

This week, we focused on how to plan for a consistent and appropriate daily routine.
We know that children need to feel safe and secure in their setting, so what better way to do that than to have a planned out, detailed, and most importantly consistent, daily routine.
We talked about the parts of the day that should be included in any high quality classroom and discussed how they can be implemented easily into any routine.
The parts of the day we discussed:
Large group time
Small group time
Outside time
Work time (Or play time/free choice time)
Transitions

During each of these times, children are able to develop and learn in various ways through engaging and open-ended activities. Children are gaining independence, a sense of community, and responsibility when they are able to be part of a consistent and routine daily schedule at school.

This weekend we are gathering materials for each classroom, so we hope to have lots of materials ready to bring the teachers next week so they can take their planning and activities to the next level :)

Teacher training week 2

Our second week of trainings went just as well as the first.

With each school, we worked together to create open-ended activity plans for each classroom. We provided the teachers with a blank template and helped them to fill in the details of each activity.

The template requires teachers to write in the name of the activity, the age which it is most appropriate for, exactly what the children will be doing, what the children are able to get out of this activity (which KDIs are included), materials needed, what they will need to do to prep the activity, how to modify the activity for children who may need extra help, and some open-ended questions they can ask during the activity to help children analyze and critically think.

Each teacher developed an activity specific to the interests and needs of the children in their classroom. For some classes, this included drawing and writing, for others it was activities involving singing and movement. The idea behind helping these teachers to fill out the plans is for them to understand how much a child is learning through open-ended, active, and engaging activities.

As stated previously, we will continue to prepare these activity plans with the teachers each week and also provide them with lots of additional ideas for activities, so that each school can have a binder of activity ideas at their disposal when we leave.

We hoped to be able to also discuss routines and daily plans this past week, but with Diwali being in the middle of the week, our schedule ended up a bit moved around and we were not able to spend as much time with each school as we hoped. So, we will begin with that this coming up week and continue to make great progress!

Teacher training week 1

We have completed our first week of training with our various Vidya Sahayog teachers who are undergoing the program, and it was a great start.

We began with an introduction of developmentally appropriate practice (DAP), moved onto the content areas that should be incorporated into any early childhood classroom which includes 58 key developmental indicators (KDIs), and then discussed how we use these tools to plan age appropriate, open-ended activities in our schools.

A developmentally appropriate curriculum takes into account three main points:
1. What is appropriate at each age and stage of development

2. What is individually appropriate for each child in our classrooms

3. What is culturally important about our children and their families

There are eight main content areas that we discussed as being important to incorporate into our curriculum. These are:

- Approaches to learning

- Social and emotional development

- Physical development and health

- Language, literacy, and communication

- Mathematics

- Creative arts

- Science and technology

- Social studies

Within these areas, there are 58 KDIs that are more specific about each area. A list of these can be found here.

Lastly, we worked on planning appropriate, open-ended activities for our classrooms using activity planning sheets. The planning sheets challenge the teachers to think not just about what our children will actually do during the activity, but what they will be learning, as well. We will continue to complete these activity sheets together so that by the time we are done with training, each school has a binder full of engaging, open-ended activities to try with their students.

Our teachers expressed having little access to materials, so we began making lists of desired materials so we can try to get these items to the teachers as soon as possible.

Most of the early childhood classrooms that these women teach in only have a chalkboard, and chairs. If we can provide them with at least the basics to assist their children, we can do a great deal. Not only do we want to provide our teachers with basic materials, but we want to help them discover what can be used as learning materials from what they have laying around at school or at home. For instance, old boxes, empty toilet paper rolls, empty plastic bottles, scrap paper, paper clips, old strings, old newspapers, etc. If we use our imagination, these items can be made into wonderful learning materials.

This coming up week, we will begin a discussion on how to plan for not just single activities, but for a whole day, and how to use a consistent daily routine.

My background and education

My name is Hannah Willenborg. I am volunteering with Vidya Sahayog here in India for several months to help better train the early childhood teachers on more modern, developmentally appropriate methods.

In order to better the education system here in Hyderabad and across India, teachers will need to re-think their methods and become better acquainted with up-to-date, research-based practices.

While here, I am putting together a basic training program that can be sustainable and used not only for the current teachers, but future teachers of the organization as well.

My background includes lots of experience working with and learning about children. I have worked directly with children of all ages for over 10 years, but have worked specifically in the field of early childhood development and education for about five. I have worked as a lead teacher for toddlers and older infants, but most of my work has been with preschool classrooms (4 year olds) in the U.S.

I have an associates degree in Early Childhood Studies, as well as a Bachelors Degree in Early Childhood Education.

My knowledge base includes understanding of high quality Early Childhood curriculums including Reggio-Emilia, Montessori, and most specifically, High-Scope, which all use active-participatory learning as a foundation.

Most of the material I use for trainings comes from a mixture of these methods. Information on these teaching methods can be found in many places online. I have included links to sites that can help anyone wishing to learn more about high quality Early Childhood Education.

http://www.highscope.org/

http://www.naeyc.org/