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Set up captions and subtitles

You can choose which language you want to speak while presenting, and which language the caption/subtitle text should be shown in (i.e. if you want it to be translated). You can select the specific microphone you want to be used (if there is more than one microphone connected to your device), the position where the subtitles appear on the screen (bottom or top, and overlaid or separate from slide), and other display options.

1. On the Slide Show ribbon tab, select Subtitle Settings. Or, you can adjust the settings without leaving your presentation through the context menu, Slide Show or Presenter View menus > Subtitle Settings > More Settings.

2. Use Spoken Language to see the voice languages that PowerPoint can recognize, and select the one you want. This is the language that you will be speaking while presenting. (By default, this will be set to the language corresponding to your Office editing language.)

3. In the Subtitle Settings menu, set the desired position of the captions or subtitles. They can appear over the top or bottom margin of the slide (overlaid), or they can appear above the top or below the bottom of the slide (docked). The default setting is Below Slide.

4. More appearance settings are available by clicking Subtitle Settings > More Settings (Windows).

You can change the color, size, transparency, and font style of the subtitles. You can change the background to improve contrast and make text easier to read.

Turn the feature on or off while presenting

If you're in the middle of giving a presentation and want to turn the feature on or off, click the Toggle Subtitles button from Slide Show View or Presenter View, on the toolbar below the main slide:

In Slide Show View:

In Presenter View:

You can also toggle subtitles from the right-click menu, or with the shortcut key J.

To have subtitles always start up when a Slide Show presentation starts, from the ribbon you can navigate to Slide Show > Always Use Subtitles to turn this feature on for all presentations. (By default, it's off.) Then, in Slide Show and Presenter View, a live transcription of your words will appear on-screen.

Set up captions and subtitles

You can choose which language you want to speak while presenting, and which language the caption/subtitle text should be shown in (i.e. if you want it to be translated). You can select the specific microphone you want to be used (if there is more than one microphone connected to your device), the position where the subtitles appear on the screen (bottom or top, and overlaid or separate from slide), and other display options.

1. On the Slide Show ribbon tab, select Subtitle Settings.

2. In the Subtitle Settings menu, set the desired position of the captions or subtitles. They can appear over the top or bottom margin of the slide (overlaid), or they can appear above the top or below the bottom of the slide (docked). The default setting is Below Slide.

3. More appearance settings are available by clicking Subtitle Settings > System Caption Preferences.

You can change the color, size, transparency, and font style of the subtitles. You can change the background to improve contrast and make text easier to read.

Turn the feature on or off while presenting

If you're in the middle of giving a presentation and want to turn the feature on or off, click the Toggle Subtitles button from Slide Show View or Presenter View, on the toolbar below the main slide:

In Slide Show View:

In Presenter View:

Set up captions and subtitles

You can choose which language you want to speak while presenting, and which language the caption/subtitle text should be shown in (i.e., if you want it to be translated). You can also select whether subtitles appear at the top or bottom of the screen.

Simplified Ribbon:

Classic Ribbon:

(Simplifed Ribbon) On the Slide Show ribbon tab, select the drop-down arrow next to Always Use Subtitles to open the menu of options.

(Classic Ribbon) On the View ribbon tab, select Use Subtitles. Then click Subtitle Settings to open the menu of options.

Turn the feature on or off while presenting

To have subtitles always start up when a Slide Show is presented, select View > Always Use Subtitles.

If you're in the middle of giving a presentation and want to turn the feature on or off, click the Use Subtitles button in Slide Show, on the toolbar below the main slide:

On/Off keyboard shortcut: J

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Present with real-time, automatic captions or subtitles in PowerPoint

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Let PowerPoint display your spoken words on-screen as you present with live captions, and even translate your words into another language with live subtitles.

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A customizable timer for PowerPoint slides, helping speakers manage their time with a live timer.

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IdeaBoardz - Brainstorm, Retrospect, Collaborate

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Conduct collaborative brainstorming sessions with distributed teams

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The Education Managers Series is a collection of professional development webinars. It is designed for Head Start and Early Head Start leaders who support teachers, home visitors, coaches, and other education staff. The series focuses on topics of importance to grantee and delegate agency education managers. Learn how to support staff to reduce the risk of child incidents, create a transition process, and use reflective supervision to build capacity.

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Responding to Persistent Challenging Behavior as a Leader 

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Responding to Persistent Challenging Behavior as a Leader 

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Responding to Persistent Challenging Behavior as a Leader | ECLKC

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This webinar explores ways education managers help education staff provide individualized positive behavior support to ensure a healthy learning environment for all.

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Using Brain Science to Motivate and Inspire Staff

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Using Brain Science to Motivate and Inspire Staff

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Vanessa Maanao-French: Hello, and welcome to our webinar "Using Brain Science to Inspire and Motivate Education Staff." My name is Vanessa Maanao-French. I'm from NCECDTL, or the National Center on Early Childhood Development, Teaching and Learning. I am joined again by my amazing colleague, Katie.

Katie Miller: Hello. My name is Katie Miller. I am also with, we'll use the short version, DTL - Development, Teaching and Learning part of it. But we are so excited to be here. This is one of my all-time favorite things to talk about. It's more difficult to get me to stop talking about it honestly about using brain science. But Vanessa and I are very excited, and we'll try not to go off on too many excited tangents. But we're very happy to have you here with us today.

Vanessa: We are former education managers. And there are so many things that we're sharing with you today that I wish I knew when I was an education manager. I would have been so much more effective. But we're going to share them with you so you can benefit from us sharing what we wish we knew.

But before we get started, in our Resource Widget, please download our Viewer's Guide. It walks through the content. And there are spaces designed just for you to capture your notes, your thoughts, your next steps. And it includes a lot of the content that we're going to share today because, purposefully, we have a lot of new words, new terms, new strategies. We're talking about brain science, friends. We have that included in the Viewer's Guide so you can take some light notes on the side, but know you can walk away with that information, too. I hope I talked long enough for you to be able to grab that guide because you're going to need it.

During today's webinar, we're going to try to do three big things. One, we're going to discuss the connection between motivation and staff productivity. We're going to talk about strategies to engage your staff using brain science. And we're going to bring in some really practical strategies that you can use today and tomorrow in your role to motivate and inspire your team.

You've got your guide; you've got your Viewer's Guide ready? Because we're going to use it right now. Katie and I are really bought into this idea that we want you to be the drivers of your own learning. This is your webinar. We're bringing information that you get to make some decisions about how you use that information. And that starts with developing your own learning objective.

In your Viewer's Guide, you'll see there's a little spot for you to capture what are you hoping you will leave this hour with us knowing or thinking about doing as a next step. We'll give you a moment to write it down. And we are so curious, so curious. We want to be able to peek over your shoulder and see what you're writing in your Viewer's Guide. If you are so willing if you could pop that into the Q&A Widget and that helps us to be able to see what your learning objective is. And we'll share that with your peers. You may find there's a lot of synergy in the virtual space today.

Katie: Hopefully, you will take a moment to include those. We will also make sure and revisit that a little bit later in our session as well.

Vanessa: We're going to make sure we're keeping on track with [Inaudible]

Katie: Absolutely.

Vanessa: For those who have been with us on the ride of the 5Rs either through our series a couple of years ago or last year, where we used the 5Rs and connected it to approaches to learning, this will be review for you. If you want to stand up and stretch, go grab a cup of water and come back in like two minutes, I'm going to do a little overview of the 5Rs.

First, in terms of the purpose. Why did we develop the 5Rs? It was really to figure out, to tease out what is it, what are those qualities, what are those practices that help education leaders be successful in leading their teams. And we found through looking at research that it was skewed in a certain direction. There wasn't a lot about early learning. We could find things in education or other business sectors. But there wasn't as much about us.

What we needed to do was ask us, we needed to interview directors, Head Start teachers, home visitors, coaches to find out what are those qualities. And between the research and our interviews, the magic happened in the middle. That is what we call the 5Rs. These may be very familiar to you by now if you have been on this ride, as I mentioned.

But effective leaders build responsive relationships. They get to know who they are and they build a workplace culture that is unified, that is comfortable with collaborative. Effective learning leaders really emphasize the purpose of why we do what we do. A policy just doesn't stand on its own, a procedure doesn't just stand on its own, there's a reason, the why behind everything that we do. It's, also, about connecting to your own personal vision, mission and purpose.

Next, effective leaders are really mindful of how they use their resources. And that includes time, it includes budget, it's all about the equipment there on your budget sheet, that stuff. But, also, people as resources. How do we invest in our people resources, and how do we help them see each other as resources to one another?

The next one is reflective dialogue. Because, as Katie knows, I have a soft spot for data. But data in a reflective dialogue space means making meaning of data. It's not just about being evaluative, which is part of it it's also about building a space of inquiry, of curiosity, of wanting to try new things without risk. It's about using data to get excited and about bringing up new questions. That's the best part.

Finally, recognition, which is my other favorite. Recognition. The bottom line it's about making sure that every staff person feels visible, valued, and validated in their work, recognizing who they are as people first and then the work that they do after that. It's about recognizing their small and big wins and the work that they do. And sometimes those small things are actually really, really big. Our first home visit is a big deal and something to celebrate [Inaudible] Not just a big degree or five years of service and all - I could do a whole other webinar on recognition.

Katie: We have.

Vanessa: We have. If you would like to learn more about recognition, go out to ECLKC, and we break down each of these 5Rs one by one, each.

Katie: I just want to acknowledge really quickly some of the answers that we were getting. We got a lot of great feedback. Thank you all for sharing a lot of your thoughts, your ideas, your intentions with us. But I wanted to just mention that we have a lot talking about what we sometimes the call 5R reason. We talked about some purpose.

We had some people talking about recognition, getting staff excited again, and inspiring teachers who've been working a long time, or maybe are in a position that they didn't originally intend to because of organizational needs. I really love how well those fit within our discussion of the 5Rs. I hope that we hit on some of those points in some meaningful ways for people.

Vanessa: Thank you all for - and thank you pointing that out because, I was going off on my opinion. Okay. Quick poll. We want to get a little bit of a sense of your experience using the 5Rs, and how you have learned about them. Maybe it's just today, and that would be answer D. But let's get that poll started.

Have you learned about the 5Rs through our past webinars? Or maybe you've had some training within your own region or within your own program with regional TTA early childhood specialists. Or a combination. I'll pause for a moment and see how those answers come in.

Katie: We're always excited both when people have heard about them, but also when people are brand new to the 5Rs because, clearly, we love to talk about them. We'll do our best to, based on what you say, make sure that we are either covering them clearly and thoroughly, or just highlighting new things for you. Figure out what you're saying and make sure that we adjust to that.

Vanessa: Well, we've got a significant chunk of answers so far. Oh, we have some brand new.

Katie: Great.

Vanessa: Welcome to our world. We hope that the 5Rs resonate with you. We'll focus on just a couple of them today. Actually, just resources today, I believe. But you will get to know them and love them as we do.

