PowerPoint Presentation
Designing Classroom Routines
Edward Bovey, Abby Hodges, Ellie Bold
PELE Center, Morgridge College of Education
University of Denver
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Unpacking the Pyramid Model: A Practical Guide for Preschool Teachers
Created by Pyramid Model developers and experts, this is the first book to provide a comprehensive, step‐by‐step overview of the Pyramid Model for children ages 2–5.
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The Importance of Engagement
- Engagement: child is engaged in contextually appropriate behavior.
- Engagement with teachers, peers, toys, materials and classroom activities is a Powerful Predictor of developmental growth.
- Engagement = Opportunities to learn!!!
Predictable Routines
Help children answer 4 vital questions that lead to higher levels of engagement.
- How do I know what I’m doing right now?
- How do I know I’m making progress?
- How do I know when I’m finished?
- What do I do next?
Breaking Down Your Day
Routines within Routines within Routines
- Events (Routine1): The main parts of your daily schedule, think about your Daily Schedule. Make sure your schedule is balanced and consistent.
- Activities(Routine2): The specific and consistent components that make up an Event.
- Routines(Routine3): The steps that a child engages in to complete an Activity.
Understanding Routines
Routines
- Routine
- Routine
- Routine
| Routines(Event) | Routine with Routine(Activity) |
|---|---|
| Arrival | Go to Cubby |
| Wash Hands | |
| Pick Centers | |
| Question of the Day | |
| Sign-In |
| Routine within Routine with Routine(Routine) |
|---|
| Hang up Coat, Unzip Backpack, Take our snack & put in bin, Zip up backpack, hang up Backpack |
| Turn on Water, Get Soap, Wash hands,Rinse,Turn off water,Get towel,Dry hands,Throw away towel |
| Get Play Pass, go to area,hand up name |
| Get Name,Answer question,Get peer |
| Accept Name from peer,Sign in,pick next child,give them name |
Example - Opening Circle
| Routine(Event) | Routine within Routine(Activity) |
|---|---|
| Opening Circle | Welcoming Song |
| Child Choice Song | |
| Social Skill Lesson | |
| Choose Centers |
| e | Routine within Routine within Routine (Routine) |
| --- |
| | Adult selects helper
Helper passes out the song prop
Teacher Prompt“Hands Up”
Sing Song
Adult selects 2nd helper
Helper collects the song prop |
| | Adult selects helper
Helper picks song
Helper leads song |
| | Adult introduces social skill
Adult models social skill
Adult picks child to practices social skill with adult
Adult picks 2nd child, children practice social skill |
| | Adult selects helper,
Helper shows play pass and hands Play Pass to Peers
Helper asks peer,“Where do you want to play?”
Peer selects center and reads sentence strip |
Teaching the Routines
- Instruction about the routine
- General visual supports
- Reinforcement of appropriate behavior
Instruction
- Ideal time to provide instruction in how to do a routine is during that routine!
- What can and can’t the child do Independently
- Provide support in the Zone of Proximal Development
Visual Supports
- Classroom-wide visual supports
- Visual Schedule
- Activity specific visual supports
- Sign In Routine
Classroom-Wide Visuals
Visual Schedules
Activity Specific Visuals
Reinforcing Children’s Appropriate Behavior
- Catching kids being good (when children are engaged in an Activity/Routine, teachers can highlight expectations by providing positive descriptive feedback).
- Use of additional visuals (Marble Jar, Bee Bands)
Partnering with Families
- Collaborative planning for intervention across settings
- Consistency between school and home
- Facilitating generalization
- Increase number of opportunities to practice skills
Resources
- Classroom Visuals:
- Video Example – Using an Individual Schedule
- Video Example – Using a Daily Schedule
Thank You
Certificates
Certificates of attendance are available for download from the “Handouts” section of the webinar panel or from the URL below: bpub.fyi/UPM-Routines-Cert
COVID-19 Resources
- Recommended reading
- Downloadable resources
- Professional development webinars bpub.fyi/COVID-EC