[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-168394-en":3,"doc-seo-168394-105":30,"detail-sidebar-cat-1-en-105":91},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":11,"category_id":12,"category_name":13,"doc_title":14,"doc_description":15,"doc_content":16,"file_id":17,"file_url":18,"file_type":19,"file_size":20,"view_count":4,"is_deleted":4,"is_public":11,"is_downloadable":11,"audit_status":11,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":15,"update_tm":28,"read_time":29},168394,962075114101,"Seraphina","https://ap-avatar.wpscdn.com/avatar/e000253a75eb197efd?x-image-process=image/resize,m_fixed,w_180,h_180&k=1780044092746381165",1,11,"Presentations","Prekindergarten Video Training Guide - NYSED Office of Early Learning Video Series","NYSED Office of Early Learning Video Series: A Guide for Educators Serving Children in Prekindergarten through 2nd Grade outlines a professional learning experience focused on developmentally appropriate, play-based instruction. The guide emphasizes balancing individual and group needs, supporting both English and home language development, and building environments that are culturally and linguistically responsive. It provides session facilitation directions and six structured activities spanning environmental messages, center checklists, learning priorities, play as an instructional strategy, standards highlights, and thematic planning.","\u0003\n\u0003New York State Education Department Office of Early Learning\u0004\n\u00032019\u0004\n\u0003Prekindergarten Video Training Guide\u0004\nNYSED Office of Early Learning Video Series: A Guide for Educators Serving Children in Prekindergarten through 2nd Grade\nNYSED values play as an instructional strategy in the early childhood classroom. The video series includes examples of purposeful, play-based instructional strategies that assist children in developing critical foundational skills. In the early grades, it is particularly important for educators to recognize and balance individual and group needs, active and quiet times, teacher-directed and child-selected activities, and English and home language development. Teachers influence what and how children learn by creating an environment that reflects developmentally, culturally, and linguistically appropriate practices and instruction. Intentional planning provides a framework for learning that is culturally and linguistically responsive, playful, interactive, and interdisciplinary.\n\u000f\u0004\nTraining Overview\nThese video companion documents are included to support session facilitators in engaging participants in rich conversations about prekindergarten. They are intended to guide participants through activities that will support educators and administrators in understanding developmentally appropriate learning environments and instruction for young children.\nFacilitators: Use these documents in a way that will best fit your audience. Facilitators are encouraged to add activities or change the format of any of the activities provided. There are two videos in the prekindergarten series. Facilitators can use both videos in a single session or break the trainings into several days. As presented in this document, it is intended that the entire professional learning will constitute five hours of training.\nPrior to watching the Prekindergarten Environment Video\nActivity One: Environmental Messages (page 4)\nAs participants join the session, they are invited to review the Environmental Messages handout. This handout encourages participants to think about their classroom set up, and the messages it conveys to students. Participants complete the chart to reflect how their current set-up conveys these messages.\nFacilitator Note: Participants can draw a quick sketch of the classroom. This map can be used during discussions of classroom set-up and planning for learning center locations.\nAfter watching the Prekindergarten Environment Video\nActivity Two: Center Checklist\nParticipants complete the Center Checklist based on their classroom environment by reviewing each center area on the checklist and selecting all boxes that are currently present in the classroom. Participants identify centers they would like to improve or add to their classroom and note the specific changes they want to make to those areas. Then, think about and note how improvements can be made to classroom learning centers. This may be making a time sensitive goal, along with noting what materials may be needed to meet this goal.\nFacilitator note: This activity can be completed individually or in small groups. Participants can choose one or two centers from the checklists to work on at a time. If the training occurs over several days, it may be helpful to have participants take these checklists back to their classrooms to complete and bring back to the following session. It is important to have a share out or discussion session after completing this activity.\nFacilitators may want to review portions of the Environment Video during whole group discussion.\nActivity Three: Environmental Priorities\nParticipants should use the information from the Center Checklist Activity to guide their thoughts toward formulating achievable goals for the classroom environment. Once complete, discuss in partnerships or small groups and share out. The Environmental Priorities form can be used for discussions with administrators or teacher leaders to determine priorities for the ","cbCaieXAzgyWfS8V","https://ap.wps.com/l/cbCaieXAzgyWfS8V","docx",366372,20,"English","en",105,"# Training Overview\n## Facilitators and session format\n## Training schedule and expectations\n# Activities\n## Activity One: Environmental Messages\n## Activity Two: Center Checklist\n## Activity Three: Environmental Priorities\n## Activity Four: Play as an Instructional Strategy\n## Activity Five: Learning Standards Highlights\n## Activity Six: Thematic Planning","[{\"question\":\"How long is the full professional learning based on this guide?\",\"answer\":\"The guide states the entire professional learning is intended to constitute five hours of training.\"},{\"question\":\"What is the purpose of reviewing the Environmental Messages handout?\",\"answer\":\"Participants review how their classroom setup communicates messages to students by completing a chart and reflecting on their current environment.\"},{\"question\":\"Which activities help participants improve classroom learning centers and set goals?\",\"answer\":\"Participants complete the Center Checklist, then use it to formulate achievable goals through Environmental Priorities discussions and documentation.\"}]","Prekindergarten Video Training Guide - 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