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2014-15 Character Strengths Professional Development Unit. By: Scott Dutton School/Dept.: College View / ECE. LEAP Framework. LE 2: Fosters a motivational and respectful classroom environment. LE 3: Implements high, clear expectations for student behavior and routines.
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2014-15Character StrengthsProfessional Development Unit By: Scott Dutton School/Dept.: College View / ECE
LEAP Framework LE 2: Fosters a motivational and respectful classroom environment. LE 3: Implements high, clear expectations for student behavior and routines. I1: Clearly communicates the standards-based content language objective for the lesson, connecting to the larger rationale.
Reflection of the Work • Summary of Key Learning In order to manage emotions and regulate his or her behavior, a child must learn to control impulses, tolerate frustration, cope with strong emotions, follow limits and expectations, and delay gratification. • Hypothesis If we develop our understanding of how children succeed, by developing our knowledge about character strengths and growth mindset, then we will be able to intentionally plan for macrostructures and micro-moments in order to teach character. Our students will be able to learn and reflect on their own strengths and grow in these areas, in turn create more success in school and life.
What new instructional strategies did I implement in my classroom/practice during the course of the PDU? • Acknowledged when children showed self-discipline, e.g., say, “You wanted to grab Tommy’s car, but you waited until he was finished playing with it.” • •Use simple, clear language and facial expressions to communicate acceptable behaviors. • Created clear boundaries to help children learn to control themselves. Used visual aids, such as carpet squares or floor tape, to mark boundaries. • State rules positively rather than negatively. Toldl children what behavior is expected, e.g., say, “Walk when you are inside,” instead of saying, “Don’t run.”
How did I apply the PDU strategies in my classroom? (examples) How did I collaborate with my team about implementing the PDU strategies? • Introduced books and stories that had character lessons. • Integrated manipulatives into centers to allow interaction and conversation around character strengths. • Allowed time for role play in dramatic play and outdooor gross motor areas.
What three strategies did I implement from the study section of the PDU? What strategy worked best? Why? Teaching my students that it is ok to struggle and make mistakes, as long as they learn from them. Model with my language: I am not good at this YET, but I can figure this out. Focus on the student potential, and give next steps to reach that potential.
What did I learn to do differently as a result of the PDU and strategy implementation in my classroom? • Give good solid feedback. • Get the right challenge in front of the student.
Why is this PDU action research process important to my students learning and to my growth as a professional? • When adults are responsive, when they express pleasure about children’s accomplishments and discoveries, and when they create an environment in which children can participate actively in daily routines and experiences, children know that adults consider them to be important, interesting, and competent.
PDU Data AnalysisReflecting on the data you have collected, how did this experience impact instruction, progress monitoring, student performance, and your own practice? • Through TS Gold data analysis, it was interesting to see how many of the categories in our Social Emotional system overlapped with the character strengths the school chose. This experience allowed me to focus more intentionally on conversations that would lead to independence within centers, as well as grit during academics.
How will I apply my new learning in the future to further my practice? What are my next steps? My next steps are to continue introducing the character strengths each year, and tie in new books and lessons to reflect opportunities for oral language development. Additionally, I would like to continue the discussion with parents during headstart parent meetings, as well as, home visits so that they have the tools to partner with us at school.
PDU Artifact #1 TS Gold Objectives for Social-Emotional • Objective 1: Regulates own emotions and behaviors • Objective 2: Establishes and sustains positive relationships • Objective 3: Participates cooperatively and constructively in group situations
PDU Artifact #2 • Growing Character One Day at a Time!
PDU Artifact #3 • (i.e. Data Charts, Pre/Post Student Work, Lesson Plans, Reflection Logs, Discussion Questions, etc.)
Exit Ticket • I really like the opportunity work on school wide pd. It allows us to have many informal conversations about how each of us is approaching a topic and gives additional time to see a variety of strategies used throughout many grade levels. • In the future I would like to see a portion of time from green/blue day devoted to working jointly on pdu powerpoint, as the discussion around the questions we are answering here could benefit all.
Name of colleague: Sarah Jones Home School: College View Elementary Position/Role: #rd Grade Teacher PDU Course Title/Course# Social Skills 9538 Date of Final Review: 5/7/15 Notes: Questions and Insights: (List 3 or more of your clarifying questions, and any “ah-hhs” below.) . 1. Liked how it was tied in to the TS Gold – Were all Character Strengths covered in the Social Emotional categories of TS Gold? 2. Liked the tree picture and artifact. How often are books changed out under tree? 3. It was exciting to see so much growth among the students, how could you separate character strengths from other areas of social emotional?
Your comments about the artifacts presented: • The tie in between the T.S. Gold and the Character strengths was strong and interesting and the growth was apparent. • 2. How could another interested professional reproduce this PDU study using the work that the participant presented? • Another ECE teacher could really benefit from the tie in between the T.S. Gold standards in the social emotional categories and the character strengths. • Especially like the trees with the strengths and books for kids to access. • 3. Additional Comments: (Requirements Met/Not Met) • Met • Nice job especially because this was a little trickier at the ECE level • Name of Reviewer/Respondent: • Sarah Jones
Name of colleague: Ryan Robinson Home School: College View Elementary Position/Role: 5th Grade Teacher PDU Course Title/Course# Social Skills 9538 Date of Final Review: 5/7/15 Notes: Character traits were tough to relay to ECE, but Scott did a nice job synthesizing the information about strengths to his ECE aged students. I really liked the character tree and how they can use the characters to bridge character traits. Questions and Insights: (List 3 or more of your clarifying questions, and any “ah-hhs” below.) • How do we extend this even further in ECE? • Is there any way we can have ECE students be monitors of one another to really embed the strengths? • I really loved how you are aligning this with Kindergarten, which makes it all the more powerful.
Your comments about the artifacts presented: I LOVED THE CHARACTER TREE! WE should do that school wide and use examples of the kids and other heroes showed the traits. 2. How could another interested professional reproduce this PDU study using the work that the participant presented? By following Scott’s easy steps and starting small. I think that is important is to take small steps towards our goal. 3. Additional Comments: (Requirements Met/Not Met) TOTALLY MET! Name of Reviewer/Respondent: James Ryan Robinson