Katie: Awesome. As we said, we're going to talk about resources. And that 5R, just as a reminder, early learning leaders support staff growth and learning by providing resources needed to engage effectively with children and families. When we asked effective early learning leaders how they do this, some of the things that they said was they talked about providing resources, including materials, training, and professional development. That's going to be a big highlight for us today to really talk about that professional development especially.

The second one is one of my favorites, though, is to create the condition for educators to engage in teaching and learning groups, and to use each other as resources. You'll hear us talk about that a lot. And we really want to emphasize that to you all as well is that idea that you all are experts in many different ways, and so are the staff that you work with. We want to find our strengths and use each other as resources, and really draw on everyone's knowledge and experiences.

Then, last but, of course, not least, to ensure there are organizational processes and policies, like our budgeting, scheduling, planning time, educational supports, really reflect a priority on staff growth and support. No matter how expert we are, there's always an opportunity for growth and support. We want to make sure that we're really considering that and putting our efforts and our resources in that direction.

How do we do that? We start with providing responsive resources that are varied and that use concrete presentation modalities. And we'll talk a little bit more about what that really looks like. We translate theory into practice in doable chunks. You'll hear us say "chunking" a lot. It sounds funny, but I promise there's a lot of really interesting information behind it.

Vanessa: It's awesome.

Katie: We provide pure learning opportunities. And I will tell you, we want to treat this as a pure learning opportunity. You'll see both in how we talk about the Q&A that you enter, as well as our wonderful Q&A staff behind the screen, thank you so much, how they push those out to you that we can all share in strategies and knowledge.

Then last, we want to seek external and internal support for those identified needs in the learning environment. Let's spend some time on that first point. Helping staff utilize resources by translating theory to practice in doable chunks. And, yay, we're going to start with brain function. I might be the only person that says it that way, the "yay, we're going to start with brain functioning."

Vanessa: Your hands are like this.

Katie: I get very excited about it. Research tells us the early years are foundational for brain development. We're going to talk about one of the ways that our brain functions, and how we can use that knowledge to strategize. Here's a quick way to think about the brain. You hold up your hand. Wherever you are, hold up your hand. And that's what we'll do, hold up our hand. Your wrist, you can think about that as the spinal cord upon which the brain sits. And then your palm is your inner brain stem. And your thumb is your amygdala.

If you know a little bit about brain development, you don't have to know a lot, we're going to explain, I promise. Amygdala is our fight, flight, or freeze. Those motions really happen a lot in the amygdala. If you place your thumb in front of your palm, like that, you'll form the limbic system. We're going to call the other fingers our cerebral cortex. The tips of those fingers, right here, are the prefrontal cortex.

You might have heard some of those words before, but the prefrontal cortex is the one that really does like executive function skills, thinking, problem solving, reasoning. That's what's happening a lot in here. If you close those fingers over your thumb, this is what we're going to call the hand model of the brain.

Why is this important? The brain stem and this limbic system that we just talked about, they work together to release chemicals, like cortisol, and prepare our bodies for that fight, flight, or freeze response when we feel overwhelmed or in a large amount of stress. This is true for children and for adults. A large amount of stress really sends us that direction. This can be a really good thing when we react to danger. The prefrontal cortex tries to kick in and calm us down once we realize the threat is either unreal or over. Think about what feels like a threat to us, what feels like a threat to children. It might be very different.

To be honest, to different individuals what the brain perceives as a threat is going to be very different. The challenge comes is that when we are in survival mode, we sometimes flip our lid. And the limbic system takes over. When we flip that lid, our cortex is no longer in control. All of that problem solving, thinking, reasoning is not in control. We can't really effectively communicate with others, we can't control our emotions, we can't respond to reasoning.

We think about this is why we say when we work with children that it's really difficult to teach children anything when their lid is flipped. We have to wait until they have calmed down, closed the brain so the cortex is back in control. And the same is true for adults. We really need to have a calm. We can't really teach when we're up here. We have to come back down here before we can really share strategies as well.

This is also a reason why we practice some of those strategies ahead of time. We really want to have that prefrontal cortex mostly in control. Of course, with children, it's not maybe always consistent and to be very honest, with adults, it's not always going to be consistent either. But we practice that a lot outside of those times of stress so that we can really process information and use strategies in a meaningful way. One of those three ways that we talked - actually, Vanessa might have talked about this before.

Vanessa: Yeah.

Katie: The reason that we practice things like mindfulness and breathing is partly because of this. It might be really easy to think, "Oh, like self-care has, to some, become a word that's a little bit overused, or doesn't feel like it's completely addressing whatever the need or the stress is," but we want to really connect to that reason and remind ourselves that those strategies we have to practice when we are in our thinking mode, the prefrontal cortex mode, so that they are really at the forefront and easy to call upon when we get in those stressful times.

Vanessa: Exactly. If you open your trainings with a mindful moment, some deep reading or even interspersed throughout the training to help keep that sense of stress at bay, keep the flipped lid down, it's more likely that your staff will be able to better receive what [Inaudible] you're trying to provide. No one's taking anything in like this. It's basically not saying no.

Katie: We just have to get through the moment, that's just to survive.

Vanessa: To survive, to survive. Thanks for that, Katie. Isn't that a great way to explain all of that? And here's another plug for the Viewer's Guide. It's a new Viewer's Guide. If you would like to share this with others on your team. And we did have our recent Teacher Time episode that also featured this brain model and how to -- and how adults and children can use them. We're going to switch gears just a little bit. And I'm going to ask you quickly.

We've got some things on the screen here and I'm going to talk through them. In the Q&A, tell us how many of these you have experienced between one and five in your experience receiving training. I felt like I needed more instruction or preparation to really feel like I could benefit from the training. I felt like I was talked at by the trainer for an hour and a half. Hopefully, that's not this.

Katie: Asking a lot of questions to help with it.

Vanessa: I felt overwhelmed with too much detailed information that was presented far too quickly. I felt lost in the use of acronyms and jargon. Or I was distracted by the near constant telling of stories, sharing of memes or jokes. Please tell us how many of those, five out of five, two out of five. If anybody has a zero, I want to meet your trainers.

Katie: Yeah.

Vanessa: Because they are happy with that, too.

Katie: And just a note, some of those sharing of stories and jokes and memes, when they are meaningful and relevant, is welcome. We just don't want to go an overwhelming or irrelevant level of those.

Vanessa: Yeah.

Katie: Oh, we have some great answers.

Vanessa: Ooh, lots of fives and several twos. Well, we're going to stay away from all of these things here, because these are the things that we don't want it to. Any comments that are coming in that I should - I'm seeing lots of voting happening. Thank you all for those responses. Let me talk to you about cognitive load theory and why those things are a help. We've got to get through this. Oh, Katie knows how I feel about this slide. This is cognitive load, friends. This is too much information all at one time. And if you have experienced a slide like this, I am sorry. But we talked about this earlier, too.

There's probably a moment back in our early days of creating training where we thought this was the best slide because it's animated, it catches your attention, all the information you need is right there on the slide, just read. But we'll talk about is this is too much. This puts too much of a strain on the brain, and could actually have some on your team, some of the learners in your space, flipping their lid. Because this is stressing me out, the amount of animation, the amount of text. Am I supposed to read that? Or am I supposed to listen to you right now, Vanessa? I'm going to take this slide away because it's making me crazy.

Katie: That was a deliberate like nine sampler. We don't want to do that. We want to do this instead.

Vanessa: Please do this instead. What we want to do is filter out all of those extraneous things, the things that do not add to the learning, because what we want to do is make the learning stick. If we have too many of these extras, they're not extras with a purpose, they're extras that distract.

We want to limit the visual load if we can. We want to make sure that people don't have to make that worst choice of is this a slide I read, is this a slide I listen to. Once we start having folks ask that question, we've lost them along the way. But what we want to do instead is what is called intrinsic load. That is when you spend time making sense of new information.

For example, I think we're going to probably use CLASS a couple of times in this. If you've gone through CLASS reliability training, that provides this amazing foundation and new language for being able to talk about teacher/child, adult/child interactions. On top of that, you can build in - you can use the in-service suites and see the connections. You can look at the effective practice guides that are on ECLKC and see those connections.

But it's about connecting new information. We want to decrease the extraneous. We want to give time for the intrinsic. We want to make sure we can add more time to really play around in that germane load. That's when we connect something old with something new, or that we're able to use some not really tricks, but like games for the mind, like thinking of mnemonics.

Katie: Learning strategies.

Vanessa: Learning strategies, awesome.

Katie: That city, the official name. A better way to say it.

Vanessa: Like mnemonics. We have the Teacher Time. If you've watched Teacher Time webinars, they have created the basics. If you have been watching those webinars, you'll likely know that it stands for behavioral expectations in advance, attend and encourage, scaffold with cues, create or add challenge, specific feedback.

You wrap your mind around that and it helps you remember, it helps you connect these different behaviors and skills of teachers to the basics. The others could be visual representations. I immediately think of the PBC cycle that we all know and love around coaching, or the Head Start management systems we offer.

Katie: A personal favorite of Vanessa's.

Vanessa: A personal favorite of mine. The other one we could talk about - actually, we'll save that for chunking. I was going to bring up CLASS again, but we'll save that for chunking. If we can decrease the extraneous, really focus on intrinsic and germane, we're going to have learners who are engaged.

Katie: And just a quick note, if you would like to learn more about that - that's a lot to take in, I know, all at once...

Vanessa: Yeah.

Katie: ...in your Viewer's Guide, there are a whole list of links. You can learn more about each part or the whole idea of cognitive load in general.

Vanessa: I've already said this slide. We can move on to the next one. What do you think?

Katie: All right, that sounds good.

Vanessa: Awesome. This is really a brain game now.

Katie: Yeah.

Vanessa: A little bit. We're going to memorize a number together, 88310. This is just such a manageable combination of somewhat random numbers, but it'll be something that we learn together and we will revisit.

Katie: We'll come back to that; I promise. There was a purpose. But I just want to talk about application. No relation, I promise. But this is George Miller. Wouldn't that be wonderful if it was my theory. But, no, it came well before me. But George Miller used what he called the "seven, plus or minus two" rule to talk about the limits of human memory.

Basically, it's focusing on the short-term or working memory which can store, he said, about five to nine pieces of new information at a time. And sometimes five when the information is complex and nine when it is simple.

One example that I have used before when I've talked about this is the word "umbrella." When children are learning new words if they are unfamiliar with "umbrella," then they are looking at each of the letters or they're looking at each of the phrases or pieces of it together. But if they're - each letter becomes its own chunk. But once they become familiar with the word "umbrella," then "umbrella" becomes one chunk.

He talks about how do we use those chunking, those strategies to put information together, and build with it as a method for making learning accessible and easily to recall. This obviously functions and works best with information that somebody is already familiar with it.

When you're using - when you're bringing in new information, you want to try to attach that to previously known information, strategies you already know, information you know. That seems like common sense. We do that with children all the time. But I think sometimes we forget to do that when we're engaging adults in new learning. This is just a reminder that, as early learning leaders, we don't want to think only about how much information we provide, but how do we organize it, how do we connect it, how do we put it in manageable chunks.

This is the example that Vanessa started out with about CLASS. In CLASS, and we're going to do a small pop quiz, we have 10 dimensions tucked under three domains. And they do this on purpose because our brains can really access that information easier when it's in chunks. Each domain is a chunk that has three or four dimensions.

If anybody wants to throw in Q&A what are the three dimensions in the domain of instructional support. We'll just keep that in there. I promise, there's no stress, if this is - now we're blanking on this, we put too much stress on you. But that's just one of the ways that we, in early childhood, without necessarily being explicit about it, use the strategy of chunking. Exactly, someone else mentioned in Q&A that that's one of the reasons that our social security numbers are in nine digits, in those chunks, three, three, four.

And then also phone numbers as well. It's because of this idea of chunking. Area codes and whatnot. Of course, we want to talk about how do you use this in your work. I'm just going to encourage you to reflect for a minute. If you want to put it in Q&A, please feel free. But, mostly, I just want you to think about this and maybe consider coming back and reflecting on this later.

When you conduct training, how do you help staff chunk information? Does it happen by design in the way you present information? Do you encourage staff to group information in meaningful ways? Do you say to them like, "Think about this together with this," or "this is how this all fits together." We think about like agendas and like even presentations when we list out sections. We're deliberately chunking information.

Vanessa: Or going back to when we talked about wanting to have time in that germane mode, connecting to previous learning, or something they already feel really proficient in. When you -we'll keep talking about CLASS. When you were talking about CLASS, how can you bring in new strategies and connect it to things they're already doing using language that's already utilized in CLASS.

Katie: Love it. And we've got a lot of people that were right on the spot with their instructional support.

Vanessa: Cool.

Katie: That's awesome. Chunking leads to this idea of thinking about microlearning. We're going to explain what we mean by that. Microlearning is focused and offers just the right amount of information to learn new pieces and information or skills. When it's done well, it's action oriented and it increases our learner engagement, because it's relevant and immediately applicable.

A lot of you talked about your goals or to help motivate and energize staff or connect them with perhaps new roles that they might not have expected to be in. Microlearning is where it's at, people. Each microlearning segment takes advantage of that chunking, and should cover one or two learning objectives.

Studies have found that learners learn best and are more likely to recall learning when they can process that information through small manageable chunks instead of through a longer or more concentrated timeframe. That's why we try to keep these as compact as we can. We've even thought about making them more compact.

But we're curious from you, what have you experienced in microlearning that you've found successful? What are your resources that maybe seem like they may take advantage of microlearning? This can be things on the ECLKC or other training that you've experienced or strategies that you've experienced. If you can throw that in Q&A, we'll do some peer learning opportunities with this. What kind of microlearning has worked for you? We'll give people just a moment to throw in their ideas. There's some brain development. Wonderful.

Vanessa: I feel like this is the time where I should do a little mini commercial, a little mini microlearning push for our IPD courses...

Katie: Yes.

Vanessa: ...because each of those are broken down into a smaller module. It is chunked very intentionally. And, specifically, the practice-based coaching competencies have these microlearning. They're just these small chunks so you can learn them all. But, just enough with some application.

Katie: Seen some great information coming through already. Some TED Talks. What a great example. TED Talks are a perfect example.

Vanessa: Oh, I love me some TED Talks.

Katie: TED Talks are a perfect example. The three big ideas. Using coaching microlearning within coaching. Quick bullet slides or trivia. Awesome. Teacher time. Yay, we love to shout out.

Vanessa: Somebody said the suites.

Katie: I was really hoping that someone would say the 15-minute in-service suites. Those are exactly how and why those are built, so that you can take little pieces at a time and immediately apply them to your work. Love it.

Vanessa: Keep the ideas coming. We will keep pushing them out so you can see what your peers are sharing. We're going to walk away so much brighter than when we started. We're revisiting our number. I'm sure you remembered it, 88310. I'm curious, just as a random, does anybody know what city this happens to belong to? Take just a micro pause for that, because we did have somebody who did know that. Didn't we?

Katie: Yeah. I've experienced someone that said, "Actually, I've been there." No way.

Vanessa: And is it Alamogordo? Yeah. Alamogordo, New Mexico. Now you have some knowledge to bring to your next gathering of friends, "Did you know". Just kidding. My point in having us memorize this somewhat random number is to show you a different number. And what if it was this number instead? What if I asked you to memorize or think about 90210? Oh, somebody did [Inaudible] it. Yay. 90210. I talked with you that at some point I will no longer be able to use this as a reference because there'll be a whole generation of people who won't know this reference.

But for those of us who do, you likely started to have memories flashing back, the Peach Pit, Brenda, Brandon, Dylan. Things are coming back to you. And it's all because you see this number. The reason why we bring this up, not just to take you on a little trip down memory lane, was to have that be something we think about when we design training, how do we make it memorable, how do we lock it in in things like the visuals.

Everybody knows the practice-based coaching cycle because it's so visual, and you can actually move through as the actually very complex process of coaching. But it's broken down and presented in a way that makes it just click. You see that wheel and you know immediately what it is. When we think about the strategies we use to design training, we want to think about get rid of the experience. We're going to say this again. We want to build in that time for intrinsic and germane, so that we can really have -- lock in, like I said, those practices moving forward.

Katie: And you can see on this slide that there are - the numbers within each zip code do have things that are referring to national areas, sections, centers. They really do make sense. And it's interesting that they're built that way on purpose...

Vanessa: On purpose.

Katie: ...to take advantage of chunking.

Vanessa: Let's talk about why we need to do all these things. This could be either something that's very depressing to look at, or something that'll inspire us to do something different for our staff. This is Ebbinghaus' forgetting curve. And what it is telling us is about 30 days from now you will forget 80% of what Katie and I have said today. That is typically how long we hold on to new information.

However, I say that, but I offer a solution. Because we can disrupt this curve of forgetting. And we can do that with frequent repetition that helps us to keep that up to the top of our mind. It's like rehearsing the content. But it's spaced and it's intentional. Everytime time we repeat the content, we revisit the content, you can see how those pink little dives don't go nearly as deep, don't go nearly as deep, don't go nearly as deep.

The idea is a day later, maybe tomorrow, you rewatch us because we're fascinating. You rewatch the webinar or maybe you pick up your Viewer's Guide again tomorrow. Then, a couple of weeks later, maybe you're really digging into those modules to really think more about cognitive load. Then the third and fourth repeats are happening a little bit later so that you're developing a training.

Trying to make it something that you're actually moving forward, but you're intentionally spacing out those repetitions so that you forget less and less and less. And that gets you to that place of mastery. This is why my friends, cramming for a test did not work back in the day. Unfortunately, it did not work. But if we had crammed for a month then, yes, it probably would have. But cramming the day before.

Katie: We've talked a little bit about this in thinking about our habits in our current education system of really focusing on short-term memory and focusing on facts and figures. And, instead, thinking about how could we shift that perspective and instead think about more like the procedural knowledge, like how to do things and how to apply things.

Vanessa: I like that idea. You know? As we keep trying to pull this back to motivating and inspiring your staff, thinking about this curve of forgetting, how often do we revisit. We do this amazing training - You do an amazing training with your staff, and then next month it's a totally different topic because we have to move on to the next thing. Is there a way for us to chunk that information? At the next time we repeat, we revisit that chunk and we add a little bit more that connects. We're putting all of these strategies together. Just some food for thought.

Katie: Yeah.

Vanessa: Chunking and spaced repetition.

Katie: I think about that especially in terms of how we orient staff to new curriculum or assessment, and how important it is not to only train about that one time, because there's generally just an incredible amount of content and context around those two things, and how much more helpful it would be to bring that back even just in pieces every time we talk or to connect it to what's happening in the classroom or the program.

Vanessa: In your Viewer's Guide - thanks for that, Katie - there is a spot in the Viewer's Guide where you can make some choices about how you might think about spacing out your repetition of us. I'll just note that that's there for you to make some notes for yourself about next steps.

Katie: We told you we were going to come back to it. Here's a little bit of our own spaced repetition, as well as a check in seeing how we're doing so far with revisiting your information. I want to do a quick pulse check. Ryan has just pushed that out. Thank you so much.

Give us a thumbs up if you have learned something, anything at all, related to the goal that you set when we started. We're going to just do a pause. If the answer is no, it's okay because sometimes either we're not sure what's going to happen when we come into this, or we can always improve our own processes, too. We can keep working on that.

Vanessa: Or maybe it's coming up.

Katie: Or maybe it's coming up. Very cool. When we think about this, and we'll let a few more people have answered and then move forward, but we just want to think about how do you apply this sort of check in your own work. How do you check in about your program's progress toward goals in informal ways or between regular checkpoints?

It's really important to understand that adults need to set some of their own goals and intentions toward their own learning. We'll talk more about what that means. But it's important, also, for us to then check in and see how that's going. Just a reminder, we do have some adult learning principles linked also within your Viewer's Guide. I think we can end our post-check and see how we're doing.

Vanessa: For the most part.

Katie: Yeah.

Vanessa: Great.

Katie: Very good. It looks like we have a pretty high percentage, 244, that are meeting part of their goals so far, 12 still working on it. We'll work with you. Hopefully, we'll continue to cover things that will make sense and work towards your goals.

Vanessa: Great.

Katie: Once again, coming back to thinking about our resources. We just talked about chunking information. But now we want to think about in terms of our resource, how do we provide responsive resources through varied concrete presentation modalities. You might have seen some of this before if you've done any study about adult learning principles. But we really engaged in this from the very beginning of our talk today, taking ownership of our learning.

And we do want to acknowledge that there are some pieces of our learning that are not always in our control. We might have a performance standard that's going to determine [Audio drop] that we need to cover for our role. But, wherever possible, we really want to connect some piece to the learner being able to have controller autonomy over their own learning. Maybe it's the method they're gaining the information, maybe it's the source of the information.

As education managers, we want to think about how staff learn and set their own goals, how we can help them track down materials, how we can create a plan to foster their learning, and then self-evaluate against these goals. We want to keep some of these ideas in mind, some of the key ones that you see on your screen here.

The first is that control over learning, self-direction. Adults really do appreciate that ability to control some or all aspects of their learning, even if it's the topic or just the learning strategy. We encourage you to always think about learning as a reciprocal process. Hopefully, we continue to do that with you, learning from the strategies that you are including in our Q&A as well. We encourage you to always have that attitude of learning from staff, families, and children. The more that we model that growth mindset, the more our colleagues will too.

Then, setting our pace. Again, that's one that's hard to have shared control over. It's a really delicate balance when we have a lot to orient new staff to quickly, but it's important to find that pace that lets our staff absorb new information thoroughly, so that'll ensure that they are ready to apply it. Again, that repetition can make a big difference.

Finally and very importantly, we're going to say it again, we want to acknowledge previous learning and experiences of our learners, so that we're ready to connect new information to that. They often come to us with very rich early childhood backgrounds, but, of course, there's always something new for us to learn. How do we learn it? Of course, we're going to say experiential learning. It's incredibly effective for both children and adults learning.

When we set up this type of learning, we really want to remember that it should be relevant to the work. Anytime we include a new theory, we want to make sure that the connection to the work is very clear. We can do that by showing how it's immediately applicable. We need to be able, of course, to apply that learning right away.

We want to use strategies and tips that demonstrate or help staff visualize that application. Think about like case studies, think about scenarios, ask them questions, encourage them to talk to somebody about how it applies, and offer that opportunity to practice that learning. We recently had a conversation with some colleagues. And we talked about in teacher education or preparation, how challenging it can be to teach teachers how to play if we don't let them play in our learning.

And what are some ways that we can really encourage that play within the training that we do? Still relevant, still official learning, but it can be in a very playful way. You see on the side of the screen, we have our plan, do, review. And if you're familiar with high scope, that's what I always think of when I see plan, do, review. But we really learn by doing. The education managers do a lot of that planning. And we learn by doing. Then together with the staff, we reflect and discuss how it went and how we can do better. It's a continuous, ongoing cycle.

And someone in the Q&A mentioned learning styles. I just want to encourage that, too. Even if we don't necessarily only have one learning style, like research says that there's not necessarily one learning style that will work consistently, it is really important to engage in a variety of learning styles and methods, teaching methods.

They mentioned like visual learning, auditory learning, kinesthetic, which is that hands-on or body-involved learning. We often, as adults, do have a learning preference. We really want to make sure that we engage in multiple strategies for that, so that we can hit different individual preferences and give everyone an opportunity to engage in whatever way is most meaningful. Whew, that was a lot of information.

Vanessa: That was a lot of information. Extraneous load.

Katie: We're going to try really hard to keep our extraneous load low. Now the most important part of this, how do you take this and use it in a concrete way in your work? I mentioned at the start, we're really going to talk a lot about professional development strategies. We really want to think about how those strategies are linked to the outcome that we desire and the needs of your learners.

A lot of you talked about in your goals motivating learners and energizing them. That, a lot of times, means matching their needs and what we need to get out of the training to what we deliver. Professional development includes several different methods depending on the needs of your staff.

We start with that "why." You see that X-axis that happens to be the "Why" axis, which I thought was a little bit funny, that you're developing this professional development plan. Is it to increase knowledge, to provide skill demonstration, or maybe to use the practice in context? And acknowledging that it might be a build of those things. It might mean not just one, but the progression of those things, ultimately, we want to practice it.

Then we want to think about how do we get there. Often, that's a combination of professional development methods based on the quality data of what has the most impact. Here, we brought our little bit of our reflective dialogue back in here talking about using data to make sure that what we think is working is actually working.

If implementing teaching and home visiting practices in context is that desired outcome, the professional development strategies we choose will probably be relatively complex and require a relatively high amount of effort from the learner. I just want to pause, and I want to think about how does that connect to our cognitive load theory that we talked about earlier, those extraneous things that might get in the way of learning. Are we trying to do something really complex while their attention is split, or on a Friday afternoon? I don't know about you, but my cognitive resources are a little bit...

Vanessa: Tapped.

Katie: ...low by the time Friday afternoon rolls around. Context is really important. This graph, you can see as we're starting here, can support teams to determine the best professional development strategy or strategies based on what we want to accomplish. The "how" that falls on the low end of the complexity of the learner application, for this outcome might include reading, lecture or training video options. You can see those as that low. Then the medium rolls up to learning checks, and the high would be like team meetings and simulations.

But based on the "whys" and the "hows" you want to find that happy place where those overlap. Ultimately, we want to provide staff with a variety of professional development opportunities, including those both intensive and informal coaching, that's that far end of that, to improve their coaching in probably their teaching and home visiting practices.

I want to pause for just a moment and emphasize coaching has the highest rate of return of any professional development strategies. But I do acknowledge that it can be sometimes either an uncomfortable experience for staff, or you might feel like it's difficult to access because maybe you need more coaches to go around than you have places, where they can get to. Just a reminder that we have lots of resources specifically around coaching from the Head Start Coaching Companion to the Coaching Corner webinar.

Vanessa: Yeah, the Coaching Corner webinar is amazing.

Katie: Yeah. That combination, really we want to look at what the data says has the greatest impact, and then pick based on our "whys" and "hows."

Vanessa: Yeah. I should probably do a shout-out to our regional TA friends as well, who can provide training on practice-based coaching.

Katie: Absolutely. A quick example, just so we can make sure and see this in action. If our desired outcome is to build or extend knowledge, the "how" might fall on that low end of the complexity. Strategies for that outcome would include reading, lectures or watching an example video to recognize what that effective practice might look or sound like. Love that idea of what it sounds like.

Think about, when you come into a program, how much we think about the visual, but actually we're taking in so much of what it sounds like. I want to pause for just a moment and acknowledge that there is a cultural context to our expectations around what an effective practice or what even children's staff behaviors might look or sound like.

We really want to make sure and reflect on what do we think is maybe too loud or too much, and is it actually - or is it an appropriate reaction based on that child's background, culture, context and community. We really want to make sure that we're not shutting down some of that joy, and that we're still balancing out our needs.

Vanessa: Sometimes enthusiasm for learning is loud.

Katie: Yes, that is right. We've talked about some of these things, but we just wanted to really reemphasize and highlight both the literal and figurative hands-on or constructivist learning is beneficial. I love that this - it comes from like a Piaget sort of background. If you're familiar with Piaget, he was an early childhood theorist in the early 1900s that talked about how children learn by practicing learning by getting their hands involved and constructing meaning for themselves.

Awesome news, this is true for adults, too. We really derive a lot of learning from being hands-on from past experiences, but it's important to acknowledge that it's actively constructed by the learner rather than passively absorbed. What the learner comes to us with is very important. What does that look like?

We can move forward. Well, again, here's our visual to help us understand how these things come together. Each learner interprets experiences and information in the light of their personal history, their knowledge, their state of cognitive development and, as we mentioned, their cultural background. This really fits well within those principles of adult learning that we've discussed, as well as what we know about embedding equity principles into our work with children as adults.

As you reflect on how you support programs, we encourage you to really think about how does the perspective, the background or the culture of your participant impact how they engage in learning. I'm going to ask you to answer just to pause, ponder for just a second. Now, for you, how do you consider this perspective, background, and culture when you're planning and implementing learning? Do you strive to use plain language to ensure ideas and planning goals are understood by all learners? How could you improve in this area?

I will tell you, Vanessa and I have talked about this a lot, so plain language is a really important priority for the work that we do with the Office of Head Start. Very important. People might come to us with a variety of reasons why plain language is most helpful to them. They might be multilingual. They might have not have experienced a certain phrase before. This phrase might be specific to your state or region.

I always want to make sure that we are doing our best to express our ideas and our intentions in language that make sense to a wide variety of people that we work with. We have two things for you to think about. And I'm going to ask one piece for you to reflect with us in the Q&A.

The first thing I want you to think about, and maybe write down for yourself for later, because I feel like this is more of a pondering one, how do you embed inclusion strategies in your work and ensure that spaces and materials can be accessed easily by all learners. This is adults. We really - I think we do a pretty good job of thinking about this in context for children, but do we think about it with adults? Do we think about color combinations or font or size or complexity of visuals? How do we do that in a way that makes sense?

And here's your one I would love to hear your feedback on. How do you make sure that all voices are heard during your training or process consultation sessions? How do you make sure that you're hearing all voices, different kinds of learners, learners with different backgrounds, different inclusion needs perhaps? What strategies do you use for that? I already have one. I'm not sure if she was answering this, but it fits really well. A great answer, cultural sensitivity is really important, making an intentional effort to show your compassion and show cultural respect. Yeah, front-loading materials.

Vanessa: Asking, so simple, but so powerful. Thank you for that.

Katie: Yeah, loving this information we have rolling in. Hands-on teaching and training. Great. Well, keep those rolling in and we will check in with them. Oh, and evaluation forms to see how we did.

Vanessa: Oh.

Katie: Get feedback.

Vanessa: Now that you've called it out, we're going to ask you to do that at the end of this webinar we can do better. We want to talk really quickly about this concept called mere measurement effect. What is fantastic about this is it's something you can do today, tomorrow and for the rest of your life. What this is is telling us that just merely asking the question, "How will you do," or "what will you do," "when will you do," increases the impact of you actually doing that.

The more the brain contemplates a behavior, the more likely the brain will help you act on that behavior. There have been studies. There was one where they asked 40,000 people if they were going to purchase a new car in the next six months, just asking the question increased sales by 35 percent.

Katie: Wow.

Vanessa: You know those calls you get around election time? You know those robocalls asking you, "Are you going to vote," "are you going to vote,"? There is science that backs up that that's an effective strategy to get people out to vote. It increases voting by 25 percent, which I find...

Katie: That's incredible.

Vanessa: ...fascinating. When we think about this - I'm actually going to move this to the next slide, because we'll talk about the [Inaudible] a little bit, and then we'll say why we need to do this. I'm going to keep this very high level. Please fill in details as needed.

But, again, when we ask the brain to contemplate a behavior, it's triggering neural activity. Things are happening. Brain chemicals are rushing around in your brain, including serotonin. And those are those feel-good chemicals; serotonin. We like the way that feels. It creates these new pathways in your brain to contemplate "will I do this," "when will I do this," "how will I do this." And those pathways get connected to actions and memories. And, typically, they're feel-good things. I like the smell of a new car, I think I'll buy one.

Katie: I wish it was that easy.

Vanessa: I know. And we're motivated to repeat things that make us feel good. Asking the question, going back to this is what's happening in your brain, but mere measurement, if just contemplating a behavior increases the likelihood as a leader, and you're providing training, the end of the last thing you should do or throughout what you should do is ask those questions about future behavior. Pausing for action planning, so valuable. It increases the likelihood that it will happen.

Katie: Absolutely. That really transitions us well to one of our final thoughts. We could spend all day, multiple days, talking about motivation. We're just going to hit on a tiny bit for today, because we want to also not exceed our little chunks of learning, too. But Vanessa talked really well about that connection between our brain, what we feel, and our behavior. What an amazing way to capture motivation.

I have a quote that just says that, "To be motivated is to be moved to do something." Just a way to describe motivation. I love that they use this very simple phrase because when I think of being moved, I often think of emotions, something was very moving to me. Motivation ties all of these areas together, our behavior, our brains, and our emotions.

