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Collaborating for Success: Relationship-Based Learning in Emergent Literacy and Language
This active and engaging how-to session describes professional development opportunities for PreK teachers and site directors in emergent literacy and language for their 3-5 year old students. Implementation of formative assessment and differentiated instruction through lecture and discussion. Analysis of brief video clips from prek oral language, vocabulary, and early literacy prek teacher study groups that were enacted over three years in a large multi-lingual, multi-ethnic urban setting. Connecting research to practice, we will engage the audience in specific aspects of a Relationship Based Learning Approach of Professional Development via Teacher Study Groups, demonstrating (a) how activities are modeled, practiced and enacted; (b) using collaboration to solve problems that arise in the classroom; (c) how the various elements of the meetings support a deeper understanding of the content and pedagogy as well as teacher engagement in a cohesive and action-based collaboration.
This talk was presented at:
National Title I Conference
February 2017 in Long Beach, CA
For more information:
Anne Cunningham

Anne Cunningham, Professor of Human Development at UC Berkeley, is known for her research on literacy and development in early childhood education and beginning reading. She examines the cognitive and motivational processes underlying literacy acquisition and the interplay of context, development, and instruction. A former preschool teacher, Dr. Cunningham has spent over a decade supporting PreK teachers’ ability to support children’s literacy acquisition. She has been awarded several prestigious research fellowships, was a member of the National Early Literacy Panel (NELP) and currently serves as principal investigator of Teacher Quality: The Role of Teacher Study Groups as a Model of Professional Development in Early Literacy for Preschool Teachers.