We want to think about what is motivation. From within is what that intrinsic motivation is. That focus on satisfaction, growth, autonomy and competence. Here, we're going to focus on autonomy and competence. We've talked about that a lot already. From extrinsic motivation is like from the outside. That might be pay, it might be benefits, it might be praise and awards, it might be fear. But anything that's about someone else.

We just want to be really cautious when we think about this. Pay is absolutely important. We need to have pay to live. But if we focus our strategies on increasing motivation in our pay too much on extrinsic motivation, it actually can decrease their intrinsic motivation. We want to think about what do we do daily to help our staff feel inspired, driven, happy and satisfied. And we want to think about how do we involve them with that task, how do we help them enjoy it more, how do we help them intentionally seek out challenges.

And then one of the phrases that I have loved that Vanessa uses frequently is "let's try this together." Think about how do you help do this together, how do you use your authentic relationships to increase that motivation.

Vanessa: And we are sadly at time.

Katie: Yes.

Vanessa: Can you believe how fast an hour can go? Thank you for being with us during our webinar. We really do hope you'll join us again in May. We're going to be shifting topics a bit and talking about the learning leaders' role in addressing persistent challenging behavior.

That being said, use your evaluation to let us know if this topic is one that you would like for us to revisit in a future webinar. If there's something you'd like for us to dig in a little bit more, please, please, please let us know. But this has gone by too quickly. Let's do it all again. Ready, set.

Katie: You can replay this on Push Play later.

Vanessa: Absolutely. From myself and from Katie, thank you for joining us. We know this hour is hard to come by in your busy, busy schedules. We feel honored that you took time to be with us.

Katie: Absolutely. Thank you so much. We look forward to seeing you next time or on the MyPeers page.

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Using Brain Science to Inspire and Motivate Education Staff | ECLKC

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Discover how brain science and current motivation theories can help education managers encourage and inspire education staff to do their best work.

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Using the 5Rs to Promote Self-Regulation in Young Children 

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Using the 5Rs to Promote Self-Regulation in Young Children 

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Vanessa Maanao-French: Good afternoon or good morning, depending on where you are joining us. Good morning to those in Alaska, Hawaii, outer Pacific Rim. So glad you could join us today for our webinar for education managers. Today, we're going to be focusing how you can use the 5Rs to promote self-regulation skills in young children.

My name is Vanessa Maanao-French, and I am always so happy to be joined by Dr. Gail Joseph, and we are with the National Center on Early Childhood Development, Teaching, and Learning. Let's get us started. We've got lots of ground to cover, and we want to be sure we have time interact with you today.

A couple of quick notes before we really get going. We hope that you know, because you may have already attended other webinars where you're seeing a familiar title, right? You're seeing approaches to learning as core to the content, and four of our webinars this year are going to be sharing that same integrated content focus. "Teacher Time," you may have seen Gail doing presentations for both infant-toddler and preschoolers on this topic. Our coaching corner is this week, if it hasn't already happened. I think it's this week. Yes. We are, obviously, going to be talking about approaches to learning, and our home-visiting series will also have the same focus.

Our hope is that this generates some energy in your programs and some opportunity to come together, to plan, to reflect, and to think about ways that you can really build up each other in your practice and how you support children in developing these skills but also, for our home visitors in particular, how you're helping parents to do that same thing alongside their children.

Alright, I did promise to tell you about this new and exciting resource that we have for you. We have borrowed this idea from our "Teacher Time" series, which is to create a resource alongside that helps you to engage with us during our time together but also we're hoping is a way for you to bring back resources and information to your team to use later, post-webinar. Please use that widget and download it. The team here has made it so it's writable so you can use it right now. One more plug. Hit the blue button. Get the "Leader's Digest." I think it'll be super helpful as we move through our time together.

What are we going to do during our time together? We have one hour, and we squished in three lofty goals. One is to identify how we can leverage the 5Rs, which Gail will review in just a bit to really improve the support that we provide through our teachers and home visitors to build up those social-emotional skills for kids but really focused on approaches to learning. We're going to talk about strategies that help teachers and home visitors do that work, whether they're in classrooms or working alongside families.

We're going to bring forward and highlight the work of "Teacher Time" because I think the basics that you will soon learn about are so foundational to the work we want to do. Finally, really thinking about you all out there as leaders to explore the Assess-Plan-Act approach, which is found in the ELOF implementation guides as a way to kind of merge together that approach along with the 5Rs to really help you as leaders be planful and reflective in how you support your teams.

Let's do a quick poll before we jump into the 5Rs. The question is, how familiar are you with the 5Rs practices? We've been talking about them for about a year, so we're curious, and let me pop this poll up for you. Is this a new and exciting topic? If so, welcome. We're so glad to have you. If you have some awareness because you've been to a couple webinars or maybe regional training, and the 5Rs have come to you. Or are you now using the 5Rs practices in your role as a learning leader?

I'm going to pause now and give time to be able to respond to our poll. I'm actually curious how this is going to come out, Gail, since we've been talking about this for nearly a year.

Gail Joseph: That's right. We know there are some new folks out there too, so this might be new and exciting to them.

Vanessa: Absolutely. Absolutely. Alright. OK, now, I'm super anxious to know. We have 189 people who have responded. I'm going to pause, because it keeps jumping, for five more seconds to be able to pop in your answer. One of our colleagues who's helping with Q&A is really good at the pause and allowing space for people to respond, but I think we're right about there, so I'm going to go ahead and show our results. Thank you to all who have participated in our poll, and look at that. OK, so we've got a mix.

Gail: Wow, nice. OK.

Vanessa: This is good. We get to keep our jobs, Gail. We still have work to do. Still have work to do. [Laughter] Excellent. Well, thank you. I think now I pass it over to you, Gail, to talk a little bit about the 5Rs.

Gail: Yeah, and actually, one of the things we want to do, especially since we have so many people that are new to the 5Rs today, is to talk about how we came to these 5Rs. We always think it's important to be grounded in how these were developed, and one of the things I think is kind of interesting is we only had 4.1% say they're using the 5Rs in their practice, but my guess is that everyone that's listening today is using these 5Rs. You just might not know it yet.

Let me go through what they are. Let me tell you how they were developed and what they are, and I bet you're going to recognize that you use these on a regular basis because the way that we came up with these 5Rs is we were really interested in knowing what effective early-learning leadership looks like specifically in Early Head Start and Head Start. We know a lot about this in the K-12 literature, but what does it look like in Head Start and Early Head Start when we're being effective leaders? Sometimes we talk about instructional leadership, and we're now talking about, like, effective, early-learning leadership. We wanted to know, what does that look like? We wanted to identify what the strategies were, so not just values and beliefs, which are really important, but we also wanted to know, what does this look like in everyday practice so that we could share it out with each other?

As we were going on this journey to find out what these effective practices were, we talked to early-learning researchers, but most importantly, we talked to current early-childhood educators, current early-childhood leaders to find out, what is it that you're doing that is really effective at improving the program quality, improving child outcomes, supporting educational staff.

What we discovered after multiple interviews and focus groups and literature reviews and all of that, what we discovered were common themes, and we decided that these really coalesce around what we're calling the 5Rs. What's important to know is that these aren't exclusive groups, so you'll see that they kind of blend together, but we like to think about them as the 5Rs, and that is responsive relationships, reason, resources, reflective dialogue, and recognition. Let me just a little bit about each of these.

We discovered that early-learning leaders ... And, again, for everybody that's listening, pat yourself on the back when you hear these thing because I know you're doing these things. The foundational piece is that early-learning leaders build strong relationships with education staff, and they use these relationships to build what we would call a unified culture, a workplace with trust, with collaboration, and where everyone feels a sense of belonging. We also know that early-learning leaders inspire educational staff to meet program goals and objectives by providing the reasons or the "why" for policies and practices, that they're never going to ask for something to be done without inspiring somebody about why it is so important that we do it. Then they also provide resources. They're resourceful, they use their knowledge, educational staff, and family expertise and funding to support educators' professional development and growth. They just make sure that educational staff have the resources that they need to do their jobs well, and I always like to remind early-learning leaders that one of the key resources is you, that we heard that from a lot of teachers, that they really wanted to be able to turn to their early-learning leaders, their ed managers, and know that that ed manager really knew and understood what was good for children. They thought about you as a critical resource in helping support them.

We also know that early-learning leaders engage in reflective dialogue to learn how staff, children, and families are doing, whether this is an informal question in the hallway or this is a formal look at aggregated data and disaggregating it to understand how everyone's doing in the program. Then, finally, early-learning leaders create formal and informal opportunities to recognize - that's the fifth "R," "recognition" - big and small wins to encourage the hearts of educational staff. Now that I've gone through that, and I bet if we did that poll again, we would see that everybody is doing at least one of these things right now, probably, as we're speaking. Those are the 5Rs, and they are just for Early Head Start and Head Start, which I love, and family childcare providers, but for early learning versus K-12 context.

Now, the 5Rs for early leaders, as you've just heard, are these practices, the daily practices that ed managers use as a catalyst for effective practice, and you can use these practices to amplify your efforts when you're implementing your coaching, your practice-based coaching system, planning professional development to strengthen the practices of teachers, home visitors, family childcare providers, which, in turn, then leads to improved outcomes for children and families. This is not something new or something that's planned, something that you already know in terms of those frameworks you see. These are the practices that activate those things.

Now, today, we are going to be connecting those 5R practices to the Head Start Early Learning Outcomes Framework and specifically to the ELOF implementation guide Assess-Plan-Act approach. We're going to dig into that. Now, hopefully, you've downloaded that new resource we have, the "Leader's Digest," from the resource-list widget because it contains many helpful resources related to our topic today, including direct links to the ELOF and the ECLKC. Hopefully, you also have the ELOF2GO. I just find that so absolutely helpful.

Now, as ed managers, you know that the Head Start Early Learning Outcomes Framework, or ELOF , provides research-informed descriptions of what young children birth to age 5 should know and be able to do. It's a really nice, comprehensive guide across developmental domains. As ed managers, the ELOF can be a part of many aspects of your role. It can inform the selection and the use of curriculum, teaching, and assessment practices that promote the goals for children's development and learning. It can help to identify staff-training needs and plan for staff training and development. It supports identification of program priorities to focus attention and resources on meeting the goals for children's development and learning. It's a tool to help communicate about program planning, implementation, and impact with staff, families, advisory boards, and the community. Back to you, Vanessa.

Vanessa: Thank, Gail. We wanted to be sure to make a connection between the ELOF and the Head Start Program Performance Standards, and I could almost say, "Ditto," to everything Gail just said because all of those things are also embedded in the standards, and it's just another way for us to promote and to show that the Head Start Performance Standards promote best practice and high-quality outcomes for children and families. You'll see that there is a standard for each thing that Gail mentioned - connection to school-readiness goals, choosing your curriculum and your assessment tools, thinking about professional development - in a really planful way with children at the heart of that, and then also how you think about PD, training, reflective supervision, and coaching when it comes to supporting teachers and home visitors and family childcare providers to have the skills they need to best support children. There is a link.

Again, this viewer's guide is going to be your best friend when it comes to engaging with us today. There's a link directly in there that takes you right to the ELOF as well as other resources that we're going to mention in just a bit.

As you all know, I was looking through ... Please keep telling us where you're from, because this was, like, the most fun for us as we were gearing up to see who was in the room. I think many of you are familiar with the ELOF, so I may be sharing things that you already know, but it's always good to come with the same foundation. The ELOF, or the Early Learning Outcomes Framework for Head Start, has five major domains including approaches to learning, social and emotional development, language and literacy, cognition, and of course, perceptual, motor, and physical development.

During our time this year, we are going to be really focusing on this webinar and three that come after on approaches to learning, and the selection of this domain was very intentional. We know that Head Start is living through a major transition as programs across the country are going back to fully in-person services, full enrollment. That represents a shift in where we've been for a year-plus, right? That creates different needs, different expressions of what that transition feels like for children.

We felt like this in particular was the right time to think about approaches to learning, and in particular, to talk about those subdomains. We know that within approaches to learning, there are the four subdomains, but really, we can kind of pull them apart into three big areas - regulation, initiative and curiosity, and creativity. For our first webinar, we are focusing, really, on regulation, that emotional and behavioral regulation that children need to be able to engage and thrive and be successful in whichever setting they're in.

When we think about regulation and what that means for kids at this age, we have to be mindful that children aren't going to have mastery of these particular skills. They're going to need adult support, and in a bit, we'll look at the goals specifically, and I'll highlight there again that children - infants, toddlers, and preschoolers - are still relying on the adults in their lives to support them as they gain these skills.

Also important to know that temperament makes a difference, right? Some kids are wired to be all in, "I want to try everything," and other children may pull back and demonstrate, or show to you with their behavior, a different way of engaging in the world, and it's our role, it's our job to figure out how best to connect with each of these children.

The other thing to lift up is that emotions and behavior are strongly tied to culture and the expectations that families may have about behavior, and that's why it is so, so critical that you encourage your staff or you yourself. I noticed we have lots of home visitors and teachers that have joined us today - thank you for being with us - that you make those connections with family to learn from them. What does it look like in their home? What helps their child feel safe, nurtured, connected, and have a sense of belonging from their lens, right, to be able to bring that into the classroom? Design spaces that will be able to make that child feel like they have a place where they belong, feel nurtured, and heard in the room.

And, finally, if we're talking about culture and talking with families about it, it's also very, very important to talk to your staff about that. What do you bring in personally and as a team with regard to your expectations about behavior, and what can we learn from one another about how best to create the environment for children? That helps, again, because remember we are the adults nurturing these skills in young children so that we can build these emotional and behavioral skills in each of them. Again, I'll prompt you again to find your "Leader's Digest," because there's a space where you can capture some of these ideas that either we say, Gail and I say, or that come through from the Q&A pod that others that are joining us are saying in terms of, why is this so important? I think I will pass this over to you, Gail, to talk about it from a different lens.

Gail: Absolutely. Let's pause for a moment. I can already see some things being entered into the Q&A about kind of the emotions of the moment. Let's just pause for a moment for a related mindfulness moment, and I have a question. How are you feeling? People that are logged in today, how are you feeling? It's mid-November, your programs are providing services to children and families, perhaps staff are working on their initial assessment of children or planning home visits and socializations. Family childcare providers also have school-age children managing their transitions from and to school. Work is really busy, and I imagine, for our ed managers and everyone that's tuning in today, you're feeling a lot of that. How are you feeling? Use one or two words to just let us know how you're feeling. Use that Q&A widget. We don't have a chat necessarily. We are just going to use Q&A. Let us know how you're feeling.

I'm seeing words already coming in - "tired," "feeling overwhelmed," "feeling concern," and "feeling frustrated," "sometimes lost," "feeling hopeless," oh, "feeling anxious but hopeful," "hopeful." We're seeing some "hopeful." We're seeing some "OK." Keep those coming in. This is the cathartic part of today's session is a place for you to say how you're feeling, and I feel you. I'm feeling all these words that are coming in.

Alright, please feel free to keep sharing those. These are some of the words that we heard, some of the things that were coming in. We did get some "hopeful," some "joyful," some people feeling ready, some people feeling afraid, some people feeling frustrated, stressed, and it's really important to remember that our feelings, our thoughts, and our actions are all connected. Not only do we think about this for young children, but we think about this for adults, and that, if these feelings - especially these negative feelings are left unchecked - they can fester, they can influence he way that we're thinking about a situation, which then impacts the way that we're feeling about the situation, which then impacts the way we're thinking about it again and the way that we behave.

Those three things are so connected, the thoughts, feelings, and behaviors. Sometimes when these negative feelings that we have ... We can't stop the feelings that we have, right? Feelings are these just, like, kind of reactions to the environment, we can't necessarily stop the feelings that we're having, nor do we want to stop the feelings, but we do want to check in and say, "If I am feeling really stressed or frustrated or angry or afraid, how is that influencing the way I'm thinking about this situation?" Thinking is always a place where we can kind of stop and kind of impact or change the way that we're thinking about the situation that can then help us influence the way that we start to feel about the situation and, ultimately, the way that we behave.

As we think about supporting the emotional and behavioral regulation in children, it's always an opportunity for us to think about, "What are our own strategies that we're using to managing these emotions?" As adults, we are aware that our feelings, our thoughts, and our behaviors are connected. What are some of the ways that we can help manage, especially some of those unhelpful negative feelings that we're experiencing. We can always, like I said, check in. The feelings we have are these just, like ... They are automatic, they are elicited from the situation, they are helpful to you, they're giving you information, they're not pleasant to feel, I realize, for a very long time if they're a negative feeling, but it is a way of a warning system for you to say, "Let me check in with how I'm thinking about the situation," and, "Can I change the way I'm thinking about that situation to be a more hopeful and helpful way to do that?"

One of the ways that we talk about this, and I think our viewers have probably heard this before if they've kind of tuned in to other webinars, but I just find it really helpful ... That is this strategy that we have, which is called "move your telescope." Sometimes when we have a negative feeling that's elicited in us, it can help us to only focus on a negative way of thinking, and you're probably seeing that I have a little telescope here. I keep it on my desk to remind myself of this strategy.

If you think about when you're looking through a telescope ... Here we have a picture of a telescope that's fixed, right, so sometimes we can look through these telescopes, and they're fixed, and here's just the analogy we're making here is that when we get those negative feelings happening, our telescope can get fixed on just one negative aspect of the situation. It can be "I don't have enough staff. I'll never have enough staff. I'm feeling overwhelmed because I don't have enough staff," and while that might be true, when we just have our thinking concentrated on that negative situation that's happening, we can miss other things that are happening around. The analogy here is that perhaps you're in San Francisco and you're on the pier and you look in a fixed telescope and all you can see is Alcatraz, which is maybe a negative thing to be looking at and thinking about for a long time, and so you miss some of the beauty around you, you miss some of the beauty around you, you miss some of the silver linings that are around you, and so what you need to do is move your telescope. The way you move your telescope is by checking in with your thinking and thinking, "Is there anything helpful and positive that I can find in this situation?" Any little bit of a silver lining, anything positive that you can find is sometimes enough to help you feel a little bit more hopeful, that can help you act in a way that is a little bit more helpful. Going from hopeful feelings to helpful thinking and behaving is the way that we can do this.

I like to share this analogy a lot because what I find, actually, also helpful is that, when I get stuck in that negative-thinking situation, where all I can see is the negative, and I'm going on and on about that, I have a few trusted colleagues that will say, "Hey, hey, hey. Telescope up," right? Like, "Move your telescope," and help me see something, right? If it's a case of feeling understaffed at the moment, it might be that I need to move my telescope and say, "Oh, my gosh. Look at the number of people that are here, that are dedicated, that are showing up every day," so that I can start to feel a little bit more hopeful about that situation that can help me to support those adults.

Now, you all have strategies that are out there, as well, and what we want you to do is to enter your ideas into the Q&A widget. What are the strategies you use? I use "move my telescope." What are strategies that you're using that you can help an education staff manage stressful moments? What are things that you're communicating to your team that you use? We want you to share those in Q&A because we'd love to send those back out so everyone can see your responses, but there's also a space in your "Leader's Digest" to jot these ideas down that you would like to try. I'm seeing "glass half full" coming in.

Vanessa: I love this quote. I might have to put it on my bulletin board, Gail. "When I change the way I look at things, the things I'm looking at change." I'm like, that's kind of like your telescope. Love it.

Gail: That is it. That is it. "Relaxing with a cup of coffee." "Mindful." "Breathing."

Vanessa: Breathing is good.

Gail: I'm loving these things coming in.

Vanessa: It sounds so simple.

Gail: "Finding meaning in the suffering." That is very deep. Yeah, go ahead. Sorry.

Vanessa: Oh, no, so sorry. I'm, like I said, just as excited as you, Gail. I saw one that was so simple but so powerful, and it was ... Oh, and because they're coming in so fast and furious, I've, like, lost it, but it was about listening and having a person feel heard, and I think sometimes that goes such a long way.

Gail: "Doughnuts." [Laughter]

Vanessa: [Gasps] I think I found my new best friend.

Gail: Yes, if someone told me to "telescope up" and offered a doughnut, my day would get better. Or an apple. Or just something that was recognizing ... I love these. Oh, these are so great, and I'm so grateful for Katie and Tam, who are also helping behind with the Q&A, and they're sending these things back out so everybody can see these great strategies coming in. This is what we mean by being resourceful too, and supporting relationships. I mean, I'm seeing two of these "R's" here coming out in these examples. I'm going to send it back over to you, Vanessa.

Vanessa: Oh, absolutely. Thanks, Gail. Keep those ideas coming as I talk, because one other thing I'd love to do, which I did, I think, at the end of our last webinar was to gather up all of your ideas and pull them together and post them on MyPeers. If you don't see yours pop up through or get [Inaudible] ... I will gather those up and make sure that you see them again because I think there are so many amazing ideas coming through. Yes, Claire, "You can't pour from an empty cup." Can't say that any better, so thank you. Thank you, thank you, thank you for that, because, as we know, we can't nurture children if we're not nurturing ourselves, and wellness is so, so important.

On Monday, kind of preparing for this session and thinking about this question in particular that we were going to pose to you, I did post within MyPeers in the education leaders community, the wellness-wheel session that was a part of the education manager institute, so that's another place we can gather some more ideas but in the wellness-wheel approach. Just a little commercial break, but I'll be sure to post these all for you there as well.

We want to move on to talking about adult/child interactions that really support this approach to learning domain. And, actually we were talking about Tam, Gail, and there she is on our slide. But we want to make sure we touch base with the goals for infants and toddlers as well as preschoolers, and here, again, I'm going to really focus in on those words, "with support of familiar adults."

For our infants and toddlers, we want them to learn to manage their feelings and emotions and to manage their actions and behaviors, but again, with the support of familiar adults. For our preschoolers, we want our children to be able to manage their emotions and to follow rules and routines with increasing independence. That means we're still there supporting them along the way. Then, finally, for our preschoolers, we want them to learn how to care for their environment, whether that be their classroom or their home or the outdoors, to be able to take care of their spaces that they share with others and to manage their words and behavior, again, with increasing independence. This really does, within the ELOF, showcase how adults are so vitally important, and how we engage with them makes a big difference in how they develop.

Here is a quick pulse check. We are curious if you have attended a "Teacher Time" webinar, whether that be focus for infants and toddlers or preschoolers or maybe you're a frequent customer and you go to both. We wanted to see with a thumbs-up or a thumbs-down. You should be able to see that now. If you have attended, give us a thumbs-up, and if you have not yet, you can let us know that too. I'll be sure to, on the ed-managers community, make sure you can link up to see those recorded sessions and have information about the ones that are coming up.

OK, our votes are coming in now. I apologize, because I don't think you can see it, but Gail and I get to see how things are ticking, in terms of the thumbs-up, so please come in. Thanks. OK.

Gail: How's it looking? I actually can't see it. I think only you can, so how's it looking?

Vanessa: Only I can see? OK. [Laughter] I'm going to give another five seconds. We're at the voting time. You have about 38% of folks who have put in their quick thumb up or thumb down. OK, we have 160 or so that say they have attended a "Teacher Time" webinar in the past, and 99 not yet. Thank you all. That just tells me I have another resource that I can share with you.

Gail: That's right. We love that, that you can ... Again, we're making these connections this season so that things we're talking about in the ed-manager webinar and that you're sharing information about are the same things that we are talking with teachers about, so we love that kind of crossover. It's like the crossover episodes that you see on your favorite TV series.

Here we have the "Teacher Time" BASICS, and if you have not tuned in to a recent "Teacher Time," we started introducing a collection of teaching practices that we are calling BASICS because we're talking about getting back to basics, using basic strategies to support learning in classrooms. We know some of you maybe have experienced some staff turnover, so this idea of, "Here are some basics that you can reinforce with your educational staff," is something that we think, hopefully, you will find helpful.

These are examples of what the practices look like when we are supporting infants, toddlers, and preschoolers, and these are the things that we're sharing during webinars. Today we're going to review each practice just at a really high level for you to consider while planning for professional development for your educational staff, either individually or as a group. Think about, is there a practice that, if strengthened, would boost effect interactions between education staff and children? Is there a skill that an individual teacher, a teaching team, or family childcare provider might model for others? How might you weave in a discussion of the BASICS strategies into your reflective supervision with home visitors?

Think about all of those things. I'm going to walk us through the BASICS. You can see the acronym there, but we're going to break it down in the next few slides, and just keep all of those ideas in mind.

Let's go to "B," the "B" in BASICS. The "B" stands for behavioral expectations in advance. That's probably familiar to a lot of you. "We can support young children's emotional regulation skills by stating behavioral expectations in advance." "In advance" is the operative words there. This means that before children start a new activity or are getting settled into a new activity or transitioning to a new place, we can share the expectations ahead of time, and we share those in a positive way. We talk about what we want children to do, not what not to do. We might say, "Use your walking feet." We might say, "Using a quiet mouth." We might say, "We only have one glue stick and two children, so we are going to need to use our words and ask for a turn if we want a turn." But the key thing here is that we want to hear teachers using those behavioral expectations in advance. That is going to be incredibly helpful for that emotional regulation skill to develop in our approaches to learning.

Now, the next one is "A," and "A" is to attend to and encourage appropriate behavior. "All children in our care are learning to regulate their behavior and emotions." As Vanessa was reading what the goals were, one of the key things I kept seeing is that "with adult support," especially for infants and toddler, so let's catch and encourage young children when they are trying out those new behavioral skills that they're learning in terms of regulating their emotions. We can catch that, and we can tell them with our words, we can do it with our gestures, we can give high fives, thumbs-up, or elbow bumps, a little side hug to a child that their efforts are being noticed and that they are important.

When we move to the "S" in BASICS, the first "S" is to scaffold with cues and prompts. This is making sure that we're providing children with just enough support, just enough support to help them with managing their emotions. We can scaffold their behaviors with cues and with prompts. Cues can be modeling. It can be a visual prompt. It can be a visual cue. It can be using a proximal where they're attending to a child that's using the skill. Cues and prompts can be all of those things. They can be feeling wheels, they can be social stories, all kinds of ways that we can help young children to learn to use the new strategies in terms of emotional regulation.

Now, the "I" in BASICS is for increasing engagement, and that is providing multiple ways for children to communicate and engage in activities. I like to think about this as providing lots of different ways for children to engage, making sure that activities are hands-on. But another example is contributing to a group conversation through nonverbal cues like raising a hand to vote or providing a child with several activity choices during a home visit that support the same learning goal. Different ways that we can individualize to increase a child's engagement.

The "C" is for creating or adding challenge to advance, increase, or extend learning or the practice of a new skill. If I think about this in terms of emotional regulation, advancing might be to use advanced feeling vocabulary, so moving beyond "happy," "sad," and "mad" maybe to using words like "frustrated," "curious," "impatient," "excited," "joyful," "loved." When I think about increasing, I might think about increasing or offering more examples in a solution kit. That might be a way I'm connecting this to emotional regulation. Solution kit are those sets of ideas of solutions that children can use so they don't get stuck on just saying, "Please, please, please, please, please," but they might have other things, like they could walk away, they can ask for help, they can take a breath. When I think about extending, I think, when helping a child practice, say, waiting for a turn, I'm extending the waiting time a little by a little without creating too much frustration but just adding some challenge there. I like to talk with children about using their waiting muscles and, "Oh, boy, your waiting muscles are so big. They're getting so strong." But adding a little bit more wait time so those waiting muscles can grow a little bit bigger.

Then when I think about the next "S," it is specific feedback, so finally that final "S" is providing specific feedback, and this is really a key to learning anything. "When children are learning emotional and behavioral regulation skills, we can help them by understanding what they are doing and what they can do more of," right, so what they're doing well and what they can do more of. Or providing some corrective feedback if we need to. We can use the example of what the child did, give specific feedback to them to help them learn more, like maybe it's a new emotion word or solutions to the problem, scaffolding, to think of a different answer, when they might not be on track. It's providing that specific feedback, which might be, like, "Yes, you got it," but it also might be, "Almost. Let's try again," and providing some cues. It's providing that feedback.

Alright, those are the BASICS. I've seen some questions coming in, wanting some more examples, and I would love to say, "Please watch the 'Teacher Time,'" because we just fill it with examples. That's one place where you can get a lot more examples beyond today's webinar. Ask yourself, as you were thinking about it, was there a BASICS strategy that stood out to you that, if strengthened, would really boost effective interactions between educational staff and children? Is there one that you thought, like, "Hmm, I'm not sure I'm seeing that happen with great frequency, and I might want to attend to that." Is there a BASICS strategy that an individual teacher or a teaching time or a family childcare provider might model for others? Did you think of, like, "Oh, my gosh. You know, Malcolm is so great at that. I'm going to make sure that he can model creating or adding challenge for others." How might you weave in discussion of BASICS strategies into your reflective supervision with home visitors, thinking about that?

Now, I hope you got your "Leader's Digest," because you can write down your ideas in there. You can also enter those into the Q&A widget right now. As we mentioned, the preschool "Teacher Time" webinar is available on Push Play at this moment as well as the infant-toddler one. It should be there any moment, actually. You can view those, you can encourage your staff to view those to really deepen down into the BASICS strategies.

Alright, now I want to turn our attention to focus on equity, and as we learn more and talk about emotional and behavioral regulation, it's really important for us to think about how, as education managers and as teachers, as anyone that's viewing, that you can support equitable teaching practices. When we talk about equitable teaching practices, it means using practices that meet each child where they are to support their ability to fully participate and belong in their learning environment. The practices we talked about in BASICS really can be considered equitable teaching practices as each practice can be individualized to a child's learning needs.

Now, as education managers, as leaders, teachers, everyone listening in, you can increase the opportunities for equity in your program through self-reflection. I feel like equity and self-reflection have to go together through your reflective supervision, your mentoring, your training, and your support for cultural responsiveness and authentic parent engagement.

Now, I want to start by examining and shining a light on our implicit biases about children and emotional regulation. Several studies have suggested that teachers perceive some children to have more disruptive and more aggressive behavior when they do not, and unfortunately, this is very racialized and gendered, as well. Walter Gilliam is a researcher who has studied bias in the classrooms in early-learning settings, and you may recognize this video from our "Five Questions" series, but it was also highlighted during the "Teacher Time" webinars. As you're listening to Walter Gilliam, reflect in your "Leader's Digest" about implicit bias. Write down what stands out to you in what Dr. Gilliam is sharing, and what you can do as a leader to address implicit bias in yourself and the education you support.

[Video begins]

Dr. Walter Gilliam: Hello. I'm Walter Gilliam. I'm a professor of child psychiatry and psychology at the Yale University Child Study Center and director of the Edward Zigler Center in Child Development and Social Policy.

Woman: What is implicit bias?

Dr. Gilliam: Implicit bias, they're the biases that you have that you don't know that you have. They're the ways in which you look at individuals, the way you look at individuals, the way in which you look at other people and reach conclusions or reach assumptions that you may not even know that you've reached, and as a result of that, you changed your behavior.

Woman: What evidence do we have of implicit bias in a preschool setting?

Dr. Gilliam: A few years ago, in 2016, we completed a study where we were looking at implicit biases in preschool teachers. In the study, what we did was we had teachers look at videos, and these were videos of children sitting at a table, a boy and a girl, one white boy, one white girl, one Black boy, one Black girl. They were sitting at the table, and they were just playing with Play-Doh. There was an eye tracker that was attached to the video where the teachers were looking at the video screen, and on the eye tracker, we could track down to 1/1000 of a second and just right down to a pixel on the screen exactly where they looking.

We asked the teachers, we said, "This is a study to see whether you can find challenging behaviors before they become too problematic. Now, please watch this video, and anytime you see a child do something that could become a behavior problem, if you could intervene quick enough, hit this button." What we didn't tell the teachers was this, that there are going to be no challenging behaviors in any of the videos, because they were all child actors, and that what we were really interested in was, when we lead you to believe that a child might misbehave, where did you look? Where did you look first? Where did you look most? Or did you go back because you must've missed something?

What we ultimately found was that teachers overwhelmingly looked more at Black children when they were led to believe that somebody's going to misbehave, especially the Black boy. That was true for teachers regardless of the race - white teachers, Black teachers, and brown teachers - because we all have implicit biases in us, and those biases predetermine who it is that we expect certain behaviors from.

When I said "challenging behaviors," teachers looked more overwhelmingly at the Black children, especially the Black boy, which then raises this other question. What if I had said, "This is a study to look for evidence of creativity, to look for evidence of brilliance and genius." Who would they have looked at then? Because, ultimately, that's what biases are about. They're about expectations. Where do you expect certain behaviors to be happening? If a teacher's looking more for challenging behaviors with the Black children, you know where she's going to find them? With the Black children, because that's where she's looking. She won't find it with the white children as often because we're not looking there.

[Video ends]

Gail: Wow. We want to just pause for a moment. I know we are running a little bit behind, but we want to pause for a moment, because this is so important, to give you a chance to write down your thoughts from Dr. Gilliam's video in your "Leader's Digest." I know some of you have said that you've seen this, you've been aware of Walter's research for a while now, and you're surprised it's just now making it to this level, but it is, and that's important.

We want you to just write down your reflections and think about encouraging you to watch the full video if you haven't seen it and just think about how you might bring this awareness to your educational staff. Now, we show it in the "Teacher Time" episode - we have it over in MyPeers - but we think you might want to review it again with your team and think about how might you use this as a professional-development moment? How might it change the way that you're doing your observations of teachers and who they interact with? Maybe you go around in your classrooms and you think about a pre-K class observation. Can you think about it from the child's level, right? Can you think about it from a bottom-up perspective and say, "Who's getting asked open-ended questions, who's getting feedback," etc. Anyways, I know this generates a lot of discussion, but hopefully, you've had a moment to just jot down some ideas to remind yourself to think about how you can bring this very important information to your team.

Vanessa: Thanks, Gail, there's no smooth way to go from that deep conversation into thinking a tool or an approach, but again, we do hope that you do take some time with your team. It is your "Leader's Digest." There's a link to the full 8-minute video, and there are similar videos on ECLKC, but that one in particular we thought really kind of hit home and made us think about equity in this light.

There is no smooth transition, so I'll just transition us. The last thing we wanted to do with you all today was to take time to connect the 5Rs to the implementation guide for ELOF , the Assess-Plan-Act approach, and we feel like there's lots of really, really great connections that you can make there to be able to, as Gail mentioned, have the 5Rs serve as a catalyst for the work that you're doing with your teams. In your viewer's guide, your "Leader's Digest," you will find a matrix that will walk us through each of these steps and places where the 5Rs kind of map right onto each of these three steps, and some questions you might think of to prompt you as you're planning to do maybe building in some of the BASICS strategies that Gail just mentioned, or maybe you want to pull back and think about creating some PD around, "How can we better use an equity lens in our work?" Let's start with Dr. Gilliam's video, but let's really unpack what that means within how we support children to reach this outcomes, and in particular, since we're thinking about approaches to learning, maybe we're going to think about the emotional and behavioral subdomain of approaches to learning, and this is all part of a continuous quality-improvement process. We always want to be assessing, planning, and acting. Let me move us on to the next slide.

Step one is, really, where you're kind of pulling back and thinking about, what are the needs of my team? What am I seeing in that child-development data where we may have some areas to grow? I would suggest that ... We're only going to highlight three of the 5Rs each of these times, but you have questions in your viewer's guide that go through each of the 5Rs, but there's connection in this first step between relationship, reflective dialogues, and recognition. How can we think about relationships, and what do we learn from the children and families?

At the top, we talked about that cultural and familial connection to our behavioral expectations of children. How are we learning that information from our families, and how are sharing that with the rest of our education staff? When it comes to reflective dialogues, how do I currently share data with my team and with families? The information I share, do they understand it in a way that is meaningful and will help us to take action? What am I already doing now to gather and use the data?

Then, finally, recognition. If we're going to be planning something, planning PD for our team, whose voice is at the table, contributing to that plan? Do families have ideas that they can share based on their experience with us as a team? Do our team members have ideas of where they would like to bring forth their strengths in places where they're like, "I need help, but I know that the person across the hallway from me, their classroom is rocking in this area, and I feel like I want time to connect and learn with them." How do we bring those voices to the table? The next step is around actually planning, and I think this came up in a lot of your comments when we asked how you're feeling, and the reason part includes thinking about the social and emotional needs not only of the children and families but of our staff. If we're doing PD, how are we weaving in wellness? Because we all need it, especially now, and I think it was amplified for me today, seeing how you're feeling, but I also heard some hope in the comments that came through. How can we lift those up to be sure that we're meeting the needs of our team?

I love that Gail said that you are a resource. Every person joining us today, every person who will be watching in this webinar on demand, you are a resource. As you're planning your professional development, how are you creating spaces for peers to talk with one another? We know that when we do regional training or in-person training, we never give enough time for people to talk with one another because that's where the magic happens. We bring information, we bring resource, but truly, truly, it's when you're able to share a table with somebody from across the country and say, "This is what I do. What do you do?" You are able to learn from one another. How can you do that within your own programs as you plan your PD and make that intentional and something that's a part of the culture, that you just expect to have that opportunity to share and that every voice is heard?

Then, finally, in this particular step, thinking about those reflective dialogues, and how will we have the data that we collect, as we're creating this PD plan, meaningful? How will you know, and how will staff know when they're effective? And, finally, because I'm looking at our time. I want to be sure we can get some questions in if we have a little bit of time for that. We're going to act, we're going to implement that plan, and we're going to pull back and see how did it go?

And, again, you, as education managers, as education staff, peers, just being available to one another, and I'm going to speak especially to the education managers out there. Five minutes in a classroom is everything to the teaching team. Seeing you physically present means more than you know. If you can come in, even if it's just for two minutes to wipe down the table after breakfast, you have no idea what ... Well, maybe you do. I'm sure your teachers may have told you this, as well. Your presence makes a difference, and if we're learning a new skill, or if we're practicing a new BASICS strategy, you being in the room to model that and to offer feedback on the spot is amazing. Going that extra mile - and I know it's hard because there's so many things that are pulling at your attention - to be available is just critical.

And, again, we go back to reflective dialogues. You think I have favorite "R's." I think they're all my favorite, but I think I said reflective dialogues in all three. But this is where we can build in opportunities for staff to recognize when they have been effective or to recognize that in their peer, and that can be so very, very powerful.

The last one, I think, would go a long way with the wellness needs that we have, and that is to celebrate those small wins as they come in this transition. I noticed a comment that came through about not being worried about not even being able to open a classroom because there's been staff turnover, and maybe that small win is, "We opened another classroom," right, and celebrate that because that's a big deal. That's 18 to 19 kiddos, if it's preschool, 8 kiddos if it's toddlers being able to serve more children. Celebrate that. Maybe it's the first in-person home visit. Maybe it's the first in-person socialization. Maybe it's ... Small things. We can find them. Let's celebrate, celebrate because it makes all the difference. As we're kind of winding down with our time with you today, we would love to have you share with us and chat an idea you plan to use or share. And Gail, I want to be sure I offer some time and space for your comments, and ideas as we wind down.

Gail: Yeah, we don't have tons of time to answer any questions, but we definitely ... Questions that you put in, we'll take over to MyPeers, that we can start a conversation there. I think there are some really thoughtful reflections and some really deep questions that I've seen coming in, especially around the implicit-biases piece, and so I think we should definitely take those over to MyPeers. But I love this. We've got some people that are writing in what they're going to be taking away - shifting the telescope, sharing the BASICS visual with staff, sharing information with teachers. I'm loving these things that are coming in. We don't quite have time for that. We will take this Q&A over to MyPeers. Vanessa, you want to talk about Push Play?

Vanessa: Oh, yes, in the remaining seconds that we have left. Yes, please. We will push out to you ... Aha push out Push Play to you so that you can find those "Teacher Time" webinars, and if you are new to the 5Rs, it's also a nice place to connect up and review or view the videos we did, webinars we did this past year that walks through each of the 5Rs individually.

The other thing that's on Push Play is the education manager institute. The sessions are all there, including the one on staff wellness, and Gail also did an amazing session on reflective dialogues and using data to inspire improvement. I would definitely asterisks that one and be sure to go back to that one. It's one of my favorites. Push Play, I think, has already come out to you. It's also cooked in on MyPeers. That is our time, and we hope that we've enticed you to join us again. We will be continuing our journey through the approaches to learning in January, and then we'll be focusing on cognitive regulation. Join us again, and thank you again so much for your time today.

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Using the 5Rs to Promote Self-regulation Skills in Young Children | ECLKC

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Vanessa Maanao-French: Good afternoon or good morning, depending on where you are joining us. Good morning to those in Alaska, Hawaii, outer Pacific Rim. So glad you could join us today for our webinar for education managers. Today, we're going to be focusing how you can use the 5Rs to promote self-regulation skills in young children.

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Explore and use this video-sharing and coaching-feedback application. It helps coaches and coachees and peer-coaching teams work together, even between coach visits or from a distance.

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Explore and use this video-sharing and coaching-feedback application. It helps coaches and coachees and peer-coaching teams work together, even between coach visits or from a distance.

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Individualized Professional Development Plans to Support Career Pathways | ECLKC

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Success in any career requires the continued development of skills and knowledge. Explore tools and resources to help supervisors develop effective plans with staff.

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Get the latest version of the Head Start Resources mobile application (app) from the App Store or Google Play! The app provides access to the Early Childhood Learning and Knowledge Center (ECLKC) anytime, anywhere. Access all of the Office of Head Start's training and technical assistance (T/TA) and policy resources from the convenience of your smartphone or tablet.

The Head Start Resources app is an essential tool for program staff, administrators, and leaders. Stay connected to resources relevant to your role in getting young children ready to succeed in school and in life. The simple and easy-to-use interface lets you browse collections by topic and so much more. Filter resources to find podcasts for classroom staff and home visitors, or videos on any Head Start component. Share links through social media, text, and email to send the most interesting articles to colleagues, families, and yourself.

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Search all of the ECLKC's web content straight from the app.

Access the Head Start Program Performance Standards, Policy Instructions, and Information Memoranda, even without an internet connection.

Filter the "Resources" section to tailor your search so the information that's most important to you appears first.

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The Head Start Resources app is an essential tool for program staff, administrators, and leaders. Stay connected to resources relevant to your role in getting young children ready to succeed in school and in life.

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Access Head Start resources and information directly through your smartphone or tablet with these tools.

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Parallel Play: A Podcast for Educators Who Love Toddlers | ECLKC

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Parallel Play: A Podcast for Educators Who Love Toddlers | ECLKC

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This podcast series is focused on toddlers, their development, and how to best support children between the ages of 1 and 3. Listen as hosts discuss practical teaching strategies, developmental progressions, and the joys of toddlerhood. Designed with educators in mind, this series provides multiple…

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The Head Start Heals campaign increases awareness about how Head Start programs are uniquely qualified to address trauma and promote resilience in young children and families. Explore resources to support this work.

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Great for adding movement into a training session!

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Practice your adult regulation skills and have some fun playing! Follow along as the Adult Recess videos guide you through a warm up, interactive game, and closing reflection